Conference Agenda

A flipped classroom is a blended instructional approach in which the in-class lecture is shifted to before-class learning using videos or other forms of online learning to free up in-class time for students to discuss issues, practise, or apply knowledge (Bergmann & Sams, 2014). A persistent problem with implementing flipped classroom is that, without proper guidance or assistance, students lacked the engagement and self-regulation skills to complete online learning activities before class, and hence failed to learn effectively in the following in-class lessons (Mason et al., 2013).

In an online learning environment, promoting students’ self-regulated learning (SRL) through planning, goal setting, organising, self-monitoring and self-evaluating during the learning process is imperative (Zimmerman, 1990). The theoretical framework of SRL is underpinned by three components of SDL identified as: (1) metacognitive strategies; (2) task management and control; and (3) cognitive strategies to learn the materials (Pintrich & DeGroot, 1990). Previous research has reported that motivational beliefs are positively associated with SRL (Credé & Phillips, 2011).

With the advancement of Artificial Intelligence (AI) technology, chatbot has gained prominence in education and regarded as a useful tool to provide personalised guidance, support or feedback to support students’ learning. There is a growing body of evidence on the use of chatbots to promote students’ SRL in an online environment (Du & Hew, 2021; Hew et al., 2022; Song & Kim, 2020). Other previous studies have reported that the use of chatbot-based learning have contributed to higher students’ learning achievements, self-efficacy, learning attitude (Lee et al., 2022), intrinsic motivation (Yin et al., 2021) and critical thinking (Chang et al., 2022).

In recent years, scholars have highlighted that there is a lack of studies to investigate the effectiveness of learning designs or learning strategies using chatbots (Chen et al., 2020). To date, there is a paucity of studies on chatbot-based learning which investigates the motivational factors that influence students’ SRL in the flipped classroom, particularly with using a critical thinking module and mixed-methods research methodology. Therefore, this present study is an attempt to address this gap in the literature by employing a chatbot combining with worksheet scaffold to investigate the extent to which motivational factors can influence students’ SRL before-class. Understanding the motivational factors that impact students’ SRL using chatbots in the flipped classroom is crucial for researchers and educators to reflect upon, and develop better learning approaches or interventions to support students’ learning in the future.

Specifically, we formulated the following research questions to guide in the data analysis:

RQ1: To what extent does the four motivational variables (i.e. intrinsic goal orientation, extrinsic goal orientation, task value and self-efficacy) correlate with SRL among students using chatbots?;

RQ2: To what extent do the four motivational variables (intrinsic goal orientation, extrinsic goal orientation, task value and self-efficacy) predict SRL for students using chatbots?;

RQ3: Based on the interviews, what are the students’ perspectives of their learning experiences in using chatbots?; and

RQ4: In what ways do the interview data reporting students’ perspectives of their learning experiences in using chatbots help to explain the quantitative results in the online questionnaire?

Immersive virtual reality (VR) is increasingly used as a tool for vocational training, especially safety critical vocations such as mine rescuers’ safety and aviation safety where real-world training is often too complicated, costly, or risky (Pedram et al, 2020, Buttussi & Chittaro, 2017). VR has triggered innovative changes in education by allowing learners to acquire skills through repetition and practice in virtual learning systems. VR can provide real-time visualisation and interaction within a virtual world that closely resembles a real world (Chuan et al, 2018). This allows students to practise procedural skills and partake in decision making in an authentic and safe environment.

Very often, these VR learning environments require the use of head-mounted devices which are costly, fragile and not suitable for use over extended training sessions. Henceforth, the development of low-cost, high-resolution personal computers has made it feasible to offer 3D VR learning in school settings through desktop VR learning systems (Huang et al., 2016).

The delivery of VR through head-mounted devices are used in most VR systems to create a sense of immersion for users. On the other hand, desktop VR simulates a real environment or 3D representation of an abstract concept on the screen, which allows learners to interact with the virtual environment using a keyboard mouse, or other navigation/control devices (Merchant et al., 2012). Head-mounted VR offers a more immersive learning experience but the provision of head-mounted devices for every student is a challenge, especially for big classrooms and home-based learning. VR made accessible on any PC or laptop gives students the opportunity to practice and gain mastery of air traffic control skills at their own pace. This could be useful in vocations such as air traffic control where costly equipment are needed to train learners in procedural knowledge and skills.

To date, there are limited studies on the effects of different types of displays on procedural knowledge and skills acquisition in air traffic control. In a study conducted on the effects of different types of virtual reality display on presence and learning in an aircraft safety training scenario (Buttussi & Chittaro, 2017), the types of VR display (desktop VR vs head-mounted VR with different field of view and degree of freedom) affected users’ sense of presence but did not significantly affect self-efficacy. According to Makransky and Lilleholt (2018), immersive VR provided significantly higher presence than desktop VR, a strong positive predictor of both motivation and enjoyment, which in turn positively predicted perceived learning effectiveness.

Hence, this study aims to compare differences in perceived learning effectiveness between VR Head-mounted Display (VR-HMD) and VR Desktop Display (VR-DD) for procedural training of air traffic control. In addition, the study examines the extent to which the variables, i.e. perceived ease of use, perceived usefulness and sense of presence will influence students’ perceived learning when using different VR displays.

The following research questions were formulated to guide the data analysis in this study:

1. To what extent does each predictor variable (perceived ease of use, perceived usefulness, sense of presence) correlate with perceived learning?

2. Are there significant differences on perceived ease of use, perceived usefulness, sense of presence and perceived learning between VR-HMD and VR-DD?

3. To what extent do perceived ease of use, perceived usefulness and sense of presence significantly predict perceived learning between VR-HMD and VR-DD?

Chatbots are tools that have been developed to improve the machine-human interface for better communication and interaction as well as for more efficient and cost-reducing services. They are well known in and for online business approaches. Its use has been started and is discussed in education as well, but the application is sometimes seen as a potential or even a threat that might compromise proper learning opportunities for students. One might see similar and additional effects with the introduction of digital media seen as an environmental condition, where one can recognize that the average IQ of students has decreased in the last years (Bratsberg & Rogeberg, 2018). Another main concern is the risk to open the backdoor for plagiarism by developing text in learning contexts by students themselves. However, reviews (Okonkwo & Ade-Ibijola, 2021, Pérez & Daradoumis & Puig 2020, Cunningham-Nelson et al., 2019) on chatbots/AI applications in education called edubots show the variation of and the potential quality of its use in the educational sector. Efforts and initiatives are on their way to improve their architecture for educational purposes (Sjøstrøm et al., 2018).

Whereas applications for students are implemented and under research for instance in Learning Management Systems (Lee et al., 2020) to assist students learning, applications for teachers specifically on assessment are less in focus with some exceptions. Just 6 % of the edubots support assessment activities (Okonkwo & Ade-Ibijola, 2021, p.5-6). An eclective literature search in Oria (Norwegian electronic library tool) used here as an example of the research and publication distribution has shown that the search on ‘edubots’ resulted in 93 hits, whereas just 19 were related to ‘edubots & teachers’ as well and just 11 hits on the search topics of ‘edubots, teachers, and assessment’.

Roots of the edubots for teachers one can see in the tutorial systems (TS) in the 1960 (Opwis, 2001) which have later become intelligent, supported by AI called ITS. At that time computerized assessment was an equal part of it, but rather or mostly from a quantitative point of view.

Therefore, this paper will focus on the potential to support better qualitative assessment which lies in the learning potential of written feedback. This is not meant to replace the teachers’ educational autonomy and duty in doing assessment tasks him/herself. The intention is to reduce the workload of routine tasks in assessment whereas more room and time is given for more specific detailed written feedback. As one knows, feedback can lead to cognitive dissonance, that is, disagreement (Goldring, 2015) so that feedback needs to be given with consideration. To summarize the research intention: The project is done from the perspective of typical university teachers to be able to provide edubot-supported, improved specified feedback on students’ written midterm assignments.

Research question: What kind of support can edubots provide for teachers working on written feedback reports?

Initiatives for media education and digital skills in schools have long been a priority in national (KMK, 2016, 2016; MIUR, 2015) and international agendas (European Commission, 2020). The UNESCO recognizes it as an integral part of ensuring quality education for all (Broadband Commission for Sustainable Development, 2017). However, research needs to examine further what constitutes viable resources, approaches and practices for education in the digital age. Digital storytelling has accrued significant interest over the last decade (Ohler, 2013; Robin, 2008; Yang & Wu, 2012). Proponents indicate benefits such as blending digital, oral and written literacies, enhanced potentials for engagement, reflection, deep learning and project-based learning across multiple subjects (Wu & Chen, 2020).

Nevertheless, according to a metareview conducted by Chang and Chu (2022, p. 2), little research has examined technology-enhanced digital storytelling. An emerging research field is concerned with interactive digital storytelling (Koenitz et al., 2015), where researchers explore how computational systems afford nonlinear storytelling and new kinds of aesthetic experiences. Yet, due to its different origin as a field, applications in education are still underresearched.

This research aims to investigate possible interventions for collaborative, guided storytelling that provide natural opportunities for media education with children aged 9-11. The research pursues the double goal of developing a design solution and theory-building by adopting the educational design research (EDR), or design-based research (DBR) approach. As an EDR project, the research starts from the stage of analysis and exploration and continues with design and construction, and evaluation and reflection. This paper focuses on the design and construction of an interactive storytelling tool.

The incorporation of new technologies into the field of education has meant a transformation (Gómez-Galán, 2020) and a challenge for teachers. The continuous appearance of applications and technological devices requires teachers committed to their use and in continuous training.

In this context of technological innovation and even though there are many researchers and teachers who claim the enormous educational potential that video games have (Holbert and Wilensky, 2019) in psychomotor development (Liu et al., 2020), cognitive, communicative (Hartanto et al., 2018) and social (García et al., 2019), there are few formative experiences that use videogames as a learning tool in Primary and Middle School. In this regard, and as perceived in various investigations, the use of video games in schools contributes to the acquisition of content in subjects such as mathematics (Baek et al., 2020), language and literature (Gee, 2003), natural sciences, physics and chemistry (Baek and Touati, 2017), geology (Sharp, 2017) or social sciences (García-Fernández and Medeiros, 2019) and the improvement of memory (Jiménez and Díez, 2018) or attention and reasoning (Green and Seitz, 2015).

In this line, the so-called "serious games" are used because they have an educational purpose (Michael and Chen, 2006) that is characterized by contributing to the acquisition of curricular and attitudinal content (Del Moral et al., 2012). Likewise, the appearance in recent years of tools for the development of video games such as Game Maker, Torque Game Builder, Golden T Game Engine, The Game Creators or 3D Game Studio, among others, have allowed people not to create video games. professionals (Denner et al., 2012), that is, it allows them to perform the functions of designer, scriptwriter and programmer (Robertson and Howells, 2008).

Also the studies by Robertson and Howells (2008) and Vos, Van der Meijden and Denessen (2011) point out the benefits it has in the development of computational and creative thinking, expressive capacity, imagination, complex and systematic thinking, design skills, programming and digital storytelling, In the school, research such as Maloney, Peppler, Kafai, Resnick and Rusk (2008) or Wilson, Connolly, Hainey and Moffat (2011) in which students have used the Scratch software and the software developed by Kahn (2004) stand out. with the ToonTalk app.

This contribution collects an experience of creating a "serious game" video game in a multilevel classroom of a rural school located in the province of Malaga (Spain) during the 2018/19 school year. We have used a qualitative methodology with the objective of knowing the limitations, weaknesses and potentialities inherent to a project of this complexity and to analyze the perceptions, learning and educational experiences of the students,

In our society today, there are many big issues like climate change, biodiversity, and energy supply where good understanding of physics, biology and other environmental studies are required. The basis for understanding these complex phenomena is already laid at school, starting in primary education. Furthermore, digital development with the internet has found its way into school life. Compared to traditional textbooks used in schools the Internet offers an immense wealth of information, views, and reflections. According to current curricula in Europe like in Finland (see Finnish National Board of Education 2016), the students are expected to cope with the great amount of information and learn to find relevant information for learning purposes in schools. (Magliano et. al. 2017). Hence, it is important in science education both to learn scientific content like facts and concepts but also online inquiry skills (Goldman et.al., 2012). Online-inquiry involves skills such as finding and evaluating different sources, recognizing the main relevant ideas their relationships and connections from the different sources, and synthesizing knowledge from various sources (e.g., Frerejean et al. 2019). Learning these skills does not occur naturally but is often challenging and needs to be practiced in school already in primary education.
In this study we investigate how online inquiry skills can be facilitated by using a learning environment, Kidnet, which is designed to practice the whole cycle of online inquiry in a flexible way in an authentic classroom. During online inquiry student constructs different kinds of mental models (Rouet et al. 2017). First the student constructs a context model and perceives the context of the inquiry task, for example the topic and the functioning of the learning environment. Furthermore, the student constructs a task model and plans the strategy for example how to search, what sources are relevant, when to search more sources, how to write a synthesis etc. In an online science inquiry, the student has not only to learn science content, concepts and causal and temporal relations, but also skills. These skills are understanding the inquiry task, choosing search strategies, searching, and locating information, scanning and evaluating the information, finding and selecting the main ideas and synthesizing these ideas into a coherent model, and writing a synthesis (Brand-Gruwel et al. 2009). The KidNet environment comprises all phases of online inquiry from the task to writing a synthesis. It is a closed environment so that all actions made by the student are stored into a file, in the log data. In KidNEt environment there are precisely defined files relating to each task. Thus the log data can be analysed, for example, the sources, which the student used, and the main ideas, which the student copied into the personal clipboard to use them by writing the synthesis.

Furthermore, we used the approach of science capital (Archer et at. 2015) to describe students attitudes towards science, engagement with science-related activities, and access to science-related resources and opportunities. (Archer et al. 2015). In sum we aim to support students to gain a more comprehensive understanding of science topics, learn skills in digital environment and investigate attitudes towards science.

Hence, this case study deals with the following research questions:

- How do students learn online inquiry skills by using digital learning environment KidNet?

- What kind of science capital students have

- How is students’ science capital is linked to online inquiry skills?

Augmented Reality (AR) superimposes virtual objects to the physical environment, enabling augmented experiences to users. AR has been applied to a variety of fields including education offering immersive, authentic, and meaningful learning experiences to students. Research reports that AR, if it is applied appropriately, can have a positive impact on educational settings. AR enables visualisation of abstract concepts, enhances long-term retention, increases learning motivation and engagement and can improve learning achievement (Akçayır, & Akçayır, 2017; Garzón, Pavón, & Baldiris, 2019). Immersive technologies have the potential to transform education by enabling learning experiences that otherwise are inaccessible, expensive, or even dangerous (Jesionkowska, Wild, & Deval, 2020). According to the “VR/AR Industrial Coalition: strategic paper” published be the European commission (2022), AR/VR is very much related to the development of pupils and students, and with its potential as a tool for remote learning, it can support education in remote and rural areas, improving access to education. As declared in the Future of Education Briefing Notes (UN Secretary-General, 2022) released during the Transforming Education Summit 2022, in order for the digital transformation of education to happen, teachers should harness the power of technology and be able to be become micro-curriculum designers and content developers. While AR can offer new opportunities and transform education, its use in classrooms is rather limited. There are numerous challenges associated with the integration of AR in education. Two of these challenges are the lack of teachers’ digital skills to use AR in the classroom (Nikou, Perifanou, Economides, 2022) and the lack of experience in employing AR in the learning design (Ibáñez & Delgado-Kloos, 2018). Teacher education should build the technological and instructional design capacity of preservice teachers enabling them to “be at the frontlines of helping students to navigate their changing world in contextually relevant and age-appropriate way” (UN Secretary-General, 2022). However, while AR technology has come popular in areas such as mathematics and science, few teachers use this technology in science classes (Perifanou, Econmides & Nikou, 2023) and little research exists on how to introduce and integrate AR with specific pedagogical methods to teach science (Arici et al 2019). The current study investigates the use of AR in a Design-Based Learning (DBL) approach to teach Physics in preservice teachers’ education. The study is aiming also at exploring preservice teachers’ views about the integration of AR in Physics teaching. Design-Based Learning is a student-based learning approach, grounded in constructionism that requires students to use their theoretical knowledge to develop an artifact or a solution to a real-life problem (Ariff, & Nurulaini, 2022; Han & Bhattacharya, 2001). The rationale of choosing the DBL approach is because it promotes critical thinking and creativity (Gómez Puente, van Eijck, & Jochems, 2013) and it is appropriate for science teaching (Ibáñez & Delgado-Kloos, 2018). The DBL process typically consists of four main phases: problem understanding, information gathering, solution generation, and evaluation (Puntambekar & Kolodner, 2005). The current study is aiming to investigate the use of AR in a design-based learning approach to teach Physics to pre-service teachers. Specifically, the study aims to answer the following questions:

1. How Design-Based Learning Augmented Reality can be deployed in preservice teachers’ Physics education?
2. What are preservice teachers’ views about Design-Based Learning Augmented Reality in teaching Physics?

The paper explores the possibilities of a simulated virtual reality (VR) environment to support novice teachers in developing competencies for coping with stressful situations. The topic is part of dissertation research that focuses on 1) the stress management strategies of novice teachers in a VR training environment; 2) the design and evaluation of pedagogical VR simulations in an adaptive learning platform. The main research question is: What is the possibility of virtual reality in preparing novice teachers to cope with stressful situations?
Some fields of study for teacher preparation have limited opportunities to prepare for unexpected situations and social and other classroom-specificities (Butler & Monda-Amaya, 2016). Virtual simulated environments can address the need for practice in preparing novice and experienced teachers and provide different variations of learning environments, instant feedback, metrics (which are not obtainable in a real classroom), and a safe space for preparation (Dieker et al., 2015; Lamb & Etopio, 2020; McGarr, 2020)
Social, political, economic and accelerating technological challenges (e.g. distance education in times of pandemic or social inclusion of children from Ukraine in Czech schools) brings increased demands on novice teachers. They are a professional group at risk of stress loads leading to leaving the profession or burnout.
Through the presented research, we aim to contribute by engaging VR technology to train potential stressful teaching situations. A secondary aim of the research is to explore the potential for practising interactions in VR between the teacher and networks of support actors. These include the teaching assistant, the school psychologist, the social and special educator, the school prevention methodologist or the tandem teacher.
VR simulations are used in many different industries. A coherent methodology for implementing this technology in schools still needs to be included in a pedagogical context. Faculties educating teachers would get the opportunity of repeated training in a safe environment and the spectrum of social scenarios (various pedagogical situations) that VR technology offers. As disseminators of knowledge, teachers are vital actors in transferring work with this technology. The opportunity to reinforce (and simultaneously evaluate) novice teachers coping strategies in simulations might promote well-being and resilience (Ungar & Theron, 2020).
In the presented research, we understand VR as the illusion of being present in a digitally generated learning environment where we can act realistically and experience different situations (Radianti, et al. 2020). We do not understand the VR experience as a substitute for the real classroom but rather as an experience that can be integrated into the curriculum to support future teachers' development concerning developing different pedagogical strategies. It can also provide new practice opportunities.
VR simulations will provide a large amount of multidisciplinary data and metrics that will enhance humanities-oriented research, particularly on the negotiation strategies of educators and other educational support actors.
Furthermore, the research aims at a methodological concept of VR education, which needs to be noticed for the widespread dissemination of an attractive form of education through VR technology in schools (still significantly underrepresented in the Czech Republic). The design of scenarios in education will promote social-emotional learning.
The critical approaches to embracing VR in education are experimentalism, constructivism, somatic epistemology and cognitivism. The research pursues contemporary challenges, both methodological and technological (what and how features to incorporate into immersive VR to implement to make the simulation believable; e.g., eye contact of avatars using eye visualization - Eyetracking), as well as domain-oriented (what types of scenarios to create)

Technological developments are influencing the evolution of learning styles from verbal to visual to virtual (Sholihin et al., 2020). This also applies to the resolution of moral dilemmas as a decision-making paradox without unambiguously acceptable or preferable options (Niforatos et al., 2020) in virtual reality (VR).

There are conflicting research results on virtual reality (VR) in the context of learning. On the one hand, the results of several studies show that the use of VR makes learning motivating, interesting and increases learning effectiveness (Makransky, Bonde, et al., 2016; Makransky, Thisgaard, & Gadegaard, 2016; Thisgaard & Makransky, 2017), increases ethical efficacy by improving self-efficacy (Ding et al., 2020), and ultimately influences ethical behaviour (Huang & Lin, 2019; Fischbach, 2015).

The advantages of VR include, firstly, the acquisition of multiple experiences in action, including from another person's perspective, where moral judgements may depend not on the outcome but rather on the action involved in achieving the outcome (Slater et al., 2020). Second, in VR-based learning environments, the learning experience is achieved by providing a virtual environment that is similar to real-life situations (Huang, Rauch, & Liaw, 2010; Yusoff et al., 2011), thus VR allows participants to become an active part/subject of the learning process (Yusoff et al., 2011). Third, in addition to providing an experience, VR can provide operational feedback: using VR, it is possible to model situations with the aim of learning how people might behave in specific circumstances, rather than how they think/predict they might behave in practice, as they would in response to a questionnaire (Skulmovskis et al., 2014). VR may have a positive impact on academic achievement, as research shows that students with VR-based and traditional learning experiences have higher achievement compared to students with only traditional learning experiences (Goetz, 2014).

In addition, learners' emotional reactions to learning can also have a significant impact on academic achievement (Pekrun, 2016), and, when using VR to solve a moral dilemma, study participants showed higher anxiety and stress (Terbeck, 2001) and had an increased heart rate compared to those in the paper-based experiment, possibly indicating greater emotional engagement (Francis et al., 2016).

The importance of moral education at school is widely recognized (OECD, 2021; UNESCO, 2021). One of the objectives of the Latvian Council of Science project "Effectiveness research of an online curriculum for virtue education in Latvian educational institutions (from grades 1 to 12) - eTAP+" is the development, validation, and improvement of a methodology for using a VR solution for discussing moral dilemmas. In cooperation with a VR company (Vividly) and an upper secondary education school, a moral dilemma for secondary school students on career choice was developed.

This study presents the preliminary results of the piloting of a VR solution for discussing moral dilemmas in upper secondary education level, addressing two research questions:

-What are the benefits and challenges of using VR in the context of moral dilemmas?

-What pedagogical conditions contribute to a successful moral learning experience using VR in the context of moral dilemmas?

The research is based on the theory of the “relational-self-of-virtue” (Fernández González, 2019a, 2019b), which considers four components in the development of a moral self: 1) understanding of character growth; 2) commitment to virtue growth; 3) practical involvement in virtuous behaviour; and 4) personal and social recognition/identity. Those four components were operationalized in the structure of the research addressing the benefits, challenges, and pedagogical conditions of a successful moral learning experience using VR in the context of moral dilemmas.

Identity in the digital age is being transformed through the configuration of new identities in the virtual world. Online identity is defined by Veale (2017) as the representation of a person online, composed of a variety of attributes, characteristics, information and content that can be used to identify a person online. What is characteristic of this identity, as opposed to offline identity, is that it is constructed according to the logics of interaction that govern virtual sociability (Murillejo et al., 2015; Torres, 2016).

Although there is a broad academic consensus that supports the existence of a relationship between online and offline identity, the type and degree of relationship between the two is controversial. For some authors there is a total hybridisation between the two (Martinez, et al., 2021; Espluga, 2021) while others emphasise the differences and the distance between both. There is also a gap in the cultural differences that exist in the constitution of online identities between different groups of diverse socio-cultural backgrounds. Thus, the aim of the research is to find out how young Moroccan immigrants and Spanish immigrants describe their online identities, to identify the main differences between online and offline identities and to understand the socio-cultural factors that are identified in the construction of their online identities.

Among the results obtained, the following stand out:

1. Young people report that they spend most of their time online on social networks tik tok, instagram and whatsapp. Their motivations for using them include communicating with other people they know and do not know, keeping up to date with what friends and celebrities are doing and "gossiping". They recognise that they are constantly monitoring and controlling other people's lives.
2. Among the positive aspects of their virtual socialisation, they express the ease of communication between distant people. However, they underline numerous negative effects: (1) exhibitionism of intimate life and female hypersexualisation in order to increase their virtual popularity, (2) frustration, decrease of self-esteem due to the underestimation of the perfect life and (3) the feeling of diminishing or wasting time.
3. They find difficult to define their online identities because they are not very stable. They recognise they want to show the good side of things, the positive, the perfect, the idyllic. In this sense, they applaud having a greater ability to decide what to show and what to hide about themselves than in the offline world. This idealisation of the virtual self is justified by the need to generate good opinion in others, favouring their social acceptance and admiration- "showing their best version"-. The aspects they value most in the construction of virtual identity are physical beauty, creativity and popularity or sociability.
4. When comparing online and offline identities, they most claim to appear natural, while they identify falsehood, deception and imposture in the profiles and avatars of their peers.
5. Finally, it is recognised that socio-cultural factors affecting online identity vary according to young people's backgrounds. Although peers are fundamental in the construction of both young's identities (Davis,2014), different cultural patterns are recognised. Spaniards are more active in networks and give more importance to the number of followers. They also do not limit themselves as much when it comes to publishing certain content. On the other hand, Moroccans do not perceive that social networks waste their time; they give priority to enjoying time with family, friends and offline hobbies before being online. They also report giving less importance to appearance. They also reveal less personal and intimate information. In terms of the elaboration, they give more importance to religion and national identity (while spaniards give it to leisure).

The evolution of mobile phones in the world has been explosive since the first call was made from the first mobile phone in 1973 [Holguin, 2020]. Today, recent studies on mobile technology show that its use has been actively intensifying [Ally et al., 2014; INE, 2021] and that this phenomenon will continue to grow. The main uses of these mobile devices are far from just making phone calls. Today, this evolution has meant that mobile phones can perform a huge number of simultaneous functions, boosted by the momentum and reach of the Internet, as well as the development of countless applications and the use of social networks.

While this is not a new phenomenon, the truth is that with the Covid-19 pandemic the use of mobile devices has only grown, especially among the younger population. According to the recent report by Common Sense [ 2021], the use of mobile phones by children aged 12 to 18 has increased by 17% since the pandemic began, and much more among adolescents (13 to 18 years). In the case of Spain, the most recent data states that Internet use is practically universal (99.7%) among people aged 16 to 24 and that 68.7% [INE, 2021] of children aged 10 to 15 have a mobile phone.

Unlike other digital technologies, such as personal computers or laptops, which have been introduced and promoted as useful tools for learning and for the personal and professional development of students in the near future, mobile phones today pose a challenge when it comes to integrating them into the classroom [Calderón-Garrido et al., 2022]. While their ubiquity, their socialising function and their role in the development of digital skills are recognised, there is a clear fear that smartphones, due to their individualised and difficult to control usage, generate social inequalities and distractions that undermine the efforts of teachers [Selwyn et al., 2017).

In Spain, the lack of consensus on the issue at hand is also observed in the different political stances of the autonomous communities. Mellado-Moreno et al [2022] refers to the existence of three different discourses. While the communities of Madrid, Castilla-La Mancha and Galicia have opted for prohibition, other autonomous communities have softened their positions, such as the Valencian Community and Aragon. Catalonia, on the other hand, through the mòbils.edu plan is committed to promoting the use of mobile devices as a strategic educational tool for curriculum development, competence work, inclusive education, tutorial action and the management of coexistence and human relations to promote educational success [Mellado-Moreno et al., 2022].

In this context, the project "US'MOV: Young people and mobiles in the classroom. Discourses and dynamics of prohibition, promotion and indeterminacy" came about, and whose main objective was to identify and analyse the discourses, practices and positions of educational administrations, teachers, young people, families and companies in the sector on the use of mobile phones in compulsory secondary schools in Spain. Ten case studies were conducted in compulsory secondary schools in four autonomous communities in Spain (Catalonia, Valencia, Madrid and Castilla-La Mancha)

In the case of Catalonia, the fieldwork was carried out in three schools in the province of Barcelona and one in the province of Girona. This article presents the results of the three cases developed in secondary schools in the province of Barcelona (two public and one state-subsidised) that, in the first instance, were positioned as centres in favour of the use of mobile phones in the classroom and that had an explicit commitment to include mobile technology to promote learning processes and access to knowledge.

The aim of this research was to re-investigate, explore and analyze the new characteristics of Hungarian Netgeneration. (In this case, we use this term to labeling students born after 2006.) This paper offers empirical data on several features and characteristics of Hungarian students (13-17 years old).
Overview
There are many debates among educational researchers about the phenomenon 'Digital natives' since Prensky's first article (Prensky, 2001). Many critical studies have been published in the literature, with more founded arguments (Helsper, E. J. & Eynon, R. (2010); Zur, O., & Walker, A. (2011); ).
We are agree with Kischner's statement: "As has been shown, there is quite a large body of evidence showing that the digital native does not exist nor that people, regardless of their age, can multitask. This corpus of research also shows that though learners in this generation have only experienced a digital connected world, they are not capable of dealing with modern technologies in the way which is often ascribed to them (i.e., that they can navigate that world for effective and efficient learning and knowledge construction)." Kirschner, P. A. & De Bruyckere, P. (2017). Several studies have analyzed the learning habits of Digital Natives or so-called Net generation students in recent years (Gallardo-Echenique1, E. E., Marqués-Molías, L., Bullen, M. and Strijbos, J-W. (2015); Cilliers, (2017); Shtepura, A. (2018); Zenios, M. & Ioannou, E. (2018); Dastane & Haba, (2023); Fleury, S. & Richir, S. (2023)), however, few large-scale studies analyze the change during and after the Covid-19 situation.
In our recent research project, we investigate the change in so-called 'Netgeneration' students in comparison to the Netgeneration-2010 study (has been conducted in Hungary, 2010).
The main research questions were the following:
How did ICT and Internet usage habits and skills change for these students (compared to preliminary research Netgeneration 2010)?
How do they relate to new social media applications (Facebook, Tiktok, Instagram etc.)?
How did they feel ourself during online learning (Covid-era)? What is their opinion regarding this type of learning?
Are they reading more digitally than traditional paper-based sources (books etc.?
What type of evidence can be found about the digital creativity of this generation (webpages, blogs, youtube channels etc.)?

This paper explores the issue of digital distraction in higher education and what influences academics’ responses to the challenge. Research by Flanigan and Titsworth (2020) found that digital distraction during lectures negatively impacted on both the quality and quantity of students’ notes. Digital distraction not only impacts negatively on the student that is engaging in the online behavior, but it can also impact on others sitting in the vicinity of the student (Flanigan & Babchuk, 2022). Therefore, despite decades of attention on digital technologies as devices that can enhance teaching and learning, there is growing evidence of their potential to do the exact opposite, i.e., distract the student from engaging in learning.

Because of the distractive nature of digital technologies in learning, there is a growing body of research exploring this phenomenon. Chen et al (2020) identified three streams of research in this area. The first stream focuses on the extent to which individuals use digital technologies for non-study purposes and the types of digital distraction behaviors. The second stream explores the relationship between digital distraction and student performance and the third stream tries to identify the determinants of digital distraction. There is also work exploring how best to assist students in developing strategies to address digital distraction (Aasgaard 2021). However, helping students to avoid digital extraction is a challenging task. Flanigan and Titsworth (2020) comment that digital technologies are unlike previous media technologies in that they are not task limited tools. Instead, they are used extensively for work, leisure and socialization. Therefore, the opportunities to avoid these technologies are limited. In looking at the approaches adopted to address this issue in higher education, Ehrlick (2014) identified that there were various ways in which academics tried to combat this issue. This paper aims to explore these different approaches and, through the lens of student-as-consumer and student-as-customer, aims to show how the increasing commodification of education limits educators’ responses to digital distraction as they are increasingly concerned about student appeasement.

Social media labs, as spaces for experimentation, have recently become one of the main mechanisms for innovation. The role of universities, with degrees focused on subjects linked to social innovation, can be a fundamental factor in social development. It is essential to transform traditional centres into spaces for dialogue, into creative ecosystems, simultaneously dedicated to reflection and debate, research and production, training, and socialisation. Within this framework, we carried out ethnographic research on the implementation of a social media laboratory developed with social education students during the last two academic years at the Faculty of Education in Palencia. The results provide evidence of the development by university students in some skills related to creativity, reflection and debate, as well as various digital skills. In line with the existing literature, we show how the social media laboratory enables the acquisition of knowledge situated in the social reality of the environment that is of great use to future social educators, as well as some of its limitations in these processes of experimentation and social innovation.

We propose to think of the media lab as a bet, a prototype or lab model that addresses the transformation of knowledge production processes, the reformulation of university institutions and the role of the humanities in influencing social processes from the defence of the commons as a local and situated expression of a capacity for resilience. Following this line, a prototype is a tentative, provisional, incomplete, experimental, open product. Prototyping is not so much about finding solutions as it is about making sure that the problems are well understood or, in other words, that we have been critical enough to explore the consequences of our designs and to make sure that we have taken into account almost all possible points of view.

In this study, we investigated the implementation of a project called "Social Media Laboratory for Young People" as an example of content creation that combines multimedia (images, video, text, audio) with the development of participatory cultures and the acquisition of digital competences. This project was conducted with the aim that the students of the Degree in Social Education go from being mere consumers to co-producers of the narrative, generating new opportunities for social, cultural and professional development. To this end, we propose the following objectives:

1. To examine social media laboratories based on the production, research and dissemination of socio-educational projects that explore new forms of creative experimentation and collaborative learning that arise within university environments in the hyper-connected society.

2. To stimulate social innovation and citizenship projects developed at the university, offering open platforms for collaboration between students and social agents to promote knowledge as a common good.

3. Promote the development of digital competences among university students in an environment of learning ecologies as part of their training in the contexts of expanded education.

Ever since their creation, institutions of higher education have been closely bound up with the diverse, incessant changes brought about by the political, social and economic conditions that have ceaselessly continued to evolve throughout history (Redondo & Sánchez, 2007; Rojo, 2000). In this regard, it becomes inevitable to talk about information and communications technologies (ICTs). The great cultural and social changes brought about in recent years by technological evolution and development, and in particular the situation in the wake of the global COVID19 pandemic, cannot be ignored, and, naturally, this has led to a series of demands and requirements in the education environment. With the implementation in Spain of the European Higher Education Area (EHEA), it has also become evident that there is a vital need to review many aspects of the existing model of university-level education, including organization and management, administration, and teaching and learning methods (Río & Hìpola, 2005).

The overriding priorities in university institutions are educational equality, the quality of higher education, lifelong learning, employability, a student-centered teaching-learning process, research and innovation, international projection and increasing student mobility opportunities (European Commission, 2009).

Moreover, all this need to be addressed against the backdrop of a university environment that is increasingly heterogeneous and diverse in terms of social and cultural considerations, age differences, and different personal and professional situations, and with an ever-growing presence of functionally diverse students. As a result, in recent years universities have clearly striven to implement more inclusive procedural policies and regulations at local and/or European level. This has been done taking into account Sustainable Development Goal 4 of the European Union’s 2030 Agenda, which states that an inclusive, egalitarian education should be guaranteed and lifelong learning opportunities should be promoted for all (European Union, 2010; United Nations Organization, 2015).<0}

This means eliminating barriers not only in infrastructure but also in virtual environments and the processes that take place in them. Universities should therefore review their practices in order to allow participation by all students and guarantee learning. It is necessary to redefine not only policies and actions focused on diversity awareness and inclusive education, but also those which affect ICT usage (O’Byrne, Jagoe & Lawler, 2019; Odame, Opoku, Nketsia & Nanor, 2021; Valee, 2017).

This study aims to analyze and describe both the ways in which teachers integrate ICTs in the classroom to accommodate diversity and their knowledge of the different national and international standards regarding digital competence and its incorporation into curricular policy.

Digital technology has increasingly influenced all areas of education, including higher education. Not only general communication and collaboration technologies are widely used in all educational areas, but also subject-specific technologies developed for specific professional contexts. Within educational programmes of building construction in higher education, this can, for example, be drawing programmes such as Revit supplemented with Virtual Reality technology, which is the empirical context for this paper.

The development of teachers’ teaching skills can be seen as combinations of different knowledge domains. Here, the so-called PCK (Pedagogical Content Knowledge) research tradition has been quite prominent since its introduction by Schulman (1986), mainly with focus on pre- and primary school areas. Particularly concerning teachers’ competences in technological integration, a special tradition has later developed under the term TPACK (Technological, Pedagogical, And Content Knowledge). This framework was introduced in an article by Mishra and Koehler (2006), in which the authors argued that this area should be highlighted as a third domain due to the growth of digital technology development. Both the PCK and the TPACK tradition are based on the idea that the different domains are integrated or transformed into a new knowledge construct (Kind, 2015; Angeli et al., 2016). The perception of integration/transformation is rooted in a cognitive view of knowledge and learning (Schulman, 2015). However, this has raised some ontological questions about how a ‘knowledge domain’ should actually be understood (Shulman, 2015), and this, in turn, leads to challenges in conceptualising what regulates integration and transformation processes. This has given rise to criticism and discussion, both internally from the research field, but also from other sides, e.g. educational sociology fields. Howard and Maton (2011) have argued that the three knowledge domains in TPACK – though they identify important content areas – are locked in their empirical context. According to the authors, there is a lack of concepts for determining what forms knowledge takes; i.e. forms that can be compared across empirical contexts.

In order to identify some underlying principles of how knowledge practices are structured, the so-called specialisation codes from ‘Legitimation Code Theory’ (LCT) can be employed (Maton, 2014). Specialisation codes are about the ‘basis of achievement’; i.e. what counts as legitimate knowledge and what constitutes a legitimate ‘knower’ in a specific setting. A distinction is made between two sets of principles/dimensions: ‘epistemic relations’ and ‘social relations’. The former deals with the significance of epistemological matters such as possessing specialist procedures, methods and techniques related to the subject matter. ‘Social relations’ deals with the significance of personal traits/characteristics of the ‘knower’, whether such traits are innate or come from belonging to social groups (Bourdieu, 1988). The two dimensions can vary independently of each other as continua and thereby form four different code modalities; knowledge code, knower code, elite code and relativist code. These codes make it possible to analyse what dominates teachers’ transformation of knowledge into a pedagogical discourse suitable for students’ learning. The research question that the paper discusses is: How can specialisation codes contribute to conceptualising technological knowledge transformation into pedagogical discourse and thereby complement the TPACK framework? This paper thus proposes an educational sociology perspective on the transformation issue. The empirical work that forms the basis of the argumentation is a case study, which is part of a larger research project comprising a number of UC’s and universities in Denmark. The overall aim was to develop teachers’ digital competences in construction education. The actual case study is about a teacher’s transformation of knowledge about Virtual Reality (VR) to teaching practice in a Constructing Architect program (CA-program).

Digitalization in education has brought great challenges for teachers. Digital competence in teaching has become a key and necessary competence in the educational systems of the world (European Commission, 2020). European Union Council (2018) defines digital competence as "the safe, critical and responsible use of digital technologies for learning, work and participation in society, as well as their interaction with them" (p. 9).

Nevertheless, currently, the concept of teacher digital competency (TDC) has come out (Falloon, 2020). According to Krumsvik (2012), it is defined as: “'proficiency in using ICT (information and communication technology) in a professional context with good pedagogic-didactic judgment and his or her awareness of its implications for learning strategies and the digital “Bildung” (training) of pupils and students” (p.44-45). Despite the fact that it is a very widespread concept at the pre-university level, there are increasing studies that address it at the university level (Uerz et al., 2021).

In recent years, different frameworks have emerged to promote and manage it. At the European level, the European Commission has proposed the common framework DigCompEdu, which has quickly become a reference framework, as in the case of Spain, adopted by the Conference of Rectors of Spanish Universities (CRUE, 2022).

As for institutions, they have implemented digitization actions and plans, with different approaches. Looking at the examples of some European universities, we see various approaches, such as Bergen promoting the culture of change, improving the technological infrastructure of the campus and the use of digital services; the University of Leuven, which through its digital plan focused on the creation of free educational resources, support services for training and digital learning. Something along the lines of that, the University of Geneva have developed digital training processes for their teaching staff through automated strategies, online courses, or evaluation systems (Viñoles et al., 2021).

Nonetheless, when COVID-19 arrived, it became clear that there were still shortcomings, especially in the pedagogical use of digital technology (Viñoles et al., 2022). In this sense, and with regard to future university teachers, it is necessary to generate initial training strategies that promote the development of this competence in all its aspects (technical, pedagogical, and student competencies’ facilitator aspects) (Buils et al., 2022).

When it comes down to ensuring quality teaching in the educational system, it is essential to take care of the training of beginning university faculty. During the first teaching stage, novice teachers develop and consolidate habits and knowledge. These are the most complex and critical years, in which the teaching identity and its socialization are built (Kelchtermans, 2019).

This communication is part of a project that aims to design a training proposal for new faculty staff in a digital environment. The aim of this work is to identify the characteristics of the training offered to novice teachers in Spanish universities in relation to digital competence in teaching.

In order to identify those digital characteristics in induction programs, we shed some light on the competencies framework we adopt in our study: DigCompEdu. Through the Digital Education Action Plan: 2021-2027, the European Commission (2020) aims to enhance the capacity of teachers to use digital technology with skill, equity, and efficiency, thus improving educational quality. The importance of taking a competencies framework into account lies in the justification of decisions in the initial and permanent training of university teachers (Castañeda et al. 2018).

Whether with concern or excitement, we, as educators, venture into the current millennium guided by a conceptual paradigm shift of changing student needs. Generation change and subsequent renewing of secondary education standards present the need for schools to expand their practices of differentiation and individualization of educational process. Traditional methodologies and traditional classroom settings are transforming, expanding beyond the four-walled cubes into the "virtual" amorphous cyberspace classrooms and reality sites outside of the typical ivy-covered towers of higher education. Because of technology-driven telecommunications and growing student diversity, we have a responsibility to be more innovative in our pedagogical approaches. Designing creative virtual classrooms developed within a theoretical framework while considering differentiation and individualization needs is the only answer. Research has attributed difficulties in doing so largely to problems and difficulties of differential approach in teaching, and has recently pinpointed the essential role of using of modern ICT tools in implementing that approach. An ethos of knowledge transfer, implementation and learning are needed for educational success.

Interactive electronic platforms are new and significant phenomena and are newly internationalizing. This study will employ longitudinal educational research to identify if and how these platforms reconcile with the problem of differentiation in education, and to advance understanding concerning the link between ICT and international education development.

Online courses are the latest technologically mediated form of distance asynchronous learning and today they are among the most popular non-formal education practices. The online courses use the internet (and all related technologies) to provide educational recourses to a wide audience whenever and however is convenient for them, breaking all institutional barriers to knowledge and information. Due to their user-friendly interface and user-oriented content, it is theorized that the online courses would play a key tool for lowering the educational inequalities and increasing inclusivity (Germain-Rutherford and Kerr, 2008). Judging from studies on inequalities in MOOCs, however, online courses appear to be less inclusive as expected.

Unfortunately, the literature on inequalities in participation and inclusivity in the online courses, outside of the MOOCs research, is poorly developed, mostly due to the lack of appropriate data.

Our study seeks to contribute to the literature on inequalities in participation in online courses in three main ways. First, we use unexplored data from the EU Information and Communications Technologies (ICT) usage by Households and Individuals for 2021. Second, our analysis provides a cross-national comparative perspective, using two-level regression analysis taking into account the level of the country's innovation. Third, we theorized the inequalities and the role of technologies in participation inequalities from the perspective of Bourdieu’s theory of cultural capital (Beckman et al., 2018).

Our analytical framework is based on Bourdieu's cultural capital theory but adapted to the online courses and digital context. We interpret the three states of cultural capital - embodied , objectified, and institutionalized statе (Bourdieu, 1986) - using them to create statistically analyzed variables.

We start with objectified cultural capital, arguing that technologies like laptops, internet access and smartphones have a major role in the inequalities in the online courses. Cultural capitals are noticeable through the device used by the students, which is recognised by pre-established algorithms, acting on behalf of their owners. These devices are not equally distributed among the learners, giving them unequal access to the educational content. Laptops and PCs are more adaptable to users’ educational needs but require more cultural capital in contrast to mobile devices, which are hard to adapt due to their original purposes but require less cultural capital.

Embodied cultural capitals are needed not only to use a device but also to navigate the web and to be able to find and recognise exactly what you need (van Dijk and van Deursen, 2014). Digital skills, linked to information seeking, are also distributed unevenly among the different social classes and especially with regard to the individual level of formal education, as studies of the social divide have shown (Hargittai, 2002).

The cultural capitals have ‘efficacy’ in relation to a specific field (Bourideu, 1984). How valuable the skills and knowledge learned in online courses are depends on the everyday struggles over price-forming locked around the strategies in the different fields. Comparing manual with non-manual occupation we study the effects of field efficacy. We also compute the differences between the countries, which Bourdieu considered as meta-fields (Bourdieu and Wacquant, 1992), taking their level of innovation.

Against this background research questions (RQs):

1) Which state (embodied, objectified, institutionalised) of cultural capital is a better predictor for participation in online courses?

2) Does the ‘efficacy’ of cultural capital on participation in online courses differ between specific fields?

3) Are there country differences in the influences of cultural capital in online courses?

4) Can a lack of cultural capital be mitigated by the country’s level of innovation in regard to participation in online courses?

The discourse that digitalization could fix educational problems, notably boosting educational opportunity equality and inclusion underpins many national and international policies and drives many initatives to integrating digitalization into schooling. Numerous research have been conducted on this topic, including policy analysis, case studies, and the factors that determine the consequences of employing digital tools, particularly on the Covid-19 pandemic, in addition to the political concerns behind incorporating digital technologies into education. However, there have not been many in-depth qualitative research on how various individuals view the (in)equality brought about by educational digitalization based on their daily usage experiences. In this study, we attempt to bridge the gap by using China as an example. In recent years, with the central government-oriented “new basic infrastructure construction”, and the "internet+" program, providing the same digital infrastructures for all within a province has been viewed as a fundamental responsibility of local government and articulated as the most effective tool for addressing long-standing concerns about educational inequality in China. China is stimultaneously presenting itself and being acknowledged by international organizations such as UNESCO as a country that excels in utilizing digitalization to ensure educational inclusion and equal access to high quality education for disadvantaged individuals.

This paper investigates, on the one hand, the visible and invisible digital infrastructure differences between rural and urban schools within a province and between provinces, and, on the other, how teachers, the individuals who use digital technologies for teaching on a daily basis, perceive the (in)equality against the backdrop of educational digitalization.

We ask following three questions:

1. What are the differences between each school's digital infrastructures and how did they arise?
2. Do teachers with access to the same digital infrastructures have access to the same teaching resources?
3. How does digitalization affect educators' perceptions of educational equality, and what does educational equality mean for teachers in the context of digitalization?

The concept equality contains different levels of meaning. This study begins by defining equality as varying access to sophisticated technology, in light of the Chinese government's emphasis in policy papers and government-oriented practice, which are asserted, on providing everyone with the same infrastructures and high-quality educational materials. This article seeks to discover, by continual study of the data, what additional layers of (in)equality are generated by teachers.