Yu-Chang Hsu

This scoping review synthesizes research on gamified online course design published 2013–2021. Fifty‑eight peer‑reviewed studies were mapped to five focus areas: gamification elements, activities, tools, frameworks, and user attributes. Using ADDIE as a conceptual lens, the authors interpret current practices and highlight gaps to guide future design and research.

This systematic review analyzed 22 empirical studies (2012–2021) on educational robotics for developing computational thinking (CT) in young learners (Pre‑K to Grade 6). Frequently targeted CT skills were sequencing, conditionals, loops, debugging, and algorithmic thinking; LEGO Mindstorms was most common. Collaborative, project‑based, and embodied learning strategies were prevalent; developmentally appropriate skills, kits, and pedagogies are identified.

This first article of a two‑part series surveys the fast‑evolving frontier of generative AI (e.g., ChatGPT), outlining potential educational uses and benefits, essential abilities for the AI era, and issues and concerns that educators must consider.

Continuing from Part One, this article examines new developments, policies, stances, and initiatives regarding generative AI’s roles in education across international contexts, highlighting implications for practice and future research.

This study describes an undergraduate course designed to strengthen STEM majors’ trigonometry through collaborative mobile app programming. Analyses of student‑developed apps and course experiences show that students applied trigonometric concepts in quizzes, games, and review guides and reported positive experiences revisiting mathematics via programming.

This scoping review examined peer‑reviewed journal articles on educational 360° video used with virtual reality. A sample of 12 studies across nine content areas was identified. Learners generally enjoyed immersive 360° VR video experiences, but findings on learning impact were mixed; benefits, drawbacks, and research gaps are summarized.

This article reviews opportunities to develop computational thinking (CT) in young learners. It synthesizes empirical studies on technologies used to develop CT and analyzes selected commercial tools for young learners, discussing challenges and implications for technology‑supported CT development.

This article synthesizes empirical research on maker education and provides an overview of current efforts. It discusses learning outcomes, common issues and challenges, resources, and directions for future research related to learning through making, including activities such as 3D printing, coding, e‑textiles, and physical computing.

This exploratory study examined smartphone-based augmented reality (AR) artifact creation as part of mobile collaborative learning activities and its effect on preservice teachers’ technological pedagogical content knowledge (TPACK). Using a mixed-method design, the study found that creating AR artifacts with peer discussion tended to promote technological pedagogical knowledge (TPK) and integrative TPACK development, whereas viewing mobile media artifacts with peer discussion supported content knowledge (CK) development.

This mixed‑methods study explored how educators with limited programming experience learned mobile app design using App Inventor in an online graduate course. Participants reported a strong sense of community, empowerment from building functioning apps, and value in peer feedback, design proposals, and reflective journals; implications for teaching/learning mobile app design online are discussed.