![]() All analyzed articles were published between 20, and were sourced from ERIC, the Web of Science, Scopus, and Google scholar. The meta-analysis examined 33 studies from 31 articles that compare SVVR to other instructional conditions. The purpose of this study was to examine the overall effects of SVVR on cognitive and non-cognitive learning outcomes and to explore a set of moderating variables in student, technology, pedagogy, and methodology aspects. Recent years have seen an increase number of studies on spherical video-based virtual reality (SVVR) in education.However, the impact of SVVR on learning performance remains unclear and cannot be simply generalized from traditional VR-based education. As a result, the scaffolding-based guided inquiry technique supported by Google Classroom has the potential to alterstudents' physics conceptual understanding. These findings imply that the experimental class outperforms the control class. The hypothesis results reveal that the significant value of the t-count t-table with the choice H0 is rejected, and the effect size test results suggest that d = 1.08 where d > 0.8. The results of this study show an average value of 58.6 in the control group and 73 in the experimental group. The research instrument employed was a concept understanding exam consisting of 20 two-tier diagnostic questions with a reliability level of 0.84 in the high category and suitability. This study employed systematic random sampling to obtain 30 students in each of the experimental and control groups. This study's design includes all class XI students from one of Bandar Lampung's schools for the 2018/2019 academic year. The quasi-experimental design method is used in this investigation. The purpose of this study is to examine the impact of student's conceptual understanding on the topic of elasticity and Hooke's Law utilizing a scaffolding-based technique guided inquiry facilitated by Google Classroom. What is still needed are innovative solutions that are pedagogically justifiable and consider the digital and human dimensions sustainably. This suggests that web-based solutions for academic learning are justified but need to consider a range of well-being and engagement factors. ![]() According to the results, university students experienced well-designed and pedagogically implemented web-based learning, teaching and guidance to enhance their own learning, well-being, and engagement in their studies. The data were collected during the COVID-19 pandemic from university students (N = 35) via an online survey and analyzed using a thematic content analysis. ![]() As a theoretical framework, we use the concept of the university student engagement inventory (USEI), which includes behavioral, cognitive, and emotional dimensions. In this article, we explore university students’ experiences of web-based learning, their well-being, and engagement during the pandemic. Universities also had to adapt and re-establish their normal routines, from policies to practices. Based on the findings of the study, an amendment to the guidelines for scaffolding design software is suggested from the perspective of teaching English as a Foreign Language (EFL) in limited contexts.ĬOVID-19 rapidly and extensively changed the normal everyday practices of societies, and there is no going back to the past. The additional descriptive analysis of the qualitative data collected from the experimental group provided evidence for how this difference occurred. ![]() Paired samples comparisons showed that the learners in the experimental group improved their test scores significantly in all the subtests, while those in the control showed a significant increase only in vocabulary questions. While both groups progressed, the experimental group significantly outperformed the control in the posttest. The implementation’s effectiveness was assessed by a comparison of pre and posttest data from 38 fifth graders in a control and experimental group, as well as an analysis of the latter’s responses to classroom tasks and feedback questions collected periodically. The purpose of this study was to develop, implement, and evaluate technology enhanced scaffolding design in Task Based Language Teaching (TBLT) for English beginner level students at a middle school with a limited technology infrastructure and low SES profile.
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