Critical Literature Review on ICT in Education

INT7010 Critical Literature Review on ICT in Education
The Education University of Hong Kong
Postgraduate, Sub-degree, Undergraduate Programmes (2021-22)
Module Title： INT 7010 (01E)
Critical Literature Review on ICT in Education
Credit Points: 3
Time: Session 1: 2:00-5:00pm 17 Feb. 2022 (Thursday)
Session 2: 2:20-5:00pm 17 Mar. 2022 (Thursday)
Venue:
Zoom in Moodle
Lecturer: Dr. Song Yanjie 宋燕捷博士
E-mail: ysong@eduhk.hk
Office: D3-1/F- 20
Phone: 2948 8644
Learning Platform1
: Moodle Learning Management System (LMS)
Module Synopsis：
This course aims to provide students with an opportunity to undertake literature review in a specific
area of ICT in education of their choice. The course will also enable students to identify and make
deeper reflections on the current issues and challenges of ICT in education and develop
self-directed learning skills.
1 Moodle Learning Management System is a learning platform provided by The Education University of Hong Kong.
INT7010 Critical Literature Review on ICT in Education
Teaching & Assignment Schedule
Week Date
(Session)
Content Tasks and
Assignments
Deadlines
1 17 Feb.
2022
(Thu.)
• Key concepts / frameworks
related to ICT in Education
(Part I)
• Introduction to writing a
research proposal (Part II)
Prepare a PPT on
reporting your
preliminary
research plan
Make a 5 minute’s
presentation on 17 Mar. 2022;
then upload the PPT to
Moodle on or before
6 May 2022 (Fri.).
2 17 Mar.
2022
(Thu.)
Introduction to writing a
critical literature review
Write a critical
literature review
with about 3000
words
Upload the literature review
to Moodle (either in Word or
PDF) on or before 6 May
2022 (Fri.).
Course Assessment (Individual work)
Type Assessment Weight
Individual
presentation
Prepare a PowerPoint presentation on your preliminary research plan. The
following are the suggested components (You do not need to include all of
the following components except compulsory ones highlighted in yellow):
(5 minutes + 10 minutes Q&A)
20%
a. Title (Concrete, concise, brief, no more than 15 words).
b. Background information
c. Statement of problems
d. Justification (a preliminary one) (Rationale of the study based on
literature review / it can also be a conceptual framework)
e. Research questions
f. Significance of the study
g. Methodology
h. References
Individual
Project
Write a critical literature review on a selected topic about ICT in education
with about 3000 words. The essay should include the following
components:
80%
a. An appropriate title – matches what your literature review is about.
b. Introduction – sets context, and explains what will be reviewed and
why it will be reviewed.
c. Body – includes critical discussion of key research and findings and
identification of gaps in the literature.
d. Conclusions, directions for research, implications for practice.
e. References (both in-text citations and reference list)
Total: 100%
Regulations in completing assignment work
1. Students are encouraged to discuss with their peers on their work, but copy or attempt to copy other’s work will
not be accepted.
2. All the citations should be referenced in the appropriate American Psychology Association (APA) format as found
in the student handbook. Further information can be found at:
https://www.eduhk.hk/re/student_handbook/images/Eng_ch14_citation_2122.pdf (English).
3. No part of the submitted materials should be directly copied from other sources without acknowledgement and
should not have been submitted or concurrently submitted for other modules.
INT7010 Critical Literature Review on ICT in Education
Course Evaluation Criteria
Presentation (20%) (5 minutes + 10 minutes Q&A) Weight Score
Title (Concrete, concise, brief, no more than 15 words) 1%
Background information (General one) 5%
Statement of problems (General one) 5%
Justification (Preliminary one) 5%
Methodology (Only methods without research procedures) 2%
Reference and clarity of presentation and delivery 2%
Literature review (80%) Weight Score
Title that matches what your literature review is about 5%
Background information/context of the literature review 10%
What will be reviewed and why? 20%
Critical discussion of key research and findings 20%
Identification of gaps in the literature 10%
Conclusions, directions for research and implications for practice 10%
References (both in-text citations and reference list) 5%
Total :
INT7010 Critical Literature Review on ICT in Education
Recommended readings
(More updated materials will be recommended based on the students’ research areas)
AI in education
Bozkurt, A., Karadeniz, A., Baneres, D., Guerrero-Roldán, A. E., & Rodríguez, M. E. (2021). Artificial intelligence and
reflections from educational landscape: a review of AI studies in half a century. Sustainability, 13(2), 800.
Chai, C. S., Lin, P. Y., Jong, M. S. Y., Dai, Y., Chiu, T. K., & Qin, J. (2021). Perceptions of and behavioral intentions
towards learning artificial intelligence in primary school students. Educational Technology & Society, 24(3),
89-101.
Chiu, T. K., & Chai, C. S. (2020). Sustainable curriculum planning for artificial intelligence education: A
self-determination theory perspective. Sustainability, 12(14), 5568.
Guan, C., Mou, J., & Jiang, Z. (2020). Artificial intelligence innovation in education: a twenty-year data-driven
historical analysis. International Journal of Innovation Studies, 4(4), 134-147.
Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial
Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 100001.
Kong, S. C., Cheung, W. M. Y., & Zhang, G. (2021). Evaluation of an artificial intelligence literacy course for
university students with diverse study backgrounds. Computers and Education: Artificial Intelligence, 2, 100026.
Luan, H., Geczy, P., Lai, H., Gobert, J., Yang, S. J., Ogata, H., … & Tsai, C. C. (2020). Challenges and future directions
of big data and artificial intelligence in education. Frontiers in psychology, 2748.
Sabuncuoglu, A. (2020, June). Designing one year curriculum to teach artificial intelligence for middle school.
In Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education (pp.
96-102). Retrieved from:
https://dl.acm.org/doi/pdf/10.1145/3341525.3387364?casa_token=D0Ti-Mqu4P0AAAAA:k5M2WRMqjrc3bloJL
hKVqSk0Q0jTPCu1VrA1ta60ZpIdPZLcPJk8by_x69IgMzmj0GzNb9j6mD8UrQQ
Tang, K. Y., Chang, C. Y., & Hwang, G. J. (2021). Trends in artificial intelligence-supported e-learning: A systematic
review and co-citation network analysis (1998–2019). Interactive Learning Environments, 1-19.
Yang, S. J., Ogata, H., Matsui, T., & Chen, N. S. (2021). Human-centered artificial intelligence in education: Seeing the
invisible through the visible. Computers and Education: Artificial Intelligence, 2, 100008.
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and
Education: Artificial Intelligence, 2, 100025.
Augmented Reality, Virtual Reality & game-based learning
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A
systematic review of the literature. Educational Research Review, 20, 1-11.
Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the language classroom: Practical ideas. Teaching
English with Technology, 18(3), 33-53.
Chen, C. H. (2020). Impacts of augmented reality and a digital game on students’ science learning with reflection
prompts in multimedia learning. Educational Technology Research and Development, 68(6), 3057-3076.
Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality
environment. Computers & Education, 154, 103910.
Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy?. British journal of educational
technology, 46(2), 412-422.
Gao, F., Li, L., & Sun, Y. (2020). A systematic review of mobile game-based learning in STEM education. Educational
Technology Research and Development, 68(4), 1791-1827.
Hanid, M. F. A., Said, M. N. H. M., & Yahaya, N. (2020). Learning strategies using augmented reality technology in
education: meta-analysis. Universal Journal of Educational Research, 8(5A), 51-56.
Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language
learning. Sustainability, 13(9), 4639.
Land, S. M., & Zimmerman, H. T. (2014). Synthesizing perspectives on augmented reality and mobile
learning. TechTrends, 58(1), 2-5.
Mao, W., Cui, Y., Chiu, M. M., & Lei, H. (2022). Effects of Game-based learning on students’ critical thinking: A
meta-analysis. Journal of Educational Computing Research, 59(8), 1682-1708.
Nadolny, L., Valai, A., Cherrez, N. J., Elrick, D., Lovett, A., & Nowatzke, M. (2020). Examining the characteristics of
game-based learning: A content analysis and design framework. Computers & Education, 156, 103936.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality
INT7010 Critical Literature Review on ICT in Education
applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education,
147, 103778.
Sung, H. Y., & Hwang, G. J. (2018). Facilitating effective digital game-based learning behaviors and learning
performances of students based on a collaborative knowledge construction strategy. Interactive Learning
Environments, 26(1), 118-134.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and
instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326.
Computer-supported collaborative learning (CSCL)
Amara, S., Macedo, J., Bendella, F., & Santos, A. (2016). Group formation in mobile computer supported collaborative
learning contexts: a systematic literature review. Journal of Educational Technology & Society, 19(2), 258-273.
Chen, J., Wang, M., Kirschner, P. A., & Tsai, C. C. (2018). The role of collaboration, computer use, learning
environments, and supporting strategies in CSCL: A meta-analysis. Review of Educational Research, 88(6),
799-843.
Cress, U. (2020). The richness of CSCL environments. International Journal of Computer-Supported Collaborative
Learning, 15(4), 383-388.
Giannakos, V., & Darra, M. (2019). The Contribution of Computer-Supported Collaborative Learning to the
Development of Collaboration between Students: Results of Pilot Implementation in Greek Secondary
Education. International Education Studies, 12(3), 158–169. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1207092&site=ehost-live
&scope=site
Hmelo-Silver, C. E., & Jeong, H. (2021). An overview of CSCL methods. International Handbook of
Computer-Supported Collaborative Learning, 65-83.
Hmelo-Silver, C. E., & Jeong, H. (2021). Benefits and challenges of interdisciplinarity in CSCL research: A view from
the literature. Frontiers in Psychology, 3754.
Hsieh, Y. C. (2017). A case study of the dynamics of scaffolding among ESL learners and online resources in
collaborative learning. Computer Assisted Language Learning, 30(1-2), 115-132.
Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., … & Järvenoja, H. (2015). Enhancing
socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational
Technology Research and Development, 63(1), 125-142.
Janssen, J., & Kirschner, P. A. (2020). Applying collaborative cognitive load theory to computer-supported collaborative
learning: towards a research agenda. Educational Technology Research and Development, 68(2), 783-805.
Jeong, H., Hmelo-Silver, C. E., & Jo, K. (2019). Ten years of computer-supported collaborative learning: A
meta-analysis of CSCL in STEM education during 2005–2014. Educational research review, 28, 100284.
Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers’ pedagogical designs for technology-supported collective
inquiry: A national case study. Computers and Education, 45(3), 337-356.
Lämsä, J., Hämäläinen, R., Koskinen, P., Viiri, J., & Lampi, E. (2021). What do we do when we analyse the temporal
aspects of computer-supported collaborative learning? A systematic literature review. Educational Research
Review, 33, 100387.
Lipponen, L., Hakkarainen, K., & Paavola, S. (2004). Practices and orientations of CSCL. In What we know about
CSCL (pp. 31-50). Springer, Dordrecht.
Malinen, S. (2015). Understanding user participation in online communities: A systematic literature review of empirical
studies. Computers in human behavior, 46, 228-238.
Rosé, C., Järvelä, S., & Ludvigsen, S. (2020). Experiencing CSCL: From motivation to the embodied experience and
beyond. International Journal of Computer-Supported Collaborative Learning, 15(1), 1-4.
Song, Y. (2014). Methodological issues in mobile computer-supported collaborative learning (mCSCL): what methods,
what to measure and when to measure?. Educational Technology & Society, 17(4), 33-48.
Stahl, G., & Hakkarainen, K. (2021). Theories of CSCL. In International handbook of computer-supported
collaborative learning (pp. 23-43). Springer, Cham.
Stahl, G. (2002, March). Rediscovering CSCL. In CSCL (Vol. 2, pp. 169-181). Retrieved from:
http://www.gerrystahl.net/publications/journals/cscl2/cscl2.pdf
Su, Y., Li, Y., Hu, H., & Rosé, C. P. (2018). Exploring college English language learners’ self and social regulation of
learning during wiki-supported collaborative reading activities. International Journal of Computer-Supported
Collaborative Learning, 13(1), 35-60.
Tenório, T., Bittencourt, I. I., Isotani, S., & Silva, A. P. (2016). Does peer assessment in on-line learning environments
work? A systematic review of the literature. Computers in Human Behavior, 64, 94-107.
INT7010 Critical Literature Review on ICT in Education
Flipped classroom and MOOCs
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers &
Education, 126, 334-345.
Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active
learning classrooms. Computers & Education, 78, 227-236.
Charles-Ogan, G., & Williams, C. (2015). Flipped classroom versus a conventional classroom in the learning of
mathematics. British Journal of Education, 3(6), 71-77.
Gok, D., Bozoglan, H., & Bozoglan, B. (2021). Effects of online flipped classroom on foreign language classroom
anxiety and reading anxiety. Computer Assisted Language Learning, 1-21.
Ghufron, M. A., & Nurdianingsih, F. (2021). Flipped classroom method with computer-assisted language learning
(CALL) in EFL writing class. International Journal of Learning, Teaching and Educational Research, 20(1),
120-141.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning
performance in a mathematics course. Computers & Education, 100, 126-140.
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated
learning in MOOCs. The Internet and Higher Education, 29, 40-48.
Murillo-Zamorano, L. R., Sánchez, J. Á . L., & Godoy-Caballero, A. L. (2019). How the flipped classroom affects
knowledge, skills, and engagement in higher education: Effects on students’ satisfaction. Computers & Education,
103608.
Sailer, M., & Sailer, M. (2021). Gamification of in‐class activities in flipped classroom lectures. British Journal of
Educational Technology, 52(1), 75-90.
Sommer, M., & Ritzhaupt, A. (2018). Impact of the flipped classroom on learner achievement and satisfaction in an
undergraduate technology literacy course. Journal of Information Technology Education, 17.
Song, Y., & Kapur, M. How to Flip the Classroom–“Productive Failure or Traditional Flipped Classroom” Pedagogical
Design? Journal of Educational Techonology and Society, 20(1), 292-305.
Song, Y. (2020). How to flip the classroom in school students’ mathematics learning: Bridging in- and out-of-class
activities via innovative strategies. Technology, Pedagogy and Education, 29(3), 327-345.
Sun, J. C. Y., & Lin, H. S. (2022). Effects of integrating an interactive response system into flipped classroom
instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral
patterns. Computers & Education, 104430.
Wagner, M., & Urhahne, D. (2021). Disentangling the effects of flipped classroom instruction in EFL secondary
education: When is it effective and for whom?. Learning and Instruction, 75, 101490.
Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped
classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115-126.
Learning analytics
Avella, J. T., Kebritchi, M., Nunn, S. G., & Kanai, T. (2016). Learning analytics methods, benefits, and challenges in
higher education: A systematic literature review. Online Learning, 20(2), 13-29.
Buckley, J., Seery, N., Canty, D., & Gumaelius, L. (2018). Visualization, inductive reasoning, and memory span as
components of fluid intelligence: Implications for technology education. International Journal of Educational
Research, 90, 64-77.
Emerson, A., Cloude, E. B., Azevedo, R., & Lester, J. (2020). Multimodal learning analytics for game‐based
learning. British Journal of Educational Technology, 51(5), 1505-1526.
Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2016). Learning analytics should not promote one size fits all: The
effects of instructional conditions in predicting academic success. The Internet and Higher Education, 28, 68-84.
Huda, M., Maseleno, A., Atmotiyoso, P., Siregar, M., Ahmad, R., Jasmi, K., & Muhamad, N. (2018). Big data emerging
technology: insights into innovative environment for online learning resources. International Journal of Emerging
Technologies in Learning (iJET), 13(1), 23-36.
Knobbout, J., & Van Der Stappen, E. (2020). Where is the learning in learning analytics? A systematic literature review
on the operationalization of learning-related constructs in the evaluation of learning analytics interventions. IEEE
Transactions on Learning Technologies, 13(3), 631-645.
Ifenthaler, D., & Yau, J. Y. K. (2020). Utilising learning analytics to support study success in higher education: a
systematic review. Educational Technology Research and Development, 68(4), 1961-1990.
Mouri, K., Uosaki, N., & Ogata, H. (2018). Learning analytics for supporting seamless language learning using e-book
with ubiquitous learning system. Journal of Educational Technology & Society, 21(2), 150-163.
Pishtari, G., Rodríguez‐Triana, M. J., Sarmiento‐Márquez, E. M., Pérez‐Sanagustín, M., Ruiz‐Calleja, A., Santos, P., …
INT7010 Critical Literature Review on ICT in Education
& Väljataga, T. (2020). Learning design and learning analytics in mobile and ubiquitous learning: A systematic
review. British Journal of Educational Technology, 51(4), 1078-1100.
Sedrakyan, G., Malmberg, J., Verbert, K., Järvelä, S., & Kirschner, P. A. (2020). Linking learning behavior analytics and
learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation.
Computers in Human Behavior, 107, 105512.
Wang, Q., Mousavi, A., & Lu, C. (2022). A scoping review of empirical studies on theory-driven learning
analytics. Distance Education, 1-24.
Wong, B. T. M., & Li, K. C. (2020). A review of learning analytics intervention in higher education
(2011–2018). Journal of Computers in Education, 7(1), 7-28.
Yoon, M., Lee, J., & Jo, I. H. (2021). Video learning analytics: Investigating behavioral patterns and learner clusters in
video-based online learning. The Internet and Higher Education, 50, 100806.
Mobile and seamless learning
Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics
school education: A systematic review of empirical evidence. Computers & Education, 121, 30-58.
Barrett, N. E., Liu, G. Z., & Wang, H. C. (2020). Seamless learning for oral presentations: designing for performance
needs. Computer Assisted Language Learning, 1-26.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers &
Education, 123, 53-64.
Khaddage, F., Müller, W., & Flintoff, K. (2016). Advancing mobile learning in formal and informal settings via Mobile
App Technology: where to from here, and how?. Educational Technology & Society, 19(3), 16-27.
Liu, C., Zowghi, D., Kearney, M., & Bano, M. (2021). Inquiry‐based mobile learning in secondary school science
education: A systematic review. Journal of Computer Assisted Learning, 37(1), 1-23.
Looi, C.K., Wong, L. H., So, H. J., Seow, P., Toh, Y., Chen, W., Zhang, B.H., Norris, C., & Soloway, E. (2009).
Anatomy of a mobilized lesson: Learning my way. Computers & Education, 53(4), 1120-1132.
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning
(No. REPORT 11): NESTA Futurelab c 2004, https://www.nfer.ac.uk/publications/FUTL15/FUTL15.pdf.
Pedro, L. F. M. G., de Oliveira Barbosa, C. M. M., & das Neves Santos, C. M. (2018). A critical review of mobile
learning integration in formal educational contexts. International Journal of Educational Technology in Higher
Education, 15(1), 10.
Song, Y. (2014). “Bring Your Own Device (BYOD)” for seamless science inquiry in a primary school. Computers &
Education, 74, 50-60.
Viberg, O., Andersson, A., & Wiklund, M. (2021). Designing for sustainable mobile learning–re-evaluating the concepts
“formal” and “informal”. Interactive Learning Environments, 29(1), 130-141.
Wong, L. H., & Looi, C. K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review
of the literature. Computers & Education, 57(4), 2364-2381.
Zhang, B.H, Looi, C.K., Wong, L. H., Seow, P., Chia, G., Chen, W., So, H. J., Norris, C., Soloway, E. (2010).
Deconstructing and Reconstructing: Transforming Primary Science Learning via a Mobilized Curriculum,
Computers & Education, 55(4), 1504-1523.
Self-directed learning with technology
Al Mamun, M. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for
self-directed and inquiry-based learning environments. Computers & Education, 144, 103695.
Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning
mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3),
237-260.
Curran, V., Gustafson, D. L., Simmons, K., Lannon, H., Wang, C., Garmsiri, M., … & Wetsch, L. (2019). Adult
learners’ perceptions of self-directed learning and digital technology usage in continuing professional education:
An update for the digital age. Journal of Adult and Continuing Education, 25(1), 74-93.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult education quarterly, 48(1),
18-33.
Hromalik, C. D., & Koszalka, T. A. (2018). Self-regulation of the use of digital resources in an online language learning
course improves learning outcomes. Distance Education, 39(4), 528-547.
Lai, C. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside
the classroom. Computers & Education, 82, 74-83.
INT7010 Critical Literature Review on ICT in Education
Li, H., Majumdar, R., Chen, M. R. A., & Ogata, H. (2021). Goal-oriented active learning (GOAL) system to promote
reading engagement, self-directed learning behavior, and motivation in extensive reading. Computers &
Education, 171, 104239.
Morris, T. H., & Rohs, M. (2021). The potential for digital technology to support self-directed learning in formal
education of children: A scoping review. Interactive learning environments, 1-14.
Pintrich, P. R. (1995). Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), 3-12.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic
performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
Roth, A., Ogrin, S., & Schmitz, B. (2016). Assessing self-regulated learning in higher education: a systematic literature
review of self-report instruments. Educational Assessment, Evaluation and Accountability, 28(3), 225-250.
Saks, K., & Leijen, Ä . (2014). Distinguishing self-directed and self-regulated learning and measuring them in the
e-learning context. Procedia-Social and Behavioral Sciences, 112, 190-198.
Strijbos, J. W., Martens, R. L., & Jochems, W. M. (2004). Designing for interaction: Six steps to designing
computer-supported group-based learning. Computers & Education, 42(4), 403-424.
Toh, W., & Kirschner, D. (2020). Self-directed learning in video games, affordances and pedagogical implications for
teaching and learning. Computers & Education, 154, 103912.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational
psychologist, 25(1), 3-17.
STEM Education
Arís, N., & Orcos, L. (2019). Educational Robotics in the Stage of Secondary Education: Empirical Study on
Motivation and STEM Skills. Education Sciences, 9(2), 73.
Baran, E., Canbazoglu Bilici, S., Mesutoglu, C., & Ocak, C. (2019). The impact of an out‐of‐school STEM education
program on students’ attitudes toward STEM and STEM careers. School Science and Mathematics, 119(4),
223-235.
Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how
K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12),
1701-1720.
Falloon, G., Hatzigianni, M., Bower, M., Forbes, A., & Stevenson, M. (2020). Understanding K-12 STEM education: a
framework for developing STEM literacy. Journal of Science Education and Technology, 29(3), 369-385.
Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM
education. International Journal of STEM Education, 7(1), 1-14.
Grover, S., & Pea, R. (2013). Computational Thinking in K–12 A Review of the State of the Field. Educational
Researcher, 42(1), 38-43.
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers &
Education, 123, 109-123.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2020). On
computational thinking and STEM education. Journal for STEM Education Research, 3(2), 147-166.
Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of
journal publications. International Journal of STEM Education, 7(1), 1-16.
Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about
when we talk about STEM education? A review of literature. Science Education, 103(4), 799-822.
Sırakaya, M., & Alsancak Sırakaya, D. (2020). Augmented reality in STEM education: A systematic review. Interactive
Learning Environments, 1-14.
Takeuchi, M. A., Sengupta, P., Shanahan, M. C., Adams, J. D., & Hachem, M. (2020). Transdisciplinarity in STEM
education: A critical review. Studies in Science Education, 56(2), 213-253.
Technolology-enhanced language learning
Barrot, J. S. (2021). Social media as a language learning environment: a systematic review of the literature
(2008-2019). Computer Assisted Language Learning, 1-29.
Chen, C. H. (2020). AR videos as scaffolding to foster students’ learning achievements and motivation in EFL
learning. British Journal of Educational Technology, 51(3), 657-672.
Cheng, Y. W., Wang, Y., Yang, Y. F., Yang, Z. K., & Chen, N. S. (2020). Designing an authoring system of robots and
IoT-based toys for EFL teaching and learning. Computer Assisted Language Learning, 1-29.
Engwall, O., & Lopes, J. (2020). Interaction and collaboration in robot-assisted language learning for adults. Computer
Assisted Language Learning, 1-37.
INT7010 Critical Literature Review on ICT in Education
Fathi, J., & Ebadi, S. (2020). Exploring EFL pre-service teachers’ adoption of technology in a CALL program: obstacles,
motivators, and maintenance. Education and Information Technologies, 1-21.
Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital
game-based language learning. Computers & Education, 126, 89-104.
Kukulska-Hulme, A. (2021). Reflections on research questions in mobile assisted language learning. Journal of China
Computer-Assisted Language Learning, 1(1), 28-46.
Lee, S. M., & Park, M. (2019). Reconceptualization of the context in language learning with a location-based AR
app. Computer Assisted Language Learning, 1-24.
Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state‐of‐the‐art review of
2014–2019. Journal of computer assisted learning,1-15.
Shadiev, R., Liu, T., & Hwang, W. Y. (2020). Review of research on mobile‐assisted language learning in familiar,
authentic environments. British Journal of Educational Technology, 51(3), 709-720.
Song, Y., & Hwang, G. J. (2020). What “seams” have been bridged in seamless vocabulary learning?-A review of the
literature. Interactive Learning Environments, 1-17.
Song, Y., & Ma, Q. (2021). Affordances of a mobile learner‐generated tool for pupils’ English as a second language
vocabulary learning: An ecological perspective. British Journal of Educational Technology, 52(2), 858-878.
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer
Assisted Language Learning, 33(5-6), 590-606.
Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced
language learning. Computer Assisted Language Learning, 33(3), 240-274.
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer
Assisted Language Learning, 33(5-6), 590-606.
Theories, frameworks and pedagogy
Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning
outcomes. Educational Psychologist, 49(4), 219-243.
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology
integration. Educational Technology Research and Development, 47(4), 47-61.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology
integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
Hakkarainen, K. (2003). Progressive Inquiry in a computer-supported biology class. Journal of Research in Science
Teaching, 40(10), 1072-1088.
Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced student-centered
learning environments. Instructional science, 25(3), 167-202.
Kapur, M. (2014). Productive failure in learning math. Cognitive Science, 38(5), 1008-1022.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary
issues in technology and teacher education, 9(1), 60-70.
Innovating pedagogy (in chronological order)
Kukulska-Hulme, A., Bossu, C., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Herodotou, C., Rienties, B.,
Sargent, J., Scanlon, E., Tang, J., Wang, Q., Whitelock, D., Zhang, S. (2021). Innovating Pedagogy 2021: Open
University Innovation Report 9. Milton Keynes: The Open University. Retrieved from:
https://ou-iet.cdn.prismic.io/ou-iet/4e498b2d-4ed4-4991-ae20-e1e0f5975cfd_innovating-pedagogy-2021.pdf
Kukulska-Hulme, A. et al. (2020). Innovating Pedagogy 2020 – The Open University. Retrieved from:
https://iet.open.ac.uk/file/innovating-pedagogy-2020.pdf
Ferguson, R. et al. (2019). Innovating Pedagogy 2019 – The Open University. Retrieved from:
https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf
Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C. A., Herodotou, C., Hod, Y., … & Whitelock, D. (2017). Innovating
pedagogy 2017 (pp. 1-48). Retrieved from:
https://ou-iet.cdn.prismic.io/ou-iet/c80c19d1-3a86-4bae-96db-e198af6b8784_innovating-pedagogy-2017.pdf
Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C-K,
McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University
Innovation Report 5. Milton Keynes: The Open University. Retrieved from:
https://ou-iet.cdn.prismic.io/ou-iet/bfb6639f-3132-402f-8a14-db38c206f316_innovating_pedagogy_2016.pdf
Sharples, M., Adams, A., Alozie, N., Ferguson, R., FitzGerald, E., Gaved, M., McAndrew, P., Means, B., Remold, J.,
Rienties, B., Roschelle, J., Vogt, K., Whitelock, D. & Yarnall, L. (2015). Innovating Pedagogy 2015: Open
INT7010 Critical Literature Review on ICT in Education
University Innovation Report 4. Milton Keynes: The Open University. Retrieved from:
https://ou-iet.cdn.prismic.io/ou-iet/22020571-3ef2-4d01-8ec3-3ad108dcb041_innovating_pedagogy_2015.pdf
Sharples, M. et al. (2014). Open University Innovation Report 3. Milton Keynes: The Open University. Retrieved from:
https://ou-iet.cdn.prismic.io/ou-iet/4df5aa6b-4777-4737-b454-5401b8e1bf1a_innovating-pedagogy-2014.pdf
Sharples, M. et al. (2013). Open University Innovation Report 2. Milton Keynes: The Open University. Retrieved from:
https://ou-iet.cdn.prismic.io/ou-iet/ccc86d85-4101-4c12-aef3-26174411e489_innovating-pedagogy-2013.pdf
Sharples, M. et al. (2012). Open University Innovation Report 1. Milton Keynes: The Open University. Retrieved from:
https://ou-iet.cdn.prismic.io/ou-iet/59abb4d3-2e6e-4791-91cf-96e2c0059f62_innovating-pedagogy-2012.pdf