Research Reports

This paper presents the findings from a pilot of adaptive quizzes in a fully online unit at an Australian higher education provider. Results indicate that adaptive quizzes contribute to student motivation and engagement, and students perceive that adaptive quizzes support their learning. The results reveal that student scores did not increase significantly as a result of the introduction of adaptive quizzes.

This qualitative study suggests that while Twitter offers informal opportunities for academic development, inhibiting factors prevent staff from establishing their social presence and participating in conversations on academic Twitter.

The Global Education Census asked close to 20,000 teachers and students around the world what education is like where they are, finding that students and teachers are using multiple platforms to help their learning and teaching. New technologies are seeing widespread use in the classroom, but they haven’t replaced traditional tools.

Report examining the digital experience insights findings from 12 Australia and New Zealand (ANZ) pilot universities that gathered over 21,000 students’ responses. The digital experience insights survey covers 4 key areas of digital lives of students: digital in the institution, digital at course level and student attitudes to digitial learning

The Games for Learning project set out to explore game-based learning (GBL) practices in New Zealand classrooms and build a connected community of research and practice. The research suggests there is a mixture of curiosity, enthusiasm, and uncertainty in the sector about where games fit into learning. This report outlines some of the theoretical perspectives and literature related to games-based learning research.

Offering a scan of the current literature, this report is structured around a thematic analysis of what is unknown and known in online learning F-12, and intended to directly inform school policy and direction. Two broad thematic focal areas, Learning Program Design and Teacher Capacity were identified.  

This project sought to examine how maker activities using 3D design and 3D printing technology could enhance learning and teaching outcomes across 24 Kindergarten to Year 2 classes. Students developed a range of 21st century capabilities including creativity, problem-solving, critical thinking, inquiry, design thinking, collaboration, autonomy, literacy, numeracy, scientific understanding, digital literacy, communication, reflective learning capabilities and resilience.

This study explores students' constructions of a mobile learning app that was introduced into lectures during a year-long university course. Students largely rejected the app, constructing it as unfitting for the context, a socially uncomfortable experience and an unacademic way of learning.

The Higher Education Learning Framework (HELF) is grounded on a synthesis of existing frameworks, literature, and research, and informed by interviews with national and international experts in learning and higher education offering the latest thinking on university learning. A science of learning lens was applied during development, threading together thinking in education, neuroscience, and psychology.

This systematic scoping review found a dearth of literature surrounding policies and guidelines for students. While there appears to be guidance on consent with respect to accessing information or images from vulnerable communities, there is limited guidance on how to address the ethical use of information online.