Underlining what matters in higher ed and ed tech: news, vendor updates, and commentary from across the field, in one place.https://theunderline.netlify.app/source/etrd/https://doi.org/10.1007/s11423-026-10724-whttps://doi.org/10.1007/s11423-026-10724-wSun, 11 Oct 2026 12:00:00 GMTTongKai Guan et al.Researchhttps://doi.org/10.1007/s11423-026-10743-7https://doi.org/10.1007/s11423-026-10743-7Sun, 11 Oct 2026 12:00:00 GMTSeungmin Lee and Joongwon JeonResearchhttps://doi.org/10.1007/s11423-026-10733-9https://doi.org/10.1007/s11423-026-10733-9Abstract A growing body of research on board games demonstrates that these games can function as learning environments and provide opportunities for learning across diverse contexts. Although learning is often conceptualized contextually within this literature, studies increasingly demonstrate that meaningful learning…Fri, 09 Oct 2026 12:00:00 GMTRebecca Yvonne BayeckResearchhttps://doi.org/10.1007/s11423-026-10711-1https://doi.org/10.1007/s11423-026-10711-1Thu, 08 Oct 2026 12:00:00 GMTRebecca Griffiths et al.Researchhttps://doi.org/10.1007/s11423-026-10730-yhttps://doi.org/10.1007/s11423-026-10730-yAbstract Drawing on 11 evidence-based design principles, we developed a digital tool for training attention during academic activities. Two naturalistic, single-group pre-post studies—including a pre-registered direct replication—evaluated the impact of this tool on the attentional focus of adolescents across multiple…Wed, 07 Oct 2026 12:00:00 GMTMichael D. Mrazek et al.Researchhttps://doi.org/10.1007/s11423-026-10742-8https://doi.org/10.1007/s11423-026-10742-8Wed, 07 Oct 2026 12:00:00 GMTMeryem Polat Köseoǧlu et al.Researchhttps://doi.org/10.1007/s11423-026-10739-3https://doi.org/10.1007/s11423-026-10739-3Tue, 06 Oct 2026 12:00:00 GMTPanagiotis Kosmas and Andria AgesilaouResearchhttps://doi.org/10.1007/s11423-026-10676-1https://doi.org/10.1007/s11423-026-10676-1Abstract The acquisition of science concepts is necessary for fostering analytical and problem-solving skills. The complexity of heart anatomy, obscured within the human body, presents a challenge that high-immersion virtual reality (VR) holds promise in addressing. This study explored the impact of VR versus…Tue, 06 Oct 2026 12:00:00 GMTRegina Kaplan‐Rakowski et al.Researchhttps://doi.org/10.1007/s11423-026-10722-yhttps://doi.org/10.1007/s11423-026-10722-yAbstract This study examined how a sequenced virtual reality (VR)–supported learning activity influenced learning and motivation in undergraduate engineering education. Drawing on cognitive load theory, generative learning theory, and the cognitive theory of multimedia learning, the study evaluated a desktop VR…Tue, 06 Oct 2026 12:00:00 GMTAdurangba Victor Oje and Nathaniel J. HunsuResearchhttps://doi.org/10.1007/s11423-026-10738-4https://doi.org/10.1007/s11423-026-10738-4Tue, 06 Oct 2026 12:00:00 GMTJill Erin StefaniakResearchhttps://doi.org/10.1007/s11423-026-10728-6https://doi.org/10.1007/s11423-026-10728-6Abstract This study examined the impact of learning analytics-based personalized feedback on student engagement behavior, learning outcomes, and perceptions of the feedback in a large introductory STEM course. Students were randomly assigned to either an experimental group, which received four personalized feedback…Mon, 05 Oct 2026 12:00:00 GMTJ. M. Russell et al.Researchhttps://doi.org/10.1007/s11423-026-10736-6https://doi.org/10.1007/s11423-026-10736-6Mon, 05 Oct 2026 12:00:00 GMTEsti Swatika Sari et al.Researchhttps://doi.org/10.1007/s11423-026-10727-7https://doi.org/10.1007/s11423-026-10727-7Abstract This study considers the professional needs of instructional design (ID) and educational technology (ET) professionals, including not only the technical and domain-related knowledge and skills traditionally covered by most professional organizations and institutions, but also crucial professional and…Wed, 30 Sep 2026 12:00:00 GMTMarisa Exter and Iryna AshbyResearchhttps://doi.org/10.1007/s11423-026-10737-5https://doi.org/10.1007/s11423-026-10737-5Tue, 29 Sep 2026 12:00:00 GMTJiayao Zeng et al.Researchhttps://doi.org/10.1007/s11423-026-10734-8https://doi.org/10.1007/s11423-026-10734-8Mon, 28 Sep 2026 12:00:00 GMTPerihan Tekeli and Arif AltunResearchhttps://doi.org/10.1007/s11423-026-10732-whttps://doi.org/10.1007/s11423-026-10732-wAbstract Educational innovations should articulate a clear rationale that situates the innovation within existing literature. Current frameworks, such as ESSA Tier IV, emphasize this requirement, though they only mandate a general review of research. Consequently, the process for demonstrating this connection…Mon, 28 Sep 2026 12:00:00 GMTNatalia Ingebretsen Kucirkova et al.Researchhttps://doi.org/10.1007/s11423-026-10725-9https://doi.org/10.1007/s11423-026-10725-9Sat, 26 Sep 2026 12:00:00 GMTKyung KimResearchhttps://doi.org/10.1007/s11423-026-10723-xhttps://doi.org/10.1007/s11423-026-10723-xThu, 24 Sep 2026 12:00:00 GMTFang-ying Lo et al.Researchhttps://doi.org/10.1007/s11423-026-10713-zhttps://doi.org/10.1007/s11423-026-10713-zAbstract This study developed and validated a suite of Generative Artificial Intelligence Readiness and Perception (GenAI-RP) Scale for faculty and students in higher education. Three subscales, including a) Readiness, b) Benefit, and c) Challenge were created based on a review of relevant literature and validated…Thu, 24 Sep 2026 12:00:00 GMTStella Yun Kim et al.Researchhttps://doi.org/10.1007/s11423-026-10731-xhttps://doi.org/10.1007/s11423-026-10731-xThu, 24 Sep 2026 12:00:00 GMTFeng Lin et al.Researchhttps://doi.org/10.1007/s11423-026-10703-1https://doi.org/10.1007/s11423-026-10703-1Abstract Although research indicates that Digital Personalised Learning (DPL) can improve aspects of early-years literacy and numeracy in low- and middle-income countries (LMICs), it is necessary to determine whether teacher-facing learning analytics dashboards further impact education outcomes. Specifically, there is…Wed, 23 Sep 2026 12:00:00 GMTChen Sun et al.Researchhttps://doi.org/10.1007/s11423-026-10707-xhttps://doi.org/10.1007/s11423-026-10707-xWed, 23 Sep 2026 12:00:00 GMTAleksandra Getman et al.Researchhttps://doi.org/10.1007/s11423-026-10719-7https://doi.org/10.1007/s11423-026-10719-7Thu, 17 Sep 2026 12:00:00 GMTResa Pramudita et al.Researchhttps://doi.org/10.1007/s11423-026-10721-zhttps://doi.org/10.1007/s11423-026-10721-zWed, 16 Sep 2026 12:00:00 GMTJingyu Liu et al.Researchhttps://doi.org/10.1007/s11423-026-10714-yhttps://doi.org/10.1007/s11423-026-10714-yTue, 15 Sep 2026 12:00:00 GMTLijia LinResearchhttps://doi.org/10.1007/s11423-026-10712-0https://doi.org/10.1007/s11423-026-10712-0Mon, 14 Sep 2026 12:00:00 GMTSun Qian et al.Researchhttps://doi.org/10.1007/s11423-026-10715-xhttps://doi.org/10.1007/s11423-026-10715-xSat, 12 Sep 2026 12:00:00 GMTXinjie Xie and Xiangen HuResearchhttps://doi.org/10.1007/s11423-026-10708-whttps://doi.org/10.1007/s11423-026-10708-wAbstract Integrating technology into higher education teaching is reshaping pedagogical practices and prompting academics to (re)construct their professional identities. This qualitative case study explores how academics at a South African university respond to these changes, drawing on identity theory and the…Thu, 10 Sep 2026 12:00:00 GMTNovel Lena Folabit and Loyiso C. JitaResearchhttps://doi.org/10.1007/s11423-026-10693-0https://doi.org/10.1007/s11423-026-10693-0Abstract The increasing accessibility of Artificial Intelligence (AI), particularly Generative AI (GenAI) and chatbots, highlights the need for users to develop critical thinking skills to evaluate information and understand these systems. While critical thinking is essential for interacting with such technologies,…Sat, 05 Sep 2026 12:00:00 GMTAleksandra Bereznikova et al.Researchhttps://doi.org/10.1007/s11423-026-10709-9https://doi.org/10.1007/s11423-026-10709-9Thu, 03 Sep 2026 12:00:00 GMTAlif Syaiful Adam et al.Researchhttps://doi.org/10.1007/s11423-026-10646-7https://doi.org/10.1007/s11423-026-10646-7Abstract Video-Based Learning has become a central modality in digital education, with embedded Multiple-Choice Questions (MCQs) recognized as an effective strategy for promoting engagement and assessing comprehension. However, manually creating high-quality MCQs is challenging for instructors. This study presents a…Wed, 02 Sep 2026 12:00:00 GMTGiacomo Cassano et al.Researchhttps://doi.org/10.1007/s11423-026-10704-0https://doi.org/10.1007/s11423-026-10704-0Abstract Whereas constructivist pedagogy promotes the use of interactive learning materials for students to make sense of new concepts, some concepts are difficult to concretize, and consequently educators might rely instead on axiomatic procedural rules. Such compromised educational design most affects students with…Mon, 31 Aug 2026 12:00:00 GMTJacqueline Anton et al.Researchhttps://doi.org/10.1007/s11423-026-10696-xhttps://doi.org/10.1007/s11423-026-10696-xThu, 27 Aug 2026 12:00:00 GMTLiu HaitaoResearchhttps://doi.org/10.1007/s11423-026-10680-5https://doi.org/10.1007/s11423-026-10680-5Abstract This study advances a framework for understanding uncertainty in ill-structured problem-solving contexts. A systematic review and qualitative synthesis of 74 peer-reviewed articles was conducted using thematic analysis and taxonomic coding to clarify how uncertainty is conceptualized across problem-solving…Mon, 24 Aug 2026 12:00:00 GMTRebecca Clark-Stallkamp and Barbara B. LockeeResearchhttps://doi.org/10.1007/s11423-026-10700-4https://doi.org/10.1007/s11423-026-10700-4Mon, 24 Aug 2026 12:00:00 GMTYi‐Hsuan WangResearchhttps://doi.org/10.1007/s11423-026-10698-9https://doi.org/10.1007/s11423-026-10698-9Abstract The rapid emergence of generative artificial intelligence (GenAI) presents transformative opportunities for legal education, yet empirical research examining its pedagogical integration remains limited. This study investigates the impact of GenAI integration on legal reasoning development and learning…Mon, 24 Aug 2026 12:00:00 GMTHaifang LiuResearchhttps://doi.org/10.1007/s11423-026-10699-8https://doi.org/10.1007/s11423-026-10699-8Sat, 22 Aug 2026 12:00:00 GMTHaifeng LiResearchhttps://doi.org/10.1007/s11423-026-10701-3https://doi.org/10.1007/s11423-026-10701-3Sat, 22 Aug 2026 12:00:00 GMTKannikar Intawong et al.Researchhttps://doi.org/10.1007/s11423-026-10695-yhttps://doi.org/10.1007/s11423-026-10695-yThu, 20 Aug 2026 12:00:00 GMTLiubov Gavrilova and Nuno AntónioResearchhttps://doi.org/10.1007/s11423-026-10702-2https://doi.org/10.1007/s11423-026-10702-2Tue, 18 Aug 2026 12:00:00 GMTAndi Kaharuddin et al.Researchhttps://doi.org/10.1007/s11423-026-10694-zhttps://doi.org/10.1007/s11423-026-10694-zTue, 18 Aug 2026 12:00:00 GMTSiti Jamiatul Husnaini et al.Researchhttps://doi.org/10.1007/s11423-026-10688-xhttps://doi.org/10.1007/s11423-026-10688-xFri, 14 Aug 2026 12:00:00 GMTJunghyun Ahn and Woonhee SungResearchhttps://doi.org/10.1007/s11423-026-10677-0https://doi.org/10.1007/s11423-026-10677-0Abstract The shift to online and blended learning, accelerated by the COVID-19 pandemic and the rise of generative AI tools, has intensified the search for valid and secure assessment methods. Oral assessments have long been recognized for their ability to authentically measure understanding, foster deeper engagement,…Thu, 13 Aug 2026 12:00:00 GMTSteven J. Pentland et al.Researchhttps://doi.org/10.1007/s11423-026-10683-2https://doi.org/10.1007/s11423-026-10683-2Wed, 12 Aug 2026 12:00:00 GMTSong Yi et al.Researchhttps://doi.org/10.1007/s11423-026-10691-2https://doi.org/10.1007/s11423-026-10691-2Mon, 10 Aug 2026 12:00:00 GMTUmmuhan Ormanci et al.Researchhttps://doi.org/10.1007/s11423-026-10692-1https://doi.org/10.1007/s11423-026-10692-1Mon, 10 Aug 2026 12:00:00 GMTKeunjae Kim et al.Researchhttps://doi.org/10.1007/s11423-026-10684-1https://doi.org/10.1007/s11423-026-10684-1Abstract As programming education gains global importance, learners often struggle due to the cognitive demands, particularly in textual environments. Visual programming tools have been developed to ease this burden, but learners’ cognitive abilities—specifically executive function (EF)—may still affect their…Sat, 08 Aug 2026 12:00:00 GMTSora Chi-Fang Huang et al.Researchhttps://doi.org/10.1007/s11423-026-10690-3https://doi.org/10.1007/s11423-026-10690-3Fri, 07 Aug 2026 12:00:00 GMTRobert T. NyamushoshoResearchhttps://doi.org/10.1007/s11423-026-10689-whttps://doi.org/10.1007/s11423-026-10689-wThu, 06 Aug 2026 12:00:00 GMTPınar Güner et al.Researchhttps://doi.org/10.1007/s11423-026-10678-zhttps://doi.org/10.1007/s11423-026-10678-zAbstract Ethics is recognized as a foundational element of human decision-making and a critical competency across educational disciplines, especially in STEM, where solving authentic, complex problems is essential. Traditional methods of ethics instruction often fail to provide the engagement needed for learners to…Tue, 04 Aug 2026 12:00:00 GMTGalina Zvereva et al.Research