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Mobile language learning applications have the potential to transform the way languages are learned. This study examined the fifty most popular commerciallyavailable language learning applications for mobile phones and evaluated them according to a wide range of criteria. Three major trends were found: first, apps tend to teach vocabulary in isolated units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of individual learners; and third, apps rarely offer explanatory corrective feedback to learners. Despite a pedagogical shift toward more communicative approaches to language learning, these apps are behaviorist in nature. To better align with Second Language Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more contextualized language, adaptive technology, and explanatory feedback in these applications.

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As the impacts of climate change grow, we need better ways to raise awareness and motivate action. Here we assess the effectiveness of an Arctic climate change card game in comparison with the more conventional approach of reading an illustrated article. In-person assessments with control/reading and treatment/game groups (N ¼ 41), were followed four weeks later with a survey. The game was found to be as effective as the article in teaching content of the impacts of climate change over the short term, and was more effective than the article in long-term retention of new information. Game players also had higher levels of engagement and perceptions that they knew ways to help protect Arctic ecosystems. They were also more likely to recommend the game to friends or family than those in the control group were likely to recommend the article to friends or family. As we consider ways to broaden engagement with climate change, we should include games in our portfolio of approaches.

Many IT researchers have noted the disturbing trend of an incredible shrinking pipeline; this pipeline represents the number of women who are involved in computer and technology fields from high school continuing onto graduate school or professional careers (Camp, 1997; Gorriz & Medina, 2000). A closely related phenomenon is how girls’ interest in computer and video games tends to dwindle during childhood. Researchers feel that computer games have provided “a significant impetus for many boys to become more acquainted with computers … [for] young people who play games are more likely to enter computer-related careers” (Agosto, 2004, pp. 11-12). It seems reasonable, then, that computer and video games provide an easy lead-in to computer familiarity, comfort and literacy (Cassell & Jenkins, 2000). Preschool children of both sexes demonstrate equal interest in computer games, but as girls mature, they lose interest in gaming (Agosto, 2004; Comber, Colley, Hargreaves, & Dorn, 1997). The reasons for this are uncertain. Perhaps it is partly because of the way women are often under represented in games—only 16% of the characters in the bestselling games are female—or when they are represented, the characters are portrayed unrealistically or negatively (Douglas, Dragiewicz, Manzano & McMullin, 2002). Female game characters are frequently depicted as damsels in distress, scantily clad, objectified rewards to be won, or passive bystanders (Provenzo, 1991; Douglas et al., 2002). Cassell and Jenkins (2000, p. 6)) see this portrayal as a “prime example of the social construction of gender.” Another reason may be the lack of enough compelling and attractive content tailored to young girls (Gorriz et al., 2000). Perhaps it is not that girls innately dislike video games, but there are simply too few titles to choose from. Statistics show that women actually do enjoy video games – in fact, 43% of all gamers today are women, but most of these women are over the age of 18 (Entertainment Software Association, 2005). When women do play games, they tend to play online games and social games such as Electronic Arts’ Sims Online. While a game like Sims Online is gender neutral, it is noteworthy that more women (56%) actually play this game than men. Evidently, when content is made available that is attractive or fun to women, they will play. It is, therefore, worthwhile to consider what kinds of games can be leveraged for education to promote computer literacy in girls and to attract more girls to technology in general.

A rapidly growing number of educators and students now embrace XR as a powerful technology with affordances that can support many benefits, including highly immersive learning experiences, empathy and perspectives on social issues; XR can be designed in ways that can provide new pathways to success and opportunity. Yet the mirror image is also true -- XR can be designed in ways that lead to increased risk, perpetuation of inequities and other harmful impacts to individuals and society. We need ways to analyze XR in terms of ethical aspects, educational efficacy and whether it supports or hinders human flourishing (i.e., eudaimonia). In this paper, we discuss XR as a double-edged sword that can be leveraged for positive or negative outcomes, whether intentionally or unintentionally; that is, we highlight various opportunities and benefits at hand, but also risks and possible negative impacts. We introduce E3XR, a framework that serves as an analytical lens to determine the ethics, learning theory and human flourishing aspects of an XR design. For each component of this framework, we review relevant literature and consider the threats and opportunities that can be evaluated. Finally, we conclude with a discussion of the significance of this work and implications for designers and educators.