SEL-7200 v1

Carreon, A., Smith, S. J., & Rowland, A. (2019). Augmented Reality: Creating and implementing digital classroom supports. Journal of Special Education Technology, 35(2), 109–115. https://doi.org/10.1177/0162643419882423
Using Augmented Reality tools to aid in the development of academic, social, emotional, and behavioral skills in students with disabilities.

Cox, C. F., Messiah, S. E., & Knell, G. (2023). Learning modality and quality of life among US School‐Age children during the coronavirus pandemic. Journal of School Health, 93(6), 441–449. https://doi.org/10.1111/josh.13298
Quality of life research related to the learning modality switches (in person to hybrid or virtual) that occurred during the Covid 19 Pandemic, as perceived by parents of K-12 students.

Kim, Y., & Tscholl, M. (2021). Young children’s embodied interactions with a social robot. Educational Technology Research and Development, 69(4), 2059–2081. https://doi.org/10.1007/s11423-021-09978-3
Reactions of early learners to a social robot and their impact on attention and learning mathematics, understanding physical space and collaboration.

Mudure-Iacob, I. (2024). Game-mode activated: Building communities of practice through digital escape rooms as ESP teaching and learning tools. Studia Universitatis Babeș-Bolyai Philologia, 75–96. https://doi.org/10.24193/subbphilo.2024.4.03
Engaging students in immersive, interactive, and collaborative learning to increase language and critical thinking skills through the use of digital escape rooms.

O’Ceallaigh, T., Connolly, C., & Brien, E. O. (2023). Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic. Routledge Open Research, 2, 2. https://doi.org/10.12688/routledgeopenres.17674.2
Research to improve teachers’ ability to develop strong social presence in navigating blended virtual and in-person learning spaces.

Prayogo, A., Khotimah, K., Istiqomah, L., & Maharsi, I. (2023). Students’ emotional engagement in online classes: a conceptual framework. International Journal of Information and Learning Technology, 41(1), 61–72. https://doi.org/10.1108/ijilt-04-2023-0052
Research focused on developing increased emotional engagement in online classrooms in students in higher education.

Ratten, V. (2023). The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. The International Journal of Management Education, 21(2), 100777. https://doi.org/10.1016/j.ijme.2023.100777
Research on teaching in higher education shows the need for improved use of digital technologies that offer a more interactive experience.

Cox, C. F., Messiah, S. E., & Knell, G. (2023). Learning modality and quality of life among US school‐age children during the coronavirus pandemic. Journal of School Health, 93(6), 441–449. https://doi.org/10.1111/josh.13298
Researching the use of AI and robots in the development of students’ learning in a more integral, inclusive, and balanced manner.

Schmitt, M. D., Alexander, K. L., Miller, C. L., Roberson, K. L., & Kiuchi, Y. (2024). The effects of a digital wellness curriculum intervention in family and consumer sciences secondary classrooms. Journal of Family & Consumer Sciences Education, 41(1), 33–49.
Addressing the links between adolescent technology use and depression through an “unplugged challenge” shows little change in levels of depression.