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The rapid development of gamification and computational thinking seems to open up new educational horizons by providing new opportunities for students to acquire the basic digital skills needed for their cognitive development. Gamification, on the side, flourishes because it brings about high degree of participants’ engagement in an activity. Accordingly, on the other side, the growing scientific interest in computational thinking centers on the fact that it provides a fruitful field of dialogue in the research community for the development of critical and analytical thinking of students. Hence, this paper aims to synthesize knowledge about gamification and computational thinking for improving education for the benefit of students. Specifically, this paper describes: (a) the theoretical background of gamification in learning and education, (b) relevant studies in literature and their findings, and (c) specific gamified applications of STEM [Science, Technology, Engineering, Mathematics] which have been developed to this subject area. Four databases were searched, and 37 papers were finally selected for this review. The findings from the presented learning theories set the foundation on how students obtain knowledge, and the relevant studies in the field of gamification and computational thinking showed some first positive outcomes stemming some first research attempts which need further examination. Furthermore, it seems that with the right use of game mechanics and elements, well-designed applications of STEM gain students’ interest to learn through gameplay and motivate them to cultivate computational thinking and problem-solving skills

This study aimed to examine and describe the role of the teacher in improving the character of discipline for students. This research is a descriptive qualitative research. The research subjects were the principal, teachers, and students. The data collection techniques used were interviews, observation, and documentation. Data analysis was performed using qualitative descriptive analysis techniques. The results of this study indicated that the role of teachers in the character building of student discipline at SD Negeri 1 Kendaga is a teacher as an educator, a teacher as ainstructor, a teacher as a guide, a teacher as a trainer, and a teacher as an evaluator. The teacher's efforts in shaping student character are by using the method of habituation, exemplary, lectures and simulations.This research is useful for teachers, to be able to act as good role models, to provide guidance and supervision to improve students discipline.

Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.

This dissertation study explored students engagement in the doctoral process and factors associated with it. Doctoral students experiences of engagement were investigated in three studies, while the associated factors were analysed in a further two. The dissertation used a mixed-methods approach; accordingly, the data were collected through interviews and surveys, and were analysed by combining qualitative and quantitative methods. 
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\nStudy I investigated the key learning experiences that the students perceived to be either inspiring or challenging in their doctoral process. Altogether 19 natural sciences doctoral students were interviewed. The majority of the key learning experiences identified by the students were positive. Most of the experiences were related to the students participation in the scholarly community, developing as a scholar, and developing specific research competencies. The students situated such experiences typically in various scholarly activities including research work, courses, and academic meetings. 
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\nStudy II focused on analysing students engagement by exploring the main experiences and sources, as well as the qualitatively different forms of engagement in the doctoral process. Altogether 21 behavioural sciences doctoral students were interviewed. The students described their engagement in terms of experiences of dedication, efficiency, and sometimes absorption. They typically emphasised their sense of competence and relatedness as the main sources of engagement. In the students descriptions three qualitatively different forms of engagement in doctoral work were also identified: an adaptive form of engagement, an agentic form of engagement, and a work-life inspired form of engagement. Further, there was variation among the students in terms of what forms of engagement they emphasised in different phases of their doctoral studies. 
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\nStudy III focused on students disengagement by exploring the main experiences and sources of disengagement from the doctoral process. Also, the students perceptions of the dynamic interplay between themselves and their environments with respect to disengaging experiences were explored by analysing the perceived misfits between the students and their environments. Altogether 16 behavioural sciences doctoral students were interviewed. The students described their disengagement in terms of experiences of inefficacy, cynicism, and sometimes exhaustion. They typically emphasised their struggles and conflicts within the scholarly community as the main source of disengagement. The students typically attributed their disengagement to the perceived misfit between themselves and their environments, and in particular often associated the problem with the scholarly community rather than themselves. 
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\nStudy IV focused on the collective fit between doctoral students and their environments that had contributed to their engagement. Altogether 1 184 doctoral students and 431 supervisors from different disciplines participated in the surveys. The collective fit was explored at the faculty level in terms of similarities and differences in the students and supervisors perceptions of the main resources and challenges with respect to the doctoral process. The relation between the perceived fit and the doctoral students satisfaction with their study process and supervision was explored. The results showed that either a fit, a partial fit, or a misfit existed between the students and supervisors perceptions in the different faculties. A relation was also found between the collective fit and students satisfaction with their overall study process and supervisory support. 
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\nThis dissertation contributes to the literature on doctoral student engagement by breaking down the complexity of engagement; it does this by identifying the qualitatively different experiences, sources, and forms of engagement. Moreover, the study reveals the nature of engagement at the interface of study and work by shedding light on the dual role of doctoral students as both students and professional researchers. Further, the results provide a new understanding of the perceived student learning environment fit as a primary determinant of doctoral student engagement. The results encourage viewing doctoral student engagement as a complex, multidimensional phenomenon supported by the constructive interplay between doctoral students and their learning environments that fosters students meaningful participation and a sense of belonging in their scholarly communities. 
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\nKeywords: doctoral education, doctoral process, doctoral student, engagement, disengagement, learning environment, scholarly community, student environment fit

The COVID-19 pandemic brought about significant changes in educational delivery methods and student learning. E-learning systems, which previous research had found to be effective in voluntary contexts, suddenly became mandatory but proved to be less effective for students worldwide. Hence, there is a need for academics and practitioners to revisit the e-learning systems success model in the post-COVID-19 era. Building upon previous e-learning and information systems success models, this study aimed to re-specify and validate the e-learning systems success model by examining the role of monitoring quality. Data were collected from 191 college students and analyzed using the partial least squares approach. The results indicated that information quality, system quality, and service quality had a positive influence on both user satisfaction and communication quality, which, in turn, positively impacted loyalty intention and subsequently enhanced learning effectiveness. Notably, the newly added construct of monitoring quality had the strongest effect on communication quality compared to information quality, system quality, service quality, and monitoring quality. However, it had no impact on user satisfaction. The findings of this study provide several important theoretical and practical implications for e-learning systems success models in the post-COVID-19 era.

The rapidly changing world of work requires graduates to have the skills to adapt to new work environments. According to employers, the main weaknesses of vocational school graduates are their poor communication skills, inadequate problem-solving ability, and inability to learn how to learn. These shortcomings indicate the low level of students' deeper learning competencies (DLC). Learning activities at schools should strengthen students' DLC. This study describes students’ involvement in practical learning, its impact, and the extent to which students’ involvement in practical learning strengthens DLC. This research was conducted over four semesters at a referral vocational school in Jombang Regency, East Java, Indonesia. Descriptive analysis was used to uncover the data on students’ involvement in practical learning and its various impacts, and students’ DLC. It was found that the implementation of practical learning fosters students' involvement in schooling. The participation of students in practical learning affected the development of various learning behaviors and attitudes, which can strengthen DLC further. Project-based learning and school-based enterprise are two practical learning models that have a strong impact on the development of students' DLC. The effects of internship and learning through practice were in the strong category. Thus, learning activities in schools should be carried out by combining theoretical studies and practical learning. It is recommended that vocational schools strengthen their learning activities with project-based learning or school-based enterprise approaches.