ARE TOO MANY DIGITAL TOOLS HURTING LEARNING? What New Research Says About Technology Platforms and Cognitive Overload Excellent Educator, 3(12), 5-6, 2026 WHAT RESEARCH FOUND Digital technologies have transformed education by expanding access to information, enabling flexible learning, and supporting collaboration. Yet researchers are increasingly questioning whether the growing number of educational platforms may unintentionally […]
WHEN LEARNING COMPETES WITH DOPAMINE What New Research Says About Smartphones, Reward Systems and Attention Excellent Educator, 3(12), 3-4, 2026 WHAT RESEARCH FOUND Educators have always competed for students’ attention, but modern classrooms face a challenge unlike any before. A recent analysis argues that smartphones and digital platforms have transformed attention into a commodity, with
THE ATTENTION CRISIS HAS ARRIVED What New Research Says About Focus, Distraction and Student Learning Excellent Educator, 3(12), 1-2, 2026 WHAT RESEARCH FOUND A growing body of evidence suggests that higher education is facing a significant attention crisis. Researchers studying Swiss university students found that the rapid expansion of digital technologies, social media platforms, and
WHY DO CLASSROOM INNOVATIONS OFTEN STALL? What New Research Says About Teacher Learning and Change Excellent Educator, 3(11), 15-16, 2026 WHAT RESEARCH FOUND Teachers often attend professional development programs yet struggle to sustain classroom change. Researchers studying teachers working with digital technologies found that teacher learning is influenced by many interconnected factors, including resources, relationships,
ARE ASSESSMENTS REALLY TEACHING? What New Research Says About Hidden Messages in Assessment Excellent Educator, 3(11), 13-14, 2026 WHAT RESEARCH FOUND Researchers investigated how students interpreted messages communicated through assessment practices in a college science course. Students often concluded that success depended on producing instructor-approved answers rather than understanding ideas deeply. Assessment tasks, answer keys,
WHAT MAKES STUDENTS WANT TO LEARN? What New Research Says About Interest and Engagement Excellent Educator, 3(11), 11-12, 2026 WHAT RESEARCH FOUND A review of research identified six common factors that spark situational interest in learning: relevance, novelty, cognitive challenge, social interaction, hands-on activity, and choice. These factors increase attention, engagement, and persistence, while also
CAN FASTER FEEDBACK IMPROVE LEARNING? What New Research Says About AI-Supported Peer Assessment Excellent Educator, 3(11), 9-10, 2026 WHAT RESEARCH FOUND Researchers examined whether automated corrective feedback combined with peer assessment could improve language learning. Students receiving AI-supported feedback achieved better learning outcomes, reported higher intrinsic motivation, and demonstrated stronger self-regulated learning beliefs than students
CAN STUDENTS CHALLENGE MISINFORMATION EFFECTIVELY? What New Research Says About Community-Engaged Learning Excellent Educator, 3(11), 7-8, 2026 WHAT RESEARCH FOUND In an age of misinformation, students need more than content knowledge. Researchers developed a course that trained graduate students to address misinformation through community engagement, dialogue, and evidence-based communication. Students became more confident in science
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