In order to reduce the challenges encountered by learners and educators in engaging in educational activities, this paper classifies learners' roles in virtual learning communities, and explores the role of behaviour characteristics and their positions in collaborative knowledge construction networks in promoting the process of knowledge construction. This study begins with an analysis of the relationship structure among learners in the virtual learning community and then applies the FCM algorithm to arrange learners into various dimensional combinations and create distinct learning communities. The test results demonstrate that the FCM method performs consistently during the clustering process, with less performance oscillations, and good node aggregation, the ARI value of the model is up to 0.90. It is found that they play an important role in the social interaction of learners' virtual learning community, which plays a certain role in promoting the development of artificial intelligence.

With the expansion of business scope, the environment faced by enterprises has also changed, and competition is becoming increasingly fierce. Traditional financial systems are increasingly difficult to handle complex tasks and predict potential financial risks. In the context of the digital economy era, the booming financial sharing services have reduced labour costs and improved operational efficiency. This paper designs and implements an intelligent financial sharing platform, establishes a fund payment risk early warning model based on an improved support vector machine algorithm, and tests it on the Financial Distress Prediction dataset. The experimental results show that the effectiveness of using F2 score and AUC evaluation methods can reach 0.9484 and 0.9023, respectively. After using this system, the average financial processing time per order decreases by 43%, and the overall financial processing time decreases by 27%. Finally, this paper discusses the role of intelligent financial sharing platform in accounting transformation and optimisation of production.

Physiological indicators are an important basis for reflecting the physiological health status of the human body and play an important role in medical practice. Association rules have also been one of the important research hotspots in recent years. This study aims to create a data mining system of association rules and artificial intelligence in biochemical indicators of sports training. This article uses Markov logic for network creation and system training, and tests whether the Markov logic network can be associated with the training system. The results show that the accuracy and recall rate obtained are about 90%, which shows that it is feasible to establish biochemical indicators of sports training based on Markov logic network, and the system has universal, guiding and constructive significance, ensuring that the construction of training system indicators will not go in the wrong direction.

Elections hold immense significance in shaping the leadership of a nation or organisation, serving as a pivotal moment that influences the trajectory of the entity involved. Despite their centrality to modern democratic systems, elections face a significant hurdle: widespread mistrust in the electoral process. This pervasive lack of confidence poses a substantial threat to the democratic framework, even in the case of prominent democracies such as India and US, where inherent flaws persist in the electoral system. Issues such as vote rigging, electronic voting machine (EVM) hacking, election manipulation, and polling booth capturing remain prominent concerns within the current voting paradigm. Leveraging blockchain for electronic voting systems offers an effective solution to alleviate the prevailing apprehensions associated with e-voting. By incorporating blockchain into the electoral process, the integrity and security of the system could be significantly strengthened, addressing the current vulnerabilities and fostering trust in democratic elections.

The aim of the study is to examine the determinants of digitalisation in public sector. This research is particularly relevant as digital transformation has become a crucial factor in modernising public sector and enhancing service delivery to citizens. The method of the systematic literature review (SLR) was implemented by searching documents on the Scopus database. The initial research reached the 7902 documents and after specifying the keywords the authors found 207 relevant documents. Finally; after the careful read of their abstracts and the use of inclusion and exclusion criteria; the most cited and relevant 32 papers constituted the final sample. Findings highlighted the focus of the literature on technological factors such as the sense of trust and safety as well as the ease of use in the adoption of digital governance; emphasising the need for effective; trustworthy and user-friendly digital services. The most discussed internal factors were leadership and organisational culture. The study offers a deeper understanding of the factors that shape the successful implementation of digital governance initiatives.

This study investigates the well-being of healthcare professionals in India, with a specific focus on the detrimental effects of the pandemic on their mental and physical health, including stress, burnout, and fatigue. This research examines the roles played by calling, mindfulness, and compassionate love as essential resources in promoting the well-being of healthcare professionals. Utilising structural equation modelling (SEM), the results reveal a significant cause and effect relationship between calling, mindfulness, and compassionate love and their influence on overall well-being. Furthermore, the study identifies a noteworthy parallel mediation effect, demonstrating that mindfulness and compassionate love serve as mediators in the relationship between calling and well-being. This research offers practitioners invaluable insights into the effective utilisation of mindfulness and compassionate love practices to enhance the overall well-being of healthcare professionals.

This empirical study investigates the mediating role of two components of psychological capital (PsyCap), namely self-efficacy and optimism, in the context of the relationship between transformational leadership (TL), work engagement (WE), and innovative work behaviour (IWB). The study was conducted among IT professionals with a minimum of three years of experience employed in Chennai, India. Data collection was executed using a Google Form, and both measurement and structural models were examined using SPSS 25.0 and AMOS 23.0. The findings of this study reveal several significant relationships. Firstly, transformational leadership (TL) demonstrates a robust positive association with work engagement (WE). Furthermore, work engagement (WE) positively correlates substantially with innovative work behaviour (IWB). Notably, the study underscores that two crucial components of psychological capital, specifically self-efficacy and optimism, mediate the relationship between transformational leadership (TL) and work engagement (WE). These findings carry valuable implications for IT company managers. Recognising that transformational leadership positively influences both work engagement and employees' innovative work behaviour highlights the pivotal role of leaders in fostering a productive and innovative work environment within IT organisations.

The purpose of this research is to investigate how genuine leaders impact the creativity and innovative behaviour (IWB) of information technology (IT) employees. It also examines the impact of perceived organisational support as a mediator in the correlations between authentic leadership as well as innovative behaviours. This study explores the influence of authentic leadership via the employee's IWB using aspects from social exchange theory as well as social cognitive theory. The data was collected from a sample of 487 employees of the IT sector in India. The partial least square method is applied to test the structural relationship of the research framework. Findings reveal that authentic leadership positively impact innovative work behaviour and perceived organisation support mediates authentic leadership and IWB. Additionally, when organisations and leaders support the employees and value their creative thinking then the employee replicates IWB in the organisation. The practical and theoretical implications are discussed.

This paper examines the growing aspect of perceive organisational politics (POPs) in organisations by understanding their employee engagement with mediating effect of emotional intelligence. This study is cross-sectional, wherein a survey is conducted on executives of different sectors holding strategic positions. The purposive sampling technique is applied to find the 117 most suitable executives for this survey. The survey is self-administered, and a questionnaire is used as an instrument with 43 measurement scale items adopted from previous similar studies. Construct's reliability and validity followed by PLS-SEM is performed using JASP statistical application. The result revealed that the dimensionality support and validation of POP based on a new set of measures centred on generalised beliefs of the application and abuse of power, infrastructure, credibility, choice making, and line-of-sight. In line with previous findings, the current findings also showed that POP works as a barrier to individual behavioural demand and can negatively affect work efficiency. Existence of perceive organisational politics due to the normative belief of the situation happing in the organisation, disengagement of employees, and also evaluates new empirical insight into the organisation by mediating emotional intelligence.

A number of studies have applied social network analysis (SNA) to show that the patterns of social interaction between software developers explain important organisational outcomes. However, these insights are based on a single network relation (i.e., uniplex social ties) between software developers and do not consider the multiple network relations (i.e., multiplex social ties) that truly exist among project members. This study reassesses the understanding of software developer networks and what it means for performance in software development settings. A systematic review of SNA studies between 1990 and 2020 across six digital libraries within the IS and management science domain was conducted. The central contributions of this paper are an in-depth overview of SNA studies to date and the establishment of a research agenda to advance our knowledge of the concept of multiplexity on how a multiplex perspective can contribute to a software developer's coordination of tasks and performance advantages.

Intellectual assets, especially its relational forms, have become increasingly important to explain a firm's innovation. To examine relational forms of intellectual assets (IA), this study theoretically and empirically advances a concept of alliance management capability (AMC) to explain the value creation and capture aspects of a firm's innovation process. The concepts of value-creating alliance experiences (VCAE) and value capturing alliance experiences (VCPAE) were introduced in which a firm's ability to learn from these alliance experiences increases the firm's ability to discover and govern partnerships that bring the firm's innovations to market. Hypotheses were developed and empirically examined in the biotechnology industry. A contribution of this study is that a firm's VCAE and VCPAE introduce a greater 'openness' to a firm's innovation process. This openness enables a firm to better adapt and respond to the opportunities of the market and thus impact a firm's competitive advantage to innovate.

Science-based university spin-offs face considerable technology and market uncertainty over extended periods of time, increasing the challenges of commercialisation. Scientist-entrepreneurs can play formative roles in commercialising lab-based scientific inventions through the formation of well-endowed university spin-offs. Through case study analysis of three science-based university spin-offs within a biotechnology innovation ecosystem, we unpack the impact of <i>pre-formation</i> intangible assets of academic scientists (research excellence, patenting, and international networks) and their entrepreneurial capabilities on spin-off performance. We find evidence that the pre-formation entrepreneurial capabilities of academic scientists can endow science-based university spin-offs by leveraging the scientists' pre-formation intangible assets. A theory-driven model depicting the role of pre-formation intangible assets and entrepreneurial capabilities in endowing science-based university spin-offs is developed. Recommendations are provided for scholars, practitioners, and policymakers to more effectively commercialise high potential inventions in the university lab through the development and deployment of pre-formation intangible assets and entrepreneurial capabilities.

The research uses a machine learning approach to appraising the validity of customer aptness for a loan. Banks and non-banking financial companies (NBFC) face significant non-performing assets (NPAs) threats because of the non-payment of loans. In this study, the data is collected from Kaggle and tested using various machine learning models to determine if the borrower can repay its loan. In addition, we analysed the performance of the models [K-nearest neighbours (K-NN), logistic regression, support vector machines (SVM), decision tree, naive Bayes and neural networks]. The purpose is to support decisions that are based not on subjective aspects but objective data analysis. This work aims to analyse how objective factors influence borrowers to default loans, identify the leading causes contributing to a borrower's default loan. The results show that the decision tree classifier gives the best result, with a recall rate of 0.0885 and a false- negative rate of 5.4%.

Pandemic has compelled the entire world to change their way of life and work. To control the infection rate, academic institutes deliver education online similarly. At least one smartphone is available in every home, and students use their smartphones to attend class. The study investigates the link between smartphone usage (SU) and academic performance (AP) during the pandemic. 490 data were obtained from various institutions and undergraduate students using stratified random sampling. These components were identified using factor analysis and descriptive methods, while the relationship of SU and AP based on gender classification was tested using Smart-PLS-SEM. The findings show that SU has a substantial relationship with academic success, whether done in class or outside of it. Even yet, the study found that SU and AP significantly impact both male and female students. Furthermore, the research focuses on SU outside and within the classroom to improve students' AP.

Work-life balance (WLB) is a widely explored topic in the academic discourse. The researchers are trying to find strategies to effectively balance their work and home responsibilities for women in management. This study aims to analyse how gender roles and inequalities shape the strategies of female academics in higher education institutions. Eighteen faculty members participated in the semi-structured interviews. The trustworthiness of qualitative inquiry was ascertained by using triangulation, thick descriptions, and peer reviews. Three major themes emerged from the analysis: emotional, religious and social strategies. Despite available support, faculty noted challenges in managing work and family roles and fighting with gender stereotypes. This research adds to the emerging concept of WLB literature from the developed countries' viewpoint. It also shows how WLB discourse varies from Western sensibilities and collaborates with the previously established strategies that female academics formulate in WLB.

In this paper we discuss the use of automated assessment in a variety of computer science courses that have been taught at Israel Academic College by the authors. The course assignments were assessed entirely automatically using Checkpoint, a web-based automated assessment framework. The assignments all used free-text questions (where the students type in their own answers). Students were allowed to correct errors based on feedback provided by the system and resubmit their answers. A total of 141 students were surveyed to assess their opinions of this approach, and we analysed their responses. Analysis of the questionnaire showed a low correlation between questions, indicating the statistical independence of the individual questions. As a whole, student feedback on using Checkpoint was very positive, emphasizing the benefits of multiple attempts, impartial marking, and a quick turnaround time for submissions. Many students said that Checkpoint gave them confidence in learning and motivation to practise. Students also said that the detailed feedback that Checkpoint generated when their programs failed helped them understand their mistakes and how to correct them.

Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We present a classic brain teaser that is used to communicate and demonstrate advanced software development concepts and techniques. Our results show that students with varied academic experiences and goals, assuming at least one procedural/structured programming pre-requisite, can benefit from and also be challenged by such an exercise. Although this problem has been used by others in the classroom, we believe that our use of this problem in imparting such a broad range of topics to a diverse student population is unique.

New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles – meaningful, engaging, measurable, accessible, and scalable – may be applicable to future MOOC development projects.

This paper reports on the outcomes from a pilot study targeted at mothers of school children in Melbourne, Australia. The aim of the study was to engender a positive view of technology in the participants and to introduce the concept of Information Technology (IT) as a potential career. Mothers were given the opportunity to develop basic IT skills and learn about different IT career pathways for their children with an emphasis on their daughters’ choices. Mothers were offered an evening course over a four week period that was designed to introduce them to a range of social media and Web 2.0 tools. Their opinions were documented using both questionnaires and informal discussions. It explored whether their attitudes towards IT can be changed by up-skilling and introducing them to the technologies their children commonly use. The findings of the pilot study suggest that addressing this demographic has the potential to make the participants question their pre-conceptions about IT careers for women.

Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N=45 children in kindergarten through second grade who completed an eight-week robotics and programming curriculum using the KIWI robotics kit. KIWI is a developmentally appropriate robotics construction set specifically designed for use with children ages 4 to 7 years old. Qualitative pre-interviews were administered to determine whether participating children had any gender-biased attitudes toward robotics and other engineering tools prior to using KIWI in their classrooms. Post-tests were administered upon completion of the curriculum to determine if any gender differences in achievement were present. Results showed that young children were beginning to form opinions about which technologies and tools would be better suited for boys and girls. While there were no significant differences between boys and girls on the robotics and simple programming tasks, boys performed significantly better than girls on the advanced programming tasks such as, using repeat loops with sensor parameters. Implications for the design of new technological tools and curriculum that are appealing to boys and girls are discussed.

This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

The paper describes the development of four learning modules that focus on technical details of how a person’s privacy might be compromised in real-world scenarios. The paper shows how students benefited from the addition of hands-on learning experiences of privacy and data protection to the existing information technology courses. These learning modules raised students’ awareness of potential breaches of privacy as a user as well as a developer. The demonstration of a privacy breach in action helped students to design, configure, and implement technical solutions to prevent privacy violations. The assessment results demonstrate the strength of the technical approach.

Aim/Purpose: The traditional method of teaching e-safety by lecturing is not very effective. Despite learners often being equipped with the right knowledge, they reject the need to act accordingly. There is a need to improve the way digital e-safety is taught. Background: The study compares four different teaching styles, examining how each affected the way students perceive a range of e-safety keywords and consequently the way they approach this issue. Methodology: The semantic differential technique was used to carry out the research. Students completed a semantic differential questionnaire before and after lessons. A total of 405 first year undergraduates took part in the study. Contribution: The paper contributes to the debate on appropriate methods for teaching e-safety, with an aim to influence learners’ attitudes. Findings: Experience-based learning seems to be very effective, confronting students with an e-safety situation and providing them with a negative experience. This teaching method had the biggest influence on students who were deceived by the prepared e-safety risk situation. Recommendations for Practitioners: E-safety instruction can be enhanced by ensuring that lessons provide students with a personal experience. Recommendation for Researchers: The semantic differential technique can be used to measure changes in learners’ attitudes during the teaching process. Impact on Society: Our findings may bring improvements to the way e-safety topics are taught, which could, in turn, evoke in learners a more positive e-safety attitude and a desire to improve their e-safety behavior. Future Research: More research needs to be carried out to examine how the experiential learning method affects the attitudes of younger learners (primary, middle, and high school students).

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future Research: Increase the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

Aim/Purpose: Improving public schools is a focus of federal legislation in the United States with much of the burden placed on principals. However, preparing principals for this task has proven elusive despite many changes in programming by institutions of higher learning. Emerging technologies that rely on augmented and virtual realities are posited to be powerful pedagogical tools for closing this gap. Background: This study investigated the effects of immersive simulation technologies on principals’ self-efficacy after treatment and the perceived significance of the design of the immersive simulation experience as an effective tool for adult learners. Methodology: The investigator employed a multiple-methods study that relied on a purposive sample of graduate students enrolled in educational leadership programs at two small universities in the southeastern United States. Participants completed a two-hour module of immersive simulation designed to facilitate transfer of knowledge to skills thereby increasing their self-efficacy. Contribution: This paper contributes to a small body of literature that examines the use of immersive simulation to prepare aspiring principals. Findings: The findings indicate moderate effect sizes in changes in self-efficacy, positive attitudes toward immersive simulation as a pedagogical tool, and significance in the design of immersive simulation modules. This suggests that immersive simulation, when properly designed, aids principals in taking action to improve schools. Recommendations for Practitioners: Educational leadership programs might consider the use of immersive simulations to enhance principals’ ability to meet the complex demands of leading in the 21st century. Impact on Society: Principals may be more adept at improving schools if preparation programs provided consistent opportunities to engage in immersive simulations. Future Research: Future research should be conducted with larger sample sizes and longitudinally to determine the effectiveness of this treatment.

Aim/Purpose: This paper presents the findings of an Activity-Oriented Teaching Strategy (AOTS) conducted for a postgraduate level Software Engineering (SE) course with the aim of imparting meaningful software development experience for the students. The research question is framed as whether the activity-oriented teaching strategy helps students to acquire practical knowledge of Software Engineering and thus bridge the gap between academia and software industry. Background: Software Engineering Education (SEE) in India is mainly focused on teaching theoretical concepts rather than emphasizing on practical knowledge in software development process. It has been noticed that many students of CS/IT background are struggling when they start their career in the software industry due to inadequate familiarity with the software development process. In the current context of SE education, there is a knowledge gap between the theory learned in the classroom and the actual requirement demanded by the software industry. Methodology: The methodology opted for in this study was action research since the teachers are trying to solve the practical problems and deficiencies encountered while teaching SE. There are four pedagogies in AOTS for fulfilling the requirements of the desired teaching strategy. They are flipped classroom, project role-play for developing project artifacts, teaching by example, and student seminars. The study was conducted among a set of Postgraduate students of the Software Engineering programme at Cochin University of Science and Technology, India. Contribution: AOTS can fulfil both academic and industrial requirements by actively engaging the students in the learning process and thus helping them develop their professional skills. Findings: AOTS can be molded as a promising teaching strategy for learning Software Engineering. It focuses on the essential skill sets demanded by the software industry such as communication, problem-solving, teamwork, and understanding of the software development processes. Impact on Society: Activity-oriented teaching strategies can fulfil both academic and industrial requirements by actively engaging the students in the SE learning process and thus helping them in developing their professional skills. Future Research: AOTS can be refined by adding/modifying pedagogies and including different features like an online evaluation system, virtual classroom etc.

Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work is to explore the impact of teacher gender on young children’s mastery of programming concepts after completing an introductory robotics program. Methodology: A sample of N=105 children from six classrooms (2 Kindergarten, 2 first grade, and 2 second grade classes) from a public school in Somerville, Massachusetts, participated in this research. Children were taught the same robotics curriculum by either an all-male or all-female teaching team. Upon completion of the curriculum, they completed programming knowledge assessments called Solve-Its. Comparisons between the performance of boys and girls in each of the teaching groups were made. Findings: This paper provides preliminary evidence that having a female instructor may positively impact girls’ performance on certain programming tasks and reduce the number of gender differences between boys and girls in their mastery of programming concepts. Recommendations for Practitioners: Practitioners should expose children to STEM role-models from a variety of backgrounds, genders, ethnicities, and experiences. Future Research: Researchers should conduct future studies with larger samples of teachers in order to replicate the findings here. Additionally, future research should focus on collecting data from teachers in the form of interviews and surveys in order to find out more about gender-based differences in teaching style and mentorship and the impact of this on girls' interest and performance in STEM.

Aim/Purpose: This paper provides a general-purpose categorization scheme for assessing the utility of new and emerging three-dimensional interactive digital environments (3D-IDEs), along with specific pedagogic approaches that are known to work. It argues for the use of 3D-IDEs on the basis of their ludic appeal and ability to provide intrinsic motivation to the learner, and their openness that allows the learner to gain a more holistic understanding of a topic. Background: Researchers have investigated the affordances, benefits, and drawbacks of individual 3D-IDEs, such as virtual worlds, but teachers lack a general-purpose approach to assessing new 3D-IDEs as they appear and applying them to teaching practice. Methodology: The categorization scheme is based on the analysis, reflection, and comprehension of the research on limitations, challenges, and opportunities for teaching in virtual environments by Angel Rueda, Valdes Godines and Guzmán Flores; the scheme is discussed in terms of an experiment to trial virtual genetics labs in Second Life. Contribution: The paper describes a general-purpose approach to applying existing and new 3D virtual spaces to education, shows a worked example of the use of the categories, and describes six approaches to consider in applying these technologies. Findings: 3D-IDEs are categorized in terms of the way in which they interface with the user’s senses and their ability to provide ‘immersion’; two forms of immersion are examined: digital perceptual immersion – the generated sense of reality – and ludic narrative immersion – a less cognitive and more emotional engagement with the learning environment. Recommendations for Practitioners: Six specific forms of pedagogy appropriate for 3D-IDEs are examined and discussed, in terms of the affordances and technology required, as assessed by the categorization scheme. More broadly, the paper argues for a change in the assessment of new digital technologies from the technology’s features to its affordances and the pedagogies it can support. Recommendation for Researchers: The paper offers a practical approach to choosing and using 3D-IDEs for education, based upon previous work. The next step is to trial the scheme with teachers to ascertain its ease of use and effectiveness. Impact on Society: The paper argues strongly for a new approach to teaching, where the learner is encouraged to use 3D-IDEs in a ludic manner in order to generate internal motivation to learn, and to explore the topic according to their individual learning needs in addition to the teacher’s planned route through the learning material. Future Research: The categorization scheme is intended to be applied to new technologies as they are introduced. Future research is needed to assess its effectiveness and if necessary update the scheme.