Training for a marathon requires discipline, structure, and support. Many people are able to achieve their goals by joining training groups, or getting advice from an online or an in-person coach. However, some runners lack access to training groups or coaches due to location, financial status (Smith, 2025), social predicament, or work schedule (HRP, 2024). Using Generative AI (GenAI) to create a structured, personalized training plan is an alternative to a human coach or training group. However, the quality of training plans created by GenAI can vary dramatically depending on the input (Düking, 2024). If runners do not know how to create accurate context-based prompts, the training plan will not be very useful. Therefore, the goal of this project was to design and evaluate instruction that assists runners in using GenAI to create structured, personalized marathon training plans that will guide them to their marathon goals.

The instructional design employed a mix of direct, indirect, and experiential learning strategies. A usability study with three participants was conducted, yielding largely positive feedback with 68% positive comments overall. Navigation was reported as intuitive with 82% positive comments, and content was comprehensive with 75% positive feedback. The primary usability concern was the Worksheet Functionality with 59% negative comments, which resulted in converting the original Google Form into a clearer, editable Google Doc. Learning effectiveness was measured with pre- and post-assessments by participants (n=15). The average score on the post-assessment (89%) showed a significant improvement of 21% over the pre-assessment (68%), demonstrating high instructional effectiveness. Furthermore, post-survey attitudinal results showed that 100% of participants would recommend the instructional website, and on a scale of 1 to 5, with 1 being not helpful and 5 being very helpful, participants reported an average score of 4.3 regarding GenAI’s usefulness for creating personalized training plans. These results suggest the instruction successfully met its goal of teaching middle-aged runners to leverage Generative AI for their marathon training.

Indonesian foreign language users (Bahasa Indonesia bagi Penutur Asing, BIPA) must juggle a wide array of different affixation patterns when working within Indonesian to create grammatical sentences. It has been shown that even at advanced levels, these affixation patterns remain an area of confusion when BIPA students produce languages (Nugraha, 2003; Suyitono, 2007; Defina, 2017; Riana, 2018). To address this issue a visual-spatial, gamified practice tool of several affixation patterns was created to support BIPA learners in their application of these forms. The tool’s design process was guided by the ADDIE framework and second language pedagogies like repetition, grammar in context, and interaction with language forms.

Usability was evaluated with three participants (n=3) through online and in-person synchronous sessions. Learning effectiveness was assessed using pre- and post-surveys and assessments with 15 participants (n=15). The usability study found general positive feedback and uncovered suggestions for several areas of improvement, such as adjusting the focus-content for repetition, ease of use with interactive elements across tech-tools, and clear bilingual (Indonesian and English) instructions. The learning effectiveness test indicated participants’ scores improved, and qualitative data from surveys showed mixed feedback on the structure and methodology of the learning tool. Where this tool was well received by intermediate to advanced learners, future work could focus on building in more support for beginning BIPA learners. Key takeaways include that the participant responses toward the gamified elements were split, and that iterative improvements based on user feedback are essential for optimizing this practice tool.

Agricultural landowners venturing toward alternative lifestyles, or homesteading, face a multitude of challenges such as: uncertainty of income, lack of experience, safety and hazard concerns, and risk of losing time and monetary investment (Smith & El‑Swaify, 2006). These challenges are further exacerbated for homesteaders looking to acclimate to agricultural production in the volcanic influenced soil composition of the Puna region of Moku o Keawe (Hawaii Island). This project looked to develop an culturally-based and localized instructional intervention to bridge a gap in knowledge for new and beginner homesteaders acclimating to agricultural crop production in lava impacted environments.

To address this gap in instruction, an informal, blog-style mobile learning website was designed to guide beginner homesteaders in foundational ʻike (knowledge).
Through the framework of Place-Based Learning and Indigenous Knowledge Systems, the instruction was developed into 3 modules to acclimate beginners to Puna’s volcanic environment and cultural epistemologies, build foundational knowledge in soil variation for crop production, and applying culturally appropriate and sustainable crop production practices. In order to evaluate the effectiveness of the developed instructional website, three usability sessions reviewing language and content, visual design, and user ease of navigation were conducted to help improve instruction prior to participant testing. Following multiple iterations of the instruction, a pre-instructional and post-instructional survey were administered to evaluate the overall learning and attitudinal effectiveness of 18 new and beginner homesteading participants on Moku o Keawe.

Asynchronous language learning tools have become commonplace due to shifts in technology and post-pandemic learning strategies (Huang et al., 2023). However, many tools prioritize immediate correction and validation over implicit interactions like rephrasing or requesting clarification (Loewen, 2012). As a result, learners who use these tools have limited exposure to exchanges found in authentic conversation. A game-based module was designed to incorporate implicit interactional feedback as a learning strategy for beginner Japanese language learners. The module incorporated adult learning principles, multimedia principles, and interactive design to create a situated, low-stakes learning environment.

Usability testing (n=3) involved individual, synchronous sessions with beginner learners and a native Japanese speaker. Learning effectiveness testing (n=14) was completed by Japanese 101 and 102 students via an asynchronous playthrough and attitudinal survey. Usability testing results led to additional audio interactions and refinements in in-game instruction. Learning effectiveness results demonstrated high overall performance in module assessments, and participants reported positive engagement and heightened confidence. The role of implicit interactional feedback was inconclusive, likely due to the module’s short duration. The game-based format showed promise as an effective instructional method, with participants responding positively to the gameplay, use of audio, and task repetition. Future improvements include expanding content and game duration to ensure learners encounter implicit feedback in future playthroughs.

Au pairs are young international participants in cultural exchange programs who live with host families in the United States and receive a weekly stipend in exchange for providing childcare. (J1Visa.State.gov, n.d.) Many au pairs arrive expecting their stipend to cover cultural experiences such as travel and study. Still, differences in spending culture, limited understanding of the U.S. financial system, and a lack of practical money-management skills can lead to financial stress and poor spending decisions (Aguilar-Pérez, 2021). A microlearning instructional module was designed using the ADDIE model and delivered through Instagram carousel posts and short videos supported by a companion website with interactive activities to introduce basic financial skills and concepts related to the U.S. spending behaviors.

Usability was assessed via synchronous Zoom sessions with three participants (n=3). Learning effectiveness and attitudinal change were evaluated using pre- and post-surveys, administered through Google Forms to twenty au pairs living across various U.S. states (n=20). These surveys included reflection, opinion, and scenario-based questions. Results showed overall improvements in financial awareness and knowledge, with higher numbers of correct responses on post-assessments and shifts toward more mindful perspectives on spending and financial decision-making in the U.S. context. These results suggest that short, easily accessible microlearning content, delivered through platforms familiar to the target group, can effectively support the understanding and sharing of relevant financial terms and cultural spending situations. Future work should focus on expanding the content, incorporating topics and recommendations provided by the au pair community itself.

FlourishED is a web-based well-being module designed to address a gap in teacher preparation, where preservice teachers are expected to manage stress but often receive limited direct instruction in well-being practices (Schonert-Reichl et al., 2017 ), despite high levels of stress, burnout, and attrition in the profession (Agyapong et al., 2022 ). To address this problem, an instructional module was designed using the PERMA framework and evidence-based practices from positive psychology, including gratitude exercises (e.g., Three Good Things) (Seligman, 2011), breathing strategies (HeartMath, 2016), and AI-guided meditation to support personalized reflection and stress reduction.

The module was evaluated through usability testing and attitudinal and learning assessments. Usability testing (n = 3) involved task-based navigation to identify issues in structure and clarity, resulting in revisions to layout and instructions. Learning and attitudinal data were collected from participants (n = 15) using pre- and post-surveys measuring awareness, confidence, and perceived ability to apply well-being strategies. Results indicated improvements in participants’ understanding of stress management techniques and increased confidence in their ability to apply these strategies. Findings suggest the module was effective in addressing the identified problem, with recommendations for future work including expanding sample size, refining content, and further exploring personalization in well-being instruction.

URL: https://jkanaulu.wixsite.com/flourished

Hybrid learning, combining in, person and online instruction, has gained significant importance, especially after the COVID, 19 pandemic. At the Asian University for Women (AUW), graduate classes are delivered online by international instructors, with Teaching Fellows facilitating student engagement and communication on, site. Maintaining attention and engagement is essential for effective learning in this context. This study aimed to identify factors influencing attention and engagement among graduate students in AUW’s hybrid learning environment and to explore strategies used by students to sustain focus. An exploratory, cross, sectional, mixed, methods design was employed. Data were collected from 17–20 MA Education students and three key informants (faculty, program administrator, Teaching Fellow) via surveys and semi, structured interviews. Quantitative and qualitative data were analyzed using statistical methods and thematic analysis. Findings indicate that technology both facilitates learning and introduces distractions. Digital platforms enhance communication and participation, but technical issues and non, academic use reduce focus. Teaching Fellows play a central role in sustaining engagement through guidance, feedback, and bridging the gap with remote instructors. Active teaching methods, group discussions, and application, based activities increase attention, while class timing, cognitive load, and individual characteristics (motivation, prior knowledge, self, regulation) significantly affect student engagement. Improving hybrid learning at AUW requires interactive instructional design, strengthened Teaching Fellow support, optimized scheduling, and strategies that foster students’ self, regulation. The interplay of technology, pedagogy, timing, and individual factors determines attention and engagement in graduate hybrid learning environments.

The paper explores how an AI-assisted approach improved classroom climate, learning experiences, and readiness in Level 6 Pre-UG mathematics at Asian University for Women (AUW). Using qualitative phenomenology, data were collected through nine semi-structured student interviews, three teacher interviews, three classroom observations, and field notes. Findings show that AI-supported instant feedback created emotional safety and encouraged persistence and metacognitive reflection. Students and teachers also expressed concerns about over-reliance and the ethical practice of using AI.  The study indicates that AI is most effective when combined with facilitative pedagogy and structured reasoning stages, strengthened by continuous teacher development to guarantee a student-centered integration.

For Indigenous youth, learning the practices of one’s own culture can nurture identity and community cohesion that may serve as protective factors for individual well-being and community resilience. Much of this learning happens with learners and elders together, yet many communities face declining youth engagement in traditional skills due to the impacts of competing economic obligations and geographic separation. As such, it may be worth considering the role of technology in facilitating collaborative environments where learners can share, build, and document knowledge. This literature review examines best practices for engaging Indigenous learners in online learning by considering insights from the intersections of organic online communities, formal online learning environments, and informal online learning spaces, to inform how participation in online communities can meaningfully support Indigenous youth engagement in learning traditional practices.

This thematic analysis of literature across Indigenous studies, education, communication, and educational technology offers insights for Native-serving institutions and organizations expanding services for online learning. Work in organic, informal Indigenous online communities demonstrates the significance of connection, cultural identity, and critical assessment of power dynamics in fostering community in both online and offline spaces. Best practices in formal online learning with Indigenous learners prioritizes connection to land and relationship-building with peers and instructors to allow for inclusive knowledge construction. However, persistent barriers such as unequal access to technology, language, and conflicts around ethical sharing of Indigenous knowledges underscore the need for flexible, community-governed design approaches. These findings suggest that online learning serving Indigenous learners must center place, Indigenous epistemologies, and relational practices to support meaningful engagement.

Our world is rapidly adopting AI systems that will co-govern space missions while transforming workplaces from hospitals to classrooms and disaster zones. With the global space economy projected to grow from $630 B in 2023 to $1.8 T by 2035, human–AI system design can no longer be treated as purely technical.

This paper explains how analog astronaut missions integrate Human-by-Design AI governance, creativity, and resource management into space system architecture. What happens in a 14-person Lunar analog habitat in 2020 is a perfect preview of what happens in a 400-person Amazon warehouse, a rural hospital, or a Pacific Island climate-refugee camp in 2026–2032. Isolation → delayed oversight → resource scarcity → life-critical AI delegation → new power dynamics → new social contracts.

Researching the author’s interdisciplinary analog astronaut experiences (2020–2025), such as the Mars Medic Mission at MDRS (Utah), VALORIA II at HI-SEAS (Hawaii), and the World’s Biggest Analog (WBA) (Arizona), we understand the challenges faced by astronauts and the role of crew harmony. Simulation can amplify crew insights, even reciting a small poem e.g., “The prophets really prophecy as mystics, the commentators merely by statistics”, can foster empathy and strengthen crew bonds. Across centuries, from Shakespeare’s sonnets and Nietzsche’s provocations to Einstein’s thought experiments, Bob Dylan’s lyrical philosophy, Leonard Cohen’s timeless poetry, and now modern AI innovations, creativity emerges as a core principle of human experience. Human-by-Design practices such as storytelling, poetry, music, and shared experiences serve as tools for meaningful coexistence and day-to-day operational alignment.

As a result, AI-integrated analog astronaut training serves as a living laboratory for AI governance and workforce transformation, highlighting the role of creativity, ethics, and human meaning in resilient space and Earth systems.