Conclusions

Based on the comprehensive findings of this research and report, we can draw several key conclusions that have significant implications for the field of education, particularly in the context of distance and hybrid teaching environments.

Firstly, our report illustrates that student engagement in educational activities is not significantly influenced by gender, educational level, or socio-economic background. This universality suggests that well-designed teaching activities can effectively cater to a diverse student population. The preference for single-session activities over multi-session projects indicates a higher engagement in focused, concise educational interventions. Such insights are crucial for educators aiming to design effective and inclusive learning experiences.

Secondly, the similar levels of engagement with different technological tools, like Virtual Reality (VR) and Web-based technologies, point to an essential aspect of educational technology integration. It's not the type of technology that matters most, but how it is implemented within the educational context. Effective pedagogical use of technology, integrated thoughtfully into the curriculum, can enhance student engagement and learning outcomes.

Thirdly, the findings highlight the importance of addressing diverse learning needs, especially for students with special educational needs (SEN) and those from varying socio-economic backgrounds. Tailored teaching strategies that are inclusive and responsive to these diverse needs can significantly improve educational experiences, underscoring the need for personalized and adaptive teaching methods.

Furthermore, the report sheds light on factors influencing motivation, teamwork, and self-regulated learning. The variance in motivation levels across different genders and educational levels suggests the need for differentiated teaching strategies. The emphasis on collaborative work and effective communication, particularly using web-based technologies, highlights the importance of these skills in modern educational settings. Also, the positive impact on self-regulated learning points towards the benefits of teaching methods that encourage autonomy and self-directed learning.

To support educators in implementing these findings, the AgileXR project website serves as a valuable resource. It offers additional materials with concrete keys to implement active methodologies in distance and hybrid teaching. Educators can find a tool to select appropriate web-based technological tools to enhance engagement, collaboration, and formative assessment in online or hybrid classes. The website not only suggests the best technological tools, in our opinion, but also provides guidance on their pedagogical use. It includes ideas and specific generic examples that teachers can incorporate into their practices, regardless of their subject or educational level.

For instance, an educator looking to enhance collaborative learning in a virtual environment might find strategies on the AgileXR website for using web-based platforms to facilitate group projects or discussions. The site could offer a generic example, such as using a specific collaborative tool for a group research project, complete with step-by-step instructions on setting up the project, guidelines for student collaboration, and methods for providing formative feedback.

In conclusion, this research offers valuable insights into enhancing student engagement, motivation, and learning in diverse educational settings, particularly in the context of distance and hybrid teaching. The AgileXR project website stands as a comprehensive resource for educators seeking to apply these insights, offering practical tools and pedagogical strategies to effectively integrate technology and active learning methodologies into their teaching practices.