This article applies learning analytics to design a smart collaborative educational game to enhance primary school children's learning of English vocabulary. The findings of this study can help researchers and practitioners incorporate LA in their educational games to help students enhance language acquisition.

This article collected detailed primary data—the Elementary School Operating Status database (ESOS)—to measure the percentage of school districts offering in-person, remote, and hybrid instruction models for elementary schools by state in September 2020 to understand the nature and magnitude of school closures across states during the COVID-19 pandemic and its effect on maternal labor force participation. The article shows that schools are a vital source of care for young children, and that without in-person instruction, mothers have been sidelined from the labor force.

This article uses agent-based simulations in three “artificial societies” (one predominantly religious; one predominantly secular; and one in between), to demonstrate that worldview pluralism within one’s neighborhood and family social networks can be a significant predictor of religious (dis)affiliation but in pluralistic societies worldview diversity is less important and, instead, people move toward worldview neutrality.

Video recording featuring esteemed guest panelists, Tameka Ellington, Ph.D., Cheryl D. Holmes Miller, and Terresa Moses, M.F.A., this second installment of the 2044 series highlights the ways that working against anti-Blackness through the lens of Afrofuturism and Critical Race Theory allows for the examination and enactment of decolonizing design bias and white default. This session brings questions of Black agency, stereotyping, bias, representation, appropriation, commodification, and the dangers of pathologizing Blackness in design. Panelists discuss anti-racist practice in design education through forms of resistance and resilience.