Natasha Anne Rappa
Biographic Data
| ID | 6762639 |
|---|---|
| NAME | Natasha Anne Rappa |
| GIVEN NAMES | Natasha Anne |
| FAMILY NAME | Rappa |
| SIGNATURE | RAPPA N A |
| AFFILIATIONS | Murdoch University |
| ORCID | 0000-0002-3217-0296 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Critical questioning with generative AI
A systematic review of social networking sites for learning English as a second or an additional language
Using LLM chatbots for feedback in L2 English academic writing
Conventional practices of language teaching and learning are going through a substantial shift with the advent of Large Language Model (LLM) chatbots, such as ChatGPT. LLM chatbots have been increasingly examined as a provider of academic writing feedback for second language (L2) English learners. This review aims to explore the current literature on using LLM chatbots for academic writing feedback in higher education contexts and identify resear…
Can Generative AI support the learning agency of students with disability? A case study of an Australian secondary school
Despite increasing interest in using Generative Artificial Intelligence (GenAI) in education, little is known about how students with disability engage with GenAI to support their own learning. This study investigates the potential of ChatGPT to support the learning agency of adolescents with disability in a secondary science classroom in Australia. Guided by sociocultural and socio‐material conceptualisations of agency, the study explored the me…
Agency in learning and self‐directed learning with generative AI
Making sense together
With the introduction of ChatGPT in 2022, Large Language Models (LLMs) have been increasingly used in classrooms to support teaching and learning. However, the nature of communication between students and LLMs remains under-examined. The current study explored this communication through the lens of Paul Grice’s cooperative principle, examining the extent to which students and ChatGPT adhered to Gricean maxims of quantity, quality, relation and ma…
Key considerations for implementing mobile learning in resource-constrained nations
This study initially undertook a scoping review of mobile Computer-Supported Collaborative Learning (mCSCL) to determine the characteristics, and methodologies of the reviewed studies, and its benefits and challenges in resource-constrained nations. Online databases yielded no related articles on mCSCL in resource-constrained countries from 2007 to 2023. Nevertheless, 32 papers centred on mobile learning (m-learning) in resource-constrained count…
Work readiness
There is growing evidence about the importance of establishing clarity around the ‘work readiness’ concept. A conceptual understanding of its meaning, structure, and components, as well as the essential characteristics for developing and assessing work readiness (WR), is not well established. This conceptual paper examines how WR can be articulated with greater clarity for furthering research in the field. It critically reviews the literature to …
Pre-service teachers’ reflections on their challenging experiences interacting with a parent avatar
Australian preservice teachers (PSTs) are required to show evidence that they can ‘engage with parents/carers’ (AITSL Standard 7.3). This paper reports on a pilot study of PSTs, in their final year within an Initial Teacher Education programme, in a mixed reality learning environment immersing themselves in authentic and challenging conversations with a parent avatar. Based on data drawn from a survey of 57 respondents, the paper describes emerge…
Resilience interventions using interactive technology
This scoping review summarises the literature on resilience interventions that use interactive technology. Resilience refers to a person’s mental ability to adaptively deal with challenging situations and is a key skill for dealing with challenges in life. Types of interactive technology used in resilience interventions included serious video games, virtual reality simulations, social robots and commercial off-the-shelf video games. Searching a r…
Simulation platforms in initial teacher education
The role of gender and employment status in Mooc learning
Understanding Chinese female university teachers’ intention to pursue a PhD degree
Using Case Studies to Explore Need Satisfaction and Frustration in Puzzle Video Games
Self-Determination Theory proposes that people are intrinsically motivated to play video games to fulfil the psychological needs of autonomy, competence and relatedness. However, video games can also actively thwart and frustrate these needs. This paper investigates how need frustration affected motivation to solve cognitively challenging puzzle video games. Participants ( n = 27) played two cognitively challenging puzzle video games, with data c…
Understanding continuance intention among Mooc participants
Explaining Chinese university students’ continuance learning intention in the Mooc setting
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Understanding continuance intention among Mooc participants
Explaining Chinese university students’ continuance learning intention in the Mooc setting
Understanding Chinese female university teachers’ intention to pursue a PhD degree
Using Case Studies to Explore Need Satisfaction and Frustration in Puzzle Video Games
Self-Determination Theory proposes that people are intrinsically motivated to play video games to fulfil the psychological needs of autonomy, competence and relatedness. However, video games can also actively thwart and frustrate these needs. This paper investigates how need frustration affected motivation to solve cognitively challenging puzzle video games. Participants ( n = 27) played two cognitively challenging puzzle video games, with data c…
Resilience interventions using interactive technology
This scoping review summarises the literature on resilience interventions that use interactive technology. Resilience refers to a person’s mental ability to adaptively deal with challenging situations and is a key skill for dealing with challenges in life. Types of interactive technology used in resilience interventions included serious video games, virtual reality simulations, social robots and commercial off-the-shelf video games. Searching a r…
Simulation platforms in initial teacher education
The role of gender and employment status in Mooc learning
Pre-service teachers’ reflections on their challenging experiences interacting with a parent avatar
Australian preservice teachers (PSTs) are required to show evidence that they can ‘engage with parents/carers’ (AITSL Standard 7.3). This paper reports on a pilot study of PSTs, in their final year within an Initial Teacher Education programme, in a mixed reality learning environment immersing themselves in authentic and challenging conversations with a parent avatar. Based on data drawn from a survey of 57 respondents, the paper describes emerge…
Work readiness
There is growing evidence about the importance of establishing clarity around the ‘work readiness’ concept. A conceptual understanding of its meaning, structure, and components, as well as the essential characteristics for developing and assessing work readiness (WR), is not well established. This conceptual paper examines how WR can be articulated with greater clarity for furthering research in the field. It critically reviews the literature to …
Key considerations for implementing mobile learning in resource-constrained nations
This study initially undertook a scoping review of mobile Computer-Supported Collaborative Learning (mCSCL) to determine the characteristics, and methodologies of the reviewed studies, and its benefits and challenges in resource-constrained nations. Online databases yielded no related articles on mCSCL in resource-constrained countries from 2007 to 2023. Nevertheless, 32 papers centred on mobile learning (m-learning) in resource-constrained count…
Critical questioning with generative AI
A systematic review of social networking sites for learning English as a second or an additional language
Using LLM chatbots for feedback in L2 English academic writing
Conventional practices of language teaching and learning are going through a substantial shift with the advent of Large Language Model (LLM) chatbots, such as ChatGPT. LLM chatbots have been increasingly examined as a provider of academic writing feedback for second language (L2) English learners. This review aims to explore the current literature on using LLM chatbots for academic writing feedback in higher education contexts and identify resear…
Can Generative AI support the learning agency of students with disability? A case study of an Australian secondary school
Despite increasing interest in using Generative Artificial Intelligence (GenAI) in education, little is known about how students with disability engage with GenAI to support their own learning. This study investigates the potential of ChatGPT to support the learning agency of adolescents with disability in a secondary science classroom in Australia. Guided by sociocultural and socio‐material conceptualisations of agency, the study explored the me…
Agency in learning and self‐directed learning with generative AI
Making sense together
With the introduction of ChatGPT in 2022, Large Language Models (LLMs) have been increasingly used in classrooms to support teaching and learning. However, the nature of communication between students and LLMs remains under-examined. The current study explored this communication through the lens of Paul Grice’s cooperative principle, examining the extent to which students and ChatGPT adhered to Gricean maxims of quantity, quality, relation and ma…
Psychology (9 works) · Computer Science (7 works) · Online Learning and Analytics (5 works) · Sociology (5 works) · Pedagogy (4 works) · Social Psychology (4 works) · Artificial Intelligence in Healthcare and Education (3 works) · Continuance (3 works) · Engineering (3 works) · Generative grammar (3 works)