Liat Eyal
Biographic Data
| ID | 9493873 |
|---|---|
| NAME | Liat Eyal |
| GIVEN NAMES | Liat |
| FAMILY NAME | Eyal |
| SIGNATURE | EYAL L |
| AFFILIATIONS | Levinsky College of Education |
| ORCID | 0000-0001-7870-8218 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Developing and Validating an AI-TPACK Assessment Framework
In today’s digital era, teachers are expected to incorporate artificial intelligence (AI) into the classroom. Teacher educators must therefore model its use while evaluating their own AI-related knowledge to guide future teachers effectively. Existing assessments often rely on self-reporting questionnaires, which may introduce bias, and the TPACK (Technological-Pedagogical-Content-Knowledge) framework, which overlooks distinctive AI characteristi…
The integration of digital games into teaching and learning—A unique constructivist framework
In today's era, the ability to create and utilize digital games in the classroom is of great importance, for both teachers and students. Yet traditional teaching methods often lack the implementation of games in general, and of digital games in particular. This study presents a unique constructivist framework for creating and integrating digital‐game generators in the classroom, following four consecutive year‐long courses for preservice teachers…
Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning
The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 researc…
Design patterns for teaching in academic settings in future learning spaces
A Future Learning Space (FLS) is a dynamic and a technology‐rich learning environment that enables teaching and learning using innovative pedagogical methods. However, introducing innovation and technology into any educational setting, whether in K‐12 schools or higher education institutions, is known to be challenging. This paper introduces design patterns (DPs) for teaching in FLS. The patterns emerged from creative teaching in a college of edu…
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Design patterns for teaching in academic settings in future learning spaces
A Future Learning Space (FLS) is a dynamic and a technology‐rich learning environment that enables teaching and learning using innovative pedagogical methods. However, introducing innovation and technology into any educational setting, whether in K‐12 schools or higher education institutions, is known to be challenging. This paper introduces design patterns (DPs) for teaching in FLS. The patterns emerged from creative teaching in a college of edu…
Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning
The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 researc…
Developing and Validating an AI-TPACK Assessment Framework
In today’s digital era, teachers are expected to incorporate artificial intelligence (AI) into the classroom. Teacher educators must therefore model its use while evaluating their own AI-related knowledge to guide future teachers effectively. Existing assessments often rely on self-reporting questionnaires, which may introduce bias, and the TPACK (Technological-Pedagogical-Content-Knowledge) framework, which overlooks distinctive AI characteristi…
The integration of digital games into teaching and learning—A unique constructivist framework
In today's era, the ability to create and utilize digital games in the classroom is of great importance, for both teachers and students. Yet traditional teaching methods often lack the implementation of games in general, and of digital games in particular. This study presents a unique constructivist framework for creating and integrating digital‐game generators in the classroom, following four consecutive year‐long courses for preservice teachers…
Computer Science (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Constructivist teaching methods (2 works) · Digital literacy in education (2 works) · Educational Games and Gamification (2 works) · Multimedia (2 works) · Online Learning and Analytics (2 works) · Teaching method (2 works)