Computers and Education Open最新文献_第10页

How do help-seeking and help-abuse affect learning achievement in an interactive learning environment? 在互动式学习环境中，求助和滥用帮助如何影响学习成绩？

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-03-01 DOI: 10.1016/j.caeo.2025.100247

Andreas Schulz, Johannes Voermanek

Students' help-seeking behavior plays a central role in successful learning with interactive learning environments (ILEs), such as intelligent tutoring systems that provide on-demand help, including step-by-step hints or strategic help for solving mathematics problems. However, learners can also abuse the help offered when trying to successfully complete an ILE by using the hints provided primarily to find the required solution with as little effort as possible, rather than using the hints to support their learning efforts. This type of help abuse by learners undermines the purpose of an ILE. The present study investigated the extent to which self-reported help-abuse of 322 student teachers mediates the effect of observed help-seeking on learning number conversion in an ILE. Further, we examined the moderating effects of prior knowledge and academic self-concept in mathematics (MSC) on the effects of help-seeking and help-abuse on learning. The results showed that increased help-seeking had a significant negative impact on learning achievement. However, this could only be observed for the use of step-by-step hints, but not for the use of strategic help. The extent of self-reported help-abuse largely mediated the negative influence of observed help-seeking on learning achievement. The study indicates that step-by-step hints in ILEs could be faded out in the learning process and that more emphasis should be placed on strategic help that encourages self-explanations.

学生寻求帮助的行为在互动式学习环境（ILEs）的成功学习中起着核心作用，例如提供按需帮助的智能辅导系统，包括一步一步的提示或解决数学问题的策略帮助。然而，学习者在试图成功完成ILE时也可能滥用提供的帮助，使用提供的提示主要是为了尽可能少地找到所需的解决方案，而不是使用提示来支持他们的学习努力。这种学习者滥用帮助的行为破坏了ILE的目的。本研究调查了322名实习教师自我报告的滥用帮助在多大程度上中介了观察到的寻求帮助对学习数字转换的影响。此外，本研究还考察了数学学习中先验知识和学术自我概念对寻求帮助和滥用帮助对学习的调节作用。结果表明，寻求帮助的增加对学习成绩有显著的负向影响。然而，这只能在使用逐步提示时观察到，而不能在使用策略帮助时观察到。自我报告的滥用帮助程度在很大程度上介导了观察到的求助对学习成绩的负面影响。该研究表明，在学习过程中，逐步提示可以逐渐消失，应该更加强调鼓励自我解释的战略帮助。

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引用次数: 0

TPACK in context: An updated model 上下文中的TPACK：更新的模型

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-01-22 DOI: 10.1016/j.caeo.2025.100244

Dominik Petko , Punya Mishra , Matthew J Koehler

The Technological Pedagogical and Content Knowledge (TPACK) framework has evolved significantly since its introduction, particularly in its treatment of context. The original model acknowledged contexts through a dotted circle surrounding the framework's core components; however, understanding and operationalizing these contexts has remained challenging for researchers and practitioners. We address this challenge by proposing a new conceptual synthesis that bridges two prominent approaches to context in TPACK: contexts as external influences and Contextual Knowledge (XK) as a distinct knowledge domain. We argue that both perspectives are essential and complementary. Drawing on research from cognitive psychology, teacher expertise, and situated learning, we argue that TPACK exists simultaneously as teacher knowledge that is shaped by external contexts (contextualized knowledge) and as knowledge about educational environments (Contextual Knowledge). This dual nature is reflected in our proposed model, which maintains the original framework's dotted circle representing external contexts while incorporating XK as an additional knowledge domain. This reconceptualization provides theoretical clarity and practical utility for understanding how teachers develop and apply their technology integration knowledge across different educational settings.

技术教学和内容知识（TPACK）框架自推出以来已经发生了重大变化，特别是在处理背景方面。原始模型通过框架核心组件周围的虚线圈来识别上下文；然而，对于研究人员和从业人员来说，理解和操作这些背景仍然具有挑战性。为了解决这一挑战，我们提出了一种新的概念综合，将TPACK中两种主要的上下文方法连接起来：作为外部影响的上下文和作为独特知识领域的上下文知识（XK）。我们认为这两种观点都是必要的和互补的。根据认知心理学、教师专业知识和情境学习的研究，我们认为TPACK同时作为受外部背景（情境化知识）塑造的教师知识和关于教育环境的知识（情境知识）存在。这种双重性质反映在我们提出的模型中，该模型保留了原始框架的虚线圈，表示外部上下文，同时将XK作为额外的知识领域。这种重新概念化为理解教师如何在不同的教育环境中发展和应用他们的技术集成知识提供了理论清晰度和实践实用性。

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引用次数: 0

Representing groups of students as personas: A systematic review of persona creation, application, and trends in the educational domain 用 "角色 "代表学生群体：对教育领域 "角色 "的创建、应用和趋势的系统回顾

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-01-16 DOI: 10.1016/j.caeo.2025.100242

Ali Farooq , Amani Alabed , Pilira Stella Msefula , Reham AL Tamime , Joni Salminen , Soon-gyo Jung , Bernard J. Jansen

This study presents a comprehensive systematic review of the use of student personas in education, drawing insights from 83 publications identified through the ACM Digital Library, Web of Science, and Scopus. The analysis reveals that qualitative methodologies dominate persona development, with limited adoption of data-driven algorithmic approaches. Most studies constructed small persona sets—typically four or fewer—focusing on dimensions such as behaviors, beliefs, goals, needs, experiences, perceptions, and demographics, contrasting with larger sets found in industry. Predominantly featured in educational conferences, student personas were employed to (1) understand user needs, goals, and behaviors, (2) support the design and development of learning systems, (3) enhance teaching and learning practices, (4) facilitate persona-based roleplaying, and (5) promote diversity, inclusivity, and accessibility. However, the assessment of personas’ impact in these areas remains minimal. The findings suggest significant opportunities for the educational sector to leverage algorithmic methods to advance persona creation and broaden their application scope.

本研究对学生角色在教育中的使用进行了全面系统的回顾，从ACM数字图书馆、科学网络和Scopus确定的83份出版物中得出了见解。分析表明，定性方法主导着角色发展，有限地采用数据驱动的算法方法。大多数研究构建了小的角色集——通常是四个或更少——关注于行为、信念、目标、需求、经历、感知和人口统计等维度，与工业中发现的大的角色集形成对比。在教育会议上，学生角色被用来(1)理解用户的需求、目标和行为，(2)支持学习系统的设计和开发，(3)加强教学实践，(4)促进基于角色的角色扮演，(5)促进多样性、包容性和可及性。然而，对人物角色在这些领域的影响的评估仍然很少。研究结果表明，教育部门有很大的机会利用算法方法来推进角色创造并扩大其应用范围。

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引用次数: 0

Reading from paper, computers, and tablets in the first grade: The role of comprehension monitoring 一年级学生在纸、电脑和平板电脑上的阅读：理解监测的作用

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-01-16 DOI: 10.1016/j.caeo.2025.100243

Elena Florit , Pietro De Carli , Antonio Rodà , Kate Cain , Lucia Mason

Recent meta-analyses indicate poorer comprehension when reading from computers or handheld devices compared to paper-based reading of informational texts. Meta-analyses also suggest that this screen inferiority effect may be linked to individual differences in metacognition. However, most paper vs. screen research to date has been conducted with university students. This study investigated whether the inferiority of screen-based reading from computers and handheld devices for informational texts is evident in beginner readers and related to comprehension monitoring skills. In a within-subjects design, first graders' (N = 58; M_age = 6.8 years) comprehension of main point, literal and inferential information was assessed using one narrative and one informational (i.e., descriptive) text read on paper, computer (laptop), and tablet. Comprehension monitoring was assessed through an inconsistency detection task. A standardized measure of reading comprehension was included as a control in the main analyses. Supplementary analyses controlling for word reading accuracy and medium preferences were also run. Linear mixed models showed superiority of main point comprehension for descriptive texts presented on tablets and inferential comprehension for narrative over descriptive texts, independent of medium. Results for literal comprehension were mixed. In addition, comprehension monitoring was related to main point and literal comprehension regardless of medium and had a greater effect on descriptive than narrative text comprehension at the inferential level. A screen inferiority effect was not detected in beginner readers' comprehension of texts from two digital mediums. Text comprehension was supported by metacognition, independent of medium.

最近的荟萃分析表明，与基于纸张的信息文本阅读相比，通过电脑或手持设备阅读的理解能力更差。荟萃分析还表明，这种屏幕自卑效应可能与元认知的个体差异有关。然而，到目前为止，大多数纸质与屏幕的研究都是在大学生中进行的。本研究调查了初级读者在电脑和手持设备上阅读信息文本的劣势是否明显，并与理解监测技能有关。在主题内设计中，一年级学生(N = 58；通过在纸上、电脑（笔记本电脑）和平板电脑上阅读一篇叙事性和一篇信息性（即描述性）文本，评估学生对主要观点、文字和推断性信息的理解。综合监控通过不一致检测任务进行评估。在主要分析中，阅读理解的标准化测量作为对照。还进行了控制单词阅读准确性和媒介偏好的补充分析。线性混合模型显示，在独立于媒介的情况下，叙事性文本的要点理解和叙事性文本的推理理解均优于叙事性文本。字面理解的结果好坏参半。此外，无论何种媒介，理解监测都与要点和文字理解有关，并且在推理层面上对描述性文本理解的影响大于叙述性文本理解。初级读者对两种数字媒体文本的理解不存在屏幕自卑效应。文本理解由元认知支持，独立于媒介。

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引用次数: 0

Low-performing students benefit mostly from Open-Book Examinations 成绩差的学生主要受益于开卷考试

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-18 DOI: 10.1016/j.caeo.2024.100239

Markus Wolfgang Hermann Spitzer, Leif Erik Langsdorf, Eileen Richter, Torsten Schubert

Online open-book examinations have become a true alternative to online closed-book examinations. However, mixed evidence exists on whether students’ examination outcomes differ between the two examination formats and little is known about whether the two examination formats affect all students equally, or whether lower-performing students are affected differently than higher-performing students. Here, we compared examination outcomes of two groups of students (open-book students =112; closed-book students =83) of a cognitive psychology lecture, while controlling for examination item difficulty. We observed significantly higher outcomes for the open-book group than for the closed-book group. The open-book group also spent more time on their examination. In addition, our findings indicated that especially lower-performing students in the open-book group had higher examination outcomes relative to the lower-performing students in the closed-book group. This result was further substantiated by relatively more students who passed the open-book examination than the closed-book exam. We conclude that open-book examinations lead to increased examination scores and that particularly lower-performing students benefit mostly from this examination format.

在线开卷考试已经成为在线闭卷考试的真正替代品。然而，关于学生的考试结果是否在两种考试形式之间有所不同，存在混合证据，对于两种考试形式对所有学生的影响是否平等，或者表现较差的学生是否与表现较好的学生受到不同的影响，我们知之甚少。在这里，我们比较了两组学生的考试结果(开卷学生=112；在控制试题难度的情况下，封闭书本的学生（83名）。我们观察到开卷组的结果明显高于闭卷组。开卷组在考试上花的时间也更多。此外，我们的研究结果表明，特别是开卷组的成绩较差的学生相对于闭卷组的成绩较差的学生有更高的考试成绩。开卷考试的通过率高于闭卷考试的通过率进一步证实了这一结果。我们的结论是开卷考试可以提高考试成绩，特别是表现较差的学生从这种考试形式中受益最多。

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引用次数: 0

Instructor Maladaptive and Adaptive Relational Styles (I-MARS) as drivers of online-student retention and satisfaction 教师不适应和自适应关系风格（I-MARS）作为在线学生保留和满意度的驱动因素

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-11 DOI: 10.1016/j.caeo.2024.100238

Stamatis Elntib

This study retrospectively assessed forum and module-based email communications between instructors and students. The data set analysed consisted of 40.000 forum posts and 10.000 Blackboard emails matched with 522 end of module student surveys extracted from 57 asynchronous and 100 % online postgraduate modules. Using structural equation modelling, it was demonstrated that adaptive and maladaptive instructor interpersonal behaviors were inversely related. Student retention during the first two weeks was positively associated with instructor adaptive and maladaptive (mainly passive) forum behaviors and negatively associated with instructor disengagement from the forum discussions. Student retention from week 3 onwards was positively associated with adaptive forum and email instructor communication and with instructor active attempts to embrace student autonomy but was negatively associated with instructor empathy. Maladaptive email instructor behavior negatively predicted student-satisfaction. Diagnosing and mapping the archetypal relational styles instructors use to engage with students may allow a better understanding of the interpersonal dynamics of online student retention and satisfaction.

本研究回顾性地评估了教师与学生之间在论坛和模块上的电子邮件交流情况。分析的数据集包括 40,000 个论坛帖子和 10,000 封黑板电子邮件，以及从 57 个异步和 100% 在线研究生模块中提取的 522 份模块结束时学生调查问卷。通过结构方程模型，研究表明，适应性和不适应性教师人际关系行为成反比关系。前两周的学生保留率与教师的适应性和不适应性（主要是被动性）论坛行为呈正相关，而与教师不参与论坛讨论呈负相关。从第 3 周开始，学生的保留率与教师在论坛和电子邮件中的适应性交流以及教师积极尝试接纳学生的自主性呈正相关，但与教师的移情行为呈负相关。教员的不适应性电子邮件行为对学生满意度有负面影响。通过诊断和绘制指导教师与学生交往的原型关系风格，可以更好地了解在线学生保留率和满意度的人际动态。

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引用次数: 0

From concept to classroom: Developing instructor dashboards through human centered design 从概念到课堂：通过以人为本的设计开发教师仪表板

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-01 DOI: 10.1016/j.caeo.2024.100234

Dana AlZoubi , Evrim Baran , Aliye Karabulut-Ilgu , Anasilvia Salazar Morales , Stephen B. Gilbert

Dashboards visually provide automated feedback and communicate classroom data that instructors cannot otherwise recall. To date, dashboards have been designed more from a technical than a pedagogical perspective. Although researchers have called for a human-centered approach to dashboard design, research documenting design processes has been limited in the literature. In the present study, a human-centered approach was employed to design an instructor dashboard. The design processes and illustrative prototypes are presented, along with the features participant instructors perceived to be the most and least helpful. The integration of a human-centered approach to guide the processes involved in designing actionable instructor dashboards is also discussed. Three components of a human centered approach are recommended: (a) designing with multiple stakeholders, (b) aligning pedagogy with analytics, and (c) training on data use. This research contributes to the field by demonstrating how human-centered design can bridge the gap between technological potentials and pedagogical features in instructor dashboards, ultimately leading to effective integration of such tools in higher education classrooms.

仪表板在视觉上提供自动反馈，并传达教师无法回忆的课堂数据。迄今为止，仪表板的设计更多是从技术角度出发，而不是从教学角度出发。尽管研究人员呼吁以人为中心的方法来设计仪表盘，但文献中记录设计过程的研究有限。本研究采用以人为本的方法设计教师仪表盘。介绍了设计过程和说明性原型，以及参与教师认为最有帮助和最没有帮助的特征。还讨论了以人为中心的方法的集成，以指导设计可操作的教师仪表板所涉及的过程。建议以人为本方法的三个组成部分：(a)与多个利益相关者一起设计，(b)将教学与分析相结合，以及(c)数据使用培训。本研究通过展示以人为本的设计如何弥合技术潜力与教师仪表板教学特征之间的差距，最终导致这些工具在高等教育课堂上的有效整合，从而为该领域做出了贡献。

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引用次数: 0

Exploring user-generated content motivations: A systematic review of theoretical perspectives and empirical gaps in online learning 探索用户生成内容的动机：对在线学习的理论观点和经验差距的系统回顾

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-01 DOI: 10.1016/j.caeo.2024.100235

Yaoyao Zhang, Christina Ioanna Pappa, Daniel Pittich

Technological advancements, digital transformation, and the increasing prominence of web-based platforms have significantly expanded the pool of online content producers, particularly within the User-Generated Content (UGC) model. This study comprehensively reviews the literature on UGC- generative motivations published from January 2005 to December 2022. Using the Web of Science (WoS) and China National Knowledge Infrastructure (CNKI) databases, we updated retrieving English and Chinese literature in June and November 2024, respectively. We screened the identified studies based on specific inclusion and exclusion criteria, resulting in 63 and another 3 primary studies. These studies were analyzed to extract 13 distinct UGC-generative motivations, 46 motivation influence factors, and 22 most empirically supported theoretical perspectives. The relationship between motivations and motivation influence factors was classified into intrinsic, extrinsic, personal, and technical levels. Our findings indicate a notable gap in empirical research regarding UGC generation from the perspectives of knowledge ecosystems and cognitive surplus, particularly in the context of Technical and Vocational Education and Training (TVET) online learning. The study underscores the importance of leveraging cognitive surplus to enhance the UGC knowledge ecosystem, specifically recommending targeted strategies for educators and platform designers to motivate TVET teachers to contribute to UGC effectively.

技术进步、数字化转型和网络平台的日益突出，极大地扩大了在线内容生产者的数量，特别是在用户生成内容（UGC）模式下。本研究全面回顾了2005年1月至2022年12月期间发表的关于UGC生成动机的文献。利用Web of Science （WoS）和CNKI （CNKI）数据库，分别于2024年6月和11月更新检索到的中英文文献。我们根据特定的纳入和排除标准筛选已确定的研究，结果是63项研究和另外3项主要研究。对这些研究进行分析，提炼出13种不同的ugc生成动机、46种动机影响因素和22种最具实证支持的理论观点。动机与动机影响因素的关系分为内在、外在、个人和技术层面。我们的研究结果表明，从知识生态系统和认知盈余的角度，特别是在技术和职业教育与培训（TVET）在线学习的背景下，关于UGC生成的实证研究存在显著差距。该研究强调了利用认知盈余来增强UGC知识生态系统的重要性，特别为教育工作者和平台设计师推荐了有针对性的策略，以激励TVET教师有效地为UGC做出贡献。

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引用次数: 0

Placing TPACK in context: Looking at the big picture 将TPACK置于上下文中：看大局

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-01 DOI: 10.1016/j.caeo.2024.100236

Dominik Petko , Matthew J Koehler , Punya Mishra

This special issue of Computers and Education Open focuses on the dynamic relationship between teacher knowledge for technology integration and contextual factors. It examines how contexts and contextual knowledge influence the development, application, and enactment of Technological Pedagogical and Content Knowledge (TPACK) across various educational settings. Articles in this issue address critical topics, including the investigation of TPACK in international settings, its alignment with local contexts, strategies for measuring TPACK in specific environments, approaches to training TPACK in applied settings, and the implementation of TPACK in new and evolving contexts. By exploring these dimensions at micro-, meso‑, and macro-levels, this collection contributes to a deeper understanding of how contextual factors shape TPACK, offering valuable perspectives for advancing research and practice in technology-enhanced education.

这期《计算机与教育开放》专刊关注的是教师技术整合知识与情境因素之间的动态关系。它考察了背景和背景知识如何影响技术教学和内容知识（TPACK）在各种教育环境中的发展、应用和制定。这期的文章讨论了一些重要的话题，包括国际环境中TPACK的调查，它与当地环境的一致性，在特定环境中测量TPACK的策略，在应用环境中训练TPACK的方法，以及在新的和不断发展的环境中实施TPACK。通过在微观、中观和宏观层面探索这些维度，本系列有助于更深入地了解背景因素如何塑造TPACK，为推进技术增强教育的研究和实践提供有价值的视角。

引用次数: 0

Define, foster, and assess student and teacher AI literacy and competency for all: Current status and future research direction 定义、培养和评估学生和教师的人工智能素养和能力：现状与未来研究方向

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-01 DOI: 10.1016/j.caeo.2024.100182

Thomas K.F. Chiu , Ismaila Temitayo Sanusi

引用次数: 0