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Generative AI tools and assessment: Guidelines of the world's top-ranking universities 生成式人工智能工具与评估:世界一流大学指南
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-10-23 DOI: 10.1016/j.caeo.2023.100151
Benjamin Luke Moorhouse , Marie Alina Yeo , Yuwei Wan

The public release of generative artificial intelligence (GAI) tools (e.g., ChatGPT) has had a disruptive effect on the assessment practices of higher education institutions (HEIs) worldwide. Concerns have largely been associated with academic integrity, cheating and plagiarism. HEIs have had to develop guidelines in response to GAI. As many of these guidelines were developed in haste and could affect a large number of instructors and students, there is a need to examine their content, coverage and suitability. This review examines the extent to which the world's 50 top-ranking HEIs have developed or modified their assessment guidelines to address GAI use and, where guidelines exist, the primary content and advice given to guide instructors in their GAI assessment design and practices. The findings show that just under half of the institutions have developed publicly available guidelines. The guidelines cover three main areas: academic integrity, advice on assessment design and communicating with students. Amongst the suggestions for teachers on assessment design, two appear particularly pertinent in helping develop effective assessment tasks and developing learners’ AI literacy: first, running assessment tasks through GAI to check the extent to which the tool can accomplish the task and, second, having students use GAI as part of the assessment process. Overall, the review suggests that HEIs have come to accept the use of GAI and drafted assessment guidelines to advise instructors on its use. In the article, we argue that it may be beneficial to embrace GAI as a part of the assessment process since this is the reality of today's educational and job landscape. This will require instructors to develop a new competence - generative artificial intelligence assessment literacy - which is conceptualised in this article.

生成式人工智能(GAI)工具(例如ChatGPT)的公开发布对全球高等教育机构(HEIs)的评估实践产生了破坏性影响。人们的担忧主要与学术诚信、作弊和抄袭有关。高等教育院校必须针对GAI制定指引。由于这些指导方针中有许多是仓促制定的,可能会影响到大量的教师和学生,因此有必要审查它们的内容、覆盖面和适用性。本审查审查了全球50所排名最高的高等教育机构为解决GAI的使用而制定或修改其评估指南的程度,以及在存在指南的情况下,为指导教师进行GAI评估设计和实践提供的主要内容和建议。调查结果显示,只有不到一半的机构制定了公开可用的指导方针。该指南涵盖三个主要方面:学术诚信、评估设计建议和与学生沟通。在对教师的评估设计建议中,有两个建议在帮助开发有效的评估任务和培养学习者的人工智能素养方面显得特别相关:第一,通过GAI运行评估任务,以检查该工具可以完成任务的程度;第二,让学生使用GAI作为评估过程的一部分。总体而言,检讨显示高等教育院校已开始接受使用GAI,并已草拟评估指引,就如何使用GAI向教员提供意见。在本文中,我们认为将GAI作为评估过程的一部分可能是有益的,因为这是当今教育和工作环境的现实。这将要求教师开发一种新的能力——生成式人工智能评估素养——这在本文中是概念化的。
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引用次数: 0
Weaknesses of ICT integration in the initial teacher education curriculum 初级师范教育课程中信息和通信技术整合的薄弱环节
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-08-20 DOI: 10.1016/j.caeo.2023.100150
Cristiano Rogério Vieira , Neuza Pedro

The article presents a Portuguese national study on integrating information and communication technologies (ICT) in initial teacher education courses (ITE), which sought to highlight to what extent ICT are presently considered in the training curriculum of future teachers. The study was developed on a documental corpus of 819-course syllabus sheets of 45 master's courses, which were analysed through a methodology supported by content analysis procedures. The results achieved were also put under analysis, considering the European Framework for Educators' Digital Competence (DigCompEdu), and a shy presence of technologies was identified in the analysed curricula. Regarding DigCompEdu, which functions as a common framework to be followed in the European Union, the results show that this is configured as another factor to be remedied in the context of integrating ICT in ITE in Portugal. Among the contributions that this study promotes is the finding of the reduced presence of ICT identified in the context under study, a reality familiar to several countries, which implies in curricular terms, initial teacher training is still ineffective in preparing teachers to meet the needs of today's digital society.

这篇文章介绍了一项关于将信息和通信技术纳入初级教师教育课程的葡萄牙国家研究,该研究试图强调目前在未来教师的培训课程中对信息通信技术的考虑程度。这项研究是在45门硕士课程的819份课程大纲表的文献语料库上进行的,这些课程大纲表是通过内容分析程序支持的方法进行分析的。考虑到欧洲教育工作者数字能力框架(DigCompEdu),还对所取得的结果进行了分析,并在分析的课程中发现了技术的不足。关于DigCompEdu,它是欧洲联盟要遵循的一个共同框架,结果表明,在葡萄牙将信息和通信技术纳入ITE的背景下,这是另一个需要纠正的因素。这项研究所促进的贡献之一是,在所研究的背景下发现信息和通信技术的存在减少,这是几个国家熟悉的现实,这意味着从课程的角度来看,初级教师培训在培养教师满足当今数字社会需求方面仍然无效。
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引用次数: 0
Higher education students differ in their technology use 高等教育学生在技术使用方面存在差异
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-08-19 DOI: 10.1016/j.caeo.2023.100149
Marina Pumptow , Taiga Brahm

Digital media are widely used among Higher Education (HE) students; however, it is not clear yet how students from different disciplines apply learning technology. When differences in technology use were found among disciplines, they were identified broadly, for example, between soft and hard sciences, that is, social sciences/humanities vs. natural sciences. Beyond this, disciplines may also differ according to their traditions, norms and values that form their discipline-specific cultures. Thus, based on the theoretical perspectives of social cognitive theory and organisational culture, this present study aimed to examine students’ technology use in different HE disciplines. In a multilevel analysis, data from four German universities were analyzed, including more than 1,200 students from 105 disciplines. The findings suggest that students in different disciplines vary substantially in their average use of study-related technology. Furthermore, on the individual level, study-related technology use depends on individual factors, e.g., perceived usefulness. This present study's results contribute to further extending our knowledge about student technology use in HE. Above all, the conceptual and methodical models can serve as a theoretical and empirical basis for future studies. To analyze disciplinary differences, the study shows that a rough classification, for example hard versus soft disciplines, is not sufficient. Instead, the different disciplines need to be distinguished.

数字媒体在高等教育(HE)学生中广泛使用;然而,目前尚不清楚来自不同学科的学生如何应用学习技术。当发现不同学科之间在技术使用方面存在差异时,它们被广泛地确定为软科学和硬科学,即社会科学/人文科学与自然科学。除此之外,学科也可能因其传统、规范和价值观而有所不同,这些传统、规范、价值观形成了学科特定的文化。因此,本研究基于社会认知理论和组织文化的理论视角,旨在考察学生在不同高等教育学科中的技术使用情况。在一项多层次分析中,对来自四所德国大学的数据进行了分析,其中包括来自105个学科的1200多名学生。研究结果表明,不同学科的学生对学习相关技术的平均使用情况差异很大。此外,在个人层面上,与研究相关的技术使用取决于个人因素,例如感知的有用性。本研究的结果有助于进一步扩展我们对高等教育中学生技术使用的了解。最重要的是,概念和系统的模型可以作为未来研究的理论和经验基础。为了分析学科差异,研究表明,仅仅进行粗略的分类,例如硬学科与软学科,是不够的。相反,需要区分不同的学科。
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引用次数: 0
Immediate text-based feedback timing on foreign language online assignments: How immediate should immediate feedback be? 外语在线作业的即时文本反馈时间:即时反馈应该有多快?
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-08-06 DOI: 10.1016/j.caeo.2023.100148
Xiwen Lu , Wei Wang , Benjamin A. Motz , Weibing Ye , Neil T. Heffernan

Immediate feedback has been considered a cornerstone of online language learning platforms. However, a closer reading of relevant research reveals that the definition of the term “immediate feedback” is inconsistent. Furthermore, findings from the STEM literature have not been well supported by other fields. As a result, clarification is required to assess which type of immediate feedback improves students’ performance in a computer-assisted learning environment. Moreover, research on the effects of immediate feedback outside of STEM classes should provide an enhanced understanding of whether the findings can be generalized. Therefore, this study investigated the effects of immediate feedback timing in online language learning exercises. The following three conditions were examined: no feedback, end-of-question feedback, and end-of-assignment feedback. A planned contrast test revealed that with a pretest as the covariate, students in the end-of-question feedback condition received significantly higher grades in the posttest compared with those in the end-of-assignment feedback condition. Furthermore, students with lower pretest scores required more attempts, although their learning progress was not significantly superior to that of students with higher prior knowledge. This study's findings provide insights into the use of immediate feedback for improving learning as part of foreign language classroom instruction.

即时反馈被认为是在线语言学习平台的基石。然而,仔细阅读相关研究发现,“即时反馈”一词的定义并不一致。此外,STEM文献的发现并没有得到其他领域的很好支持。因此,需要澄清以评估哪种类型的即时反馈可以提高学生在计算机辅助学习环境中的表现。此外,对STEM课程外即时反馈的影响的研究应能更好地理解这些发现是否可以推广。因此,本研究调查了即时反馈时间对在线语言学习练习的影响。考察了以下三个条件:无反馈、问题结束反馈和任务结束反馈。一项有计划的对比测试显示,以前测为协变量,与作业结束反馈条件下的学生相比,处于问题结束反馈条件的学生在后测中获得了显著更高的成绩。此外,预测分数较低的学生需要更多的尝试,尽管他们的学习进度并不显著优于先验知识较高的学生。这项研究的发现为将即时反馈作为外语课堂教学的一部分来改善学习提供了见解。
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引用次数: 0
Role of course relevance and course content quality in MOOCs acceptance and use 课程相关性和课程内容质量在MOOC接受和使用中的作用
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-08-04 DOI: 10.1016/j.caeo.2023.100147
Chimobi R. Ucha

Despite several benefits attributed to the use of MOOCs for learning, acceptance levels remain low and studies investigating adoption and use of the technology are limited. This study draws from the literature on specific factors that influence online learning environments and extends the technology acceptance model (TAM) to understand if those factors can be used to explain and facilitate MOOCs acceptance and use behaviors among learners. The factors investigated include, course content quality, course relevance, course instructor quality, course design quality, learner-instructor interaction, and learner-interaction. There were 138 participants in the study. Partial Least Squares SEM (PLS-SEM) was used to analyze the relationships proposed for the study. The results suggest that the extended TAM offered a good explanation of MOOC acceptance and use, with course relevance and course content quality as external variables affecting MOOCs acceptance. Findings from this study provides practical implications for MOOCs implementation to increase acceptance and further lays a foundation for future research

尽管MOOC的使用带来了一些好处,但接受程度仍然很低,调查该技术的采用和使用情况的研究也很有限。本研究借鉴了影响在线学习环境的特定因素的文献,并扩展了技术接受模型(TAM),以了解这些因素是否可以用来解释和促进学习者对MOOC的接受和使用行为。调查的因素包括课程内容质量、课程相关性、课程讲师质量、课程设计质量、学习者与讲师的互动以及学习者与教师的互动。这项研究共有138名参与者。偏最小二乘扫描电镜(PLS-SEM)用于分析为研究提出的关系。结果表明,扩展的TAM很好地解释了MOOC的接受和使用,课程相关性和课程内容质量是影响MOOC接受的外部变量。这项研究的结果为MOOC的实施提供了实际意义,以提高接受度,并为未来的研究奠定了基础
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引用次数: 0
Analyzing students’ e-learning usage and post-usage outcomes in higher education 分析高等教育中学生的电子学习使用情况和使用后结果
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-06-30 DOI: 10.1016/j.caeo.2023.100146
Muhmmad Shariat Ullah , Md. Rakibul Hoque , Muhammad Abdul Aziz , Muhaiminul Islam

Although scholars have explored the drivers of students’ e-learning intention, actual responses to online classes and the impact of online classes on student performance and the satisfaction-performance link remain under-explored. Thus, this study aimed to investigate higher education students' attendance, performance, and satisfaction with online classes. We collected data from two sources: (i) a cross-sectional survey of 214 undergraduate students in two phases and (ii) the administrative office. Data were analyzed using partial least square structural equation modeling via the Smart PLS (4.0.8.9). The results showed that students’ response to online classes is influenced by their intentions and other external antecedents, which in turn determine satisfaction. However, no statistical evidence was found for the relationship between student satisfaction and performance. The findings of this study contribute to the extension of theoretical models, such as the theory of planned behavior, the theory of reasoned actions, and the technology acceptance model used in the domain of online learning. The study findings have significant practical implications for the acceptance and use of e-learning.

尽管学者们已经探索了学生电子学习意向的驱动因素,但对在线课程的实际反应以及在线课程对学生表现和满意度-表现之间的联系的影响仍然没有得到充分的探索。因此,本研究旨在调查高等教育学生对在线课程的出勤率、表现和满意度。我们从两个来源收集了数据:(i)分两个阶段对214名本科生进行的横断面调查;(ii)行政办公室。通过Smart PLS(4.0.8.9),使用偏最小二乘结构方程模型对数据进行分析。结果表明,学生对在线课程的反应受到他们的意图和其他外部前因的影响,而这些前因又决定了满意度。然而,没有发现统计证据表明学生满意度和成绩之间的关系。这项研究的发现有助于理论模型的扩展,如计划行为理论、理性行动理论和在线学习领域中使用的技术接受模型。研究结果对接受和使用电子学习具有重要的实际意义。
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引用次数: 2
A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers 在线学习、混合学习、翻转课堂和在职教师课堂教学的荟萃分析
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-06-14 DOI: 10.1016/j.caeo.2023.100142
Richard F. Schmid, Eugene Borokhovski, Robert M. Bernard, David I. Pickup, Phillip C. Abrami

This is a study of two populations of learners/teachers: Pre-service teacher students (i.e., formal education for teaching certification) and In-service teachers (i.e., engaged in professional development), and involves an examination of their use of internet-based instructional applications. In these studies, the technologies are: a) Online Learning [OL]; b) Blended Learning [BL] and c) Flipped Classrooms [FC]. Treatments were compared to standard face-to-face classroom instruction (CI) on three dependent measures analysed separately to produce 77 achievement measures in the first meta-analysis, 21 attitude/satisfaction measures in the second, and 22 studies of self-efficacy in the third. Achievement data yielded a statistically significant, moderate effect size (i.e., g+= 0.44) in favor of the combined OL, BL and FC approaches versus CI, although OL showed only a small positive effect versus CI. Attitude yielded a non-significant effect size comparing CI with technology-supported strategies (g+= 0.12). Interestingly, self-efficacy produced a significant and moderate average random effect size of g+ = 0.45. Perhaps the most impactful finding of this analysis is related to improved performance of BL/FC when contrasted with OL, yielding significantly positive differences in all three measures. This confirms that improved outcomes are the result of better pedagogy, not the mere presence of technology. Finally, self-efficacy was found to be meaningfully improved when using BL/FC. This is the first meta-analysis with this target population implicating self-efficacy. These two outcomes offer important implications for institutions regarding the future design of instructional delivery for both pre- and in-service teachers.

这是一项针对两类学习者/教师的研究:职前教师学生(即获得教学认证的正规教育)和在职教师(即从事专业发展),涉及对他们使用基于互联网的教学应用程序的检查。在这些研究中,技术是:a)在线学习[OL];b) 混合学习[BL]和c)翻转教室[FC]。在第一次荟萃分析中,将治疗与标准面对面课堂教学(CI)的三项依赖性指标进行了比较,分别分析了77项成就指标,第二次荟萃分析产生了21项态度/满意度指标,第三次分析产生了22项自我效能研究。成就数据产生了具有统计学意义的中等影响大小(即g+=0.44),有利于OL、BL和FC联合方法与CI的比较,尽管OL仅显示出与CI的小的积极影响。与技术支持策略相比,态度产生了不显著的影响大小(g+=0.12)。有趣的是,自我效能感产生显著和中等的平均随机效应大小g+=0.45。与OL相比,该分析中最具影响力的发现可能与BL/FC的性能改善有关,在所有三个指标上都产生了显著的正差异。这证实了结果的改善是更好的教学法的结果,而不仅仅是技术的存在。最后,当使用BL/FC时,自我效能感被发现有意义地提高。这是第一个将自我效能感纳入目标人群的荟萃分析。这两个结果为各机构在未来为职前和在职教师设计教学提供了重要启示。
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引用次数: 2
Developing digital resilience: An educational intervention improves elementary students’ response to digital challenges 发展数字弹性:教育干预提高小学生对数字挑战的反应
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-06-11 DOI: 10.1016/j.caeo.2023.100144
Angela Y. Lee, Jeffrey T. Hancock

The central role of technologies like social media and smartphones in children's lives means that learning to navigate the digital world is now a core developmental task for elementary school students. While access to the Internet affords children the potential to find connections at scale, it can also expose them to potential threats like privacy violations and online aggression. In this study, we report on the results of an educational intervention that aimed to improve students’ ability to respond adaptively to these challenges - a concept we discuss as digital resilience. The intervention was co-designed with the non-profit organization My Digital Tat2 and administered to 566 elementary school students. Results showed that the intervention improved students’ digital skills, self-efficacy with technology, intentions of being an upstander to support peers online, and willingness to seek help for difficult situations from trusted adults. Compared to their baseline, students were not only better prepared to evaluate digital information and stand up for themselves online, but also more willing to give and receive support for digital challenges. Our results speak to the potential for research-practice partnerships to create developmentally appropriate interventions that equip students with the skills, self-efficacy, and support structures needed to harness the benefits of technologies, while being informed and resilient to its dangers.

社交媒体和智能手机等技术在儿童生活中的核心作用意味着,学习在数字世界中导航现在是小学生的核心发展任务。虽然访问互联网为儿童提供了大规模寻找联系的潜力,但也可能使他们面临侵犯隐私和网络攻击等潜在威胁。在这项研究中,我们报告了一项旨在提高学生自适应应对这些挑战的能力的教育干预的结果,我们将这一概念讨论为数字弹性。该干预措施是与非营利组织My Digital Tat2共同设计的,对566名小学生进行了管理。结果显示,干预提高了学生的数字技能、对技术的自我效能感、成为在线支持同龄人的暴发户的意图,以及在困难情况下向值得信赖的成年人寻求帮助的意愿。与基线相比,学生们不仅更好地准备评估数字信息并在网上为自己辩护,而且更愿意为数字挑战提供和接受支持。我们的研究结果表明,研究与实践伙伴关系有可能创造适合发展的干预措施,使学生具备利用技术优势所需的技能、自我效能和支持结构,同时了解技术的信息并对其危险具有抵御能力。
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引用次数: 0
Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic 反思新冠肺炎大流行期间小学教师技术接受的决定因素
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-06-03 DOI: 10.1016/j.caeo.2023.100145
Despoina Georgiou , Anna Trikoili , Liesbeth Kester

The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face to emergency remote teaching creating the biggest disruption in the history of education. Despite facing significant challenges such as a lack of proper information technology training, teaching unprepared students, and infrastructural barriers, there is a gap in research on primary school teachers’ readiness to integrate technology. This study aims to address this gap by utilizing the technology acceptance model to explore the relationships between primary school teachers’ computer self-efficacy beliefs, attitudes, and intentions to incorporate computer-based technology during times of disruption. Participants were N = 144 Greek, primary school teachers, who taught in virtual settings during the pandemic. Findings from structural equation modeling showed that self-efficacy beliefs, perceived ease of use, and perceived usefulness are strong predictors of teachers’ attitudes towards computer use. The study adds to the scarce literature on the crucial role of teachers’ self-efficacy beliefs as drivers of their intention to use technology during emergency remote teaching. Additionally, it highlights the need to consider the unique circumstances in which technology is used and provides insights that can inform the design of effective interventions and policies.

新冠肺炎疫情迫使教师突然将教学模式从面对面教学转变为紧急远程教学,这是教育史上最大的混乱。尽管面临着重大挑战,如缺乏适当的信息技术培训、教授没有准备好的学生以及基础设施障碍,但在对小学教师整合技术的准备情况的研究方面存在差距。本研究旨在通过利用技术接受模型来探索小学教师的计算机自我效能信念、态度和在中断时期使用计算机技术的意图之间的关系,从而解决这一差距。参与者为144名希腊小学教师,他们在疫情期间在虚拟环境中授课。结构方程模型的研究结果表明,自我效能信念、感知易用性和感知有用性是教师对计算机使用态度的有力预测因素。这项研究补充了关于教师自我效能信念作为他们在紧急远程教学中使用技术意图的驱动因素的关键作用的稀缺文献。此外,它强调了考虑技术使用的独特环境的必要性,并提供了可以为有效干预措施和政策的设计提供信息的见解。
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引用次数: 1
Matching learning style to instructional format penalizes learning 将学习风格与教学形式相匹配会惩罚学习
Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2023-05-27 DOI: 10.1016/j.caeo.2023.100143
Keith B. Lyle , Andrea S. Young , Robin J. Heyden , Mark A. McDaniel

Experiments have failed to support the matching hypothesis that students’ learning style preferences should be matched to instructional modality to optimize learning. These studies have generally been restricted to considering sensory modality learning style dimensions. We extend this extant work by examining the matching hypothesis with regard to another learning styles model, one that distinguishes between active/reflective learning preferences (Felder & Silverman, 1988). Participants preferring each learning style were assigned to one of two versions of a digital-based Biology lesson (textbook chapter). The interactive version contained interactive exercises consisting of text and visuals. In the non-interactive version, the interactivity was removed, and participants watched while the identical exercises were completed by the computer. We assumed that an active learning style would align with the interactive lesson, whereas a reflective learning style would better align with the non-interactive lesson. For two learning tests (definition recall and multiple-choice questions) the nature of the lesson (interactive vs. non-interactive) did not interact with participants’ learning style. For a test that targeted the content for which the interactive exercises were designed, learning performance was better when the lesson format mismatched the preferred learning style. The results importantly enrich the experimental evidence countering the matching hypothesis. The current finding is particularly strong because it does not rely on a null effect. Further, the current findings significantly extend the experimental literature from a focus on the modality-specific matching hypothesis to a broader consideration of learning-styles that includes an activity-based (active/reflective) learning style model.

实验未能支持匹配假说,即学生的学习风格偏好应与教学模式相匹配,以优化学习。这些研究通常局限于考虑感觉模态学习风格维度。我们通过检验另一种学习风格模型的匹配假设来扩展这项现存的工作,该模型区分了主动/反思学习偏好(Felder&;Silverman,1988)。喜欢每种学习风格的参与者被分配到基于数字的生物学课程的两个版本中的一个(教科书章节)。交互式版本包含由文本和视觉组成的交互式练习。在非交互式版本中,取消了交互性,参与者在电脑完成相同的练习时观看。我们假设积极的学习风格会与互动课程相一致,而反思性的学习风格则会与非互动课程更好地相一致。对于两项学习测试(定义回忆和多项选择题),课程的性质(互动与非互动)与参与者的学习风格无关。对于针对互动练习设计内容的测试,当课程形式与首选学习风格不匹配时,学习表现更好。这些结果重要地丰富了反驳匹配假说的实验证据。目前的发现特别有力,因为它不依赖于零效应。此外,目前的研究结果显著扩展了实验文献,从对模态特定匹配假设的关注扩展到对学习风格的更广泛考虑,其中包括基于活动的(主动/反思)学习风格模型。
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引用次数: 0
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