Future in Educational Research最新文献

Previous studies have primarily explored the learning effects of digital games on students from a macro perspective, mainly ignoring the fine-grained dimensions of learners' emotions and cognition during gameplay. To enrich the study of learners' emotions and cognitions in the context of digital games, this paper conducts an empirical study using the self-developed board game “Connect Four Chess” as a research vehicle. We semi-automatically identify learners' emotional and cognitive behaviors within this game-based educational context and explore the relationship between the two. The study demonstrates that high-level learners maintained a high level of insightful emotion throughout the game, excelled at constructing strategic formations to control more significant chessboard areas, and preferred to reserve powerful pieces until the end to secure a winning advantage. Conversely, low-level learners exhibit a predominant level of neutral emotion, especially during unrelated behaviors, and struggle to maintain a strategic overview, focusing instead on smaller, immediate gains, which hamper the application of deeper strategies.

The research paper explores the use of a metaverse-enabled immersive learning environment (MeILE) guided by the Community of Inquiry (CoI) framework to enhance university student interactions and collaboration. The platform integrates various components, including avatar usage, multimodality, and gamification, with careful consideration of each CoI element to maximize students' immersive interactions and collaboration in STEM (science, technology, engineering, and mathematics) learning contexts. By aligning activities with Bloom's digital taxonomy, the metaverse environment aims to improve STEM learning outcomes. A case study conducted at a university demonstrated the successful implementation of essential CoI elements, leading to increased student engagement and improved learning performance. Results indicate MeILE facilitates interactive, reflective, constructive, and self-regulated learning, which are essential for developing STEM and 21st century skills. The study emphasizes the teacher's role as a facilitator in fostering self-directed learning, and cultivating 21st-century skills through collaborative learning activities in virtual environment. The research underscores the importance of innovative educational tools in adapting to the evolving landscape of education in the digital age.

Internationalization plays a crucial role in building the international competitiveness and profile of a university. However, the process of internationalization can be very challenging. The understanding of these challenges is very crucial for internationalization implementation and improvement. This scoping review aimed to map the existing empirical evidence on the peculiar challenges of internationalization among universities in Southeast Asia. This scoping review was conducted based on Arksey and O’Malley's methodological framework and it was reported using the PRISMA-ScR checklist. Ten research databases were systematically searched to retrieve all literature relevant to the review question. The retrieved articles were deduplicated and screened based on the review's eligibility criteria, and only the eligible articles were included in the review. Thereafter, relevant data were charted, collated, and summarized from the included literature and presented as results. A total of 34 articles were included in this review. Most of them were qualitative studies (26/34) and from studies conducted in Malaysia (21/34). The reported internationalization challenges in these articles were multidimensional and ranged from the individual to governmental level; however, the most reported challenges were the ones at the individual level which include issues related to adjustment/coping, trust, limited personal resources, family, and essential survival needs. There are numerous challenges facing the implementation of internationalization among universities in Southeast Asia. More efforts need to be placed at all levels to improve the status quo.

In the 21st century, Information and Communication Technology (ICT) is a critical component of innovative teaching and learning. This study looked at the impact of teachers' autonomy on their perceived ease of using ICT and the intricate relationship between the two, involving their self-efficacy, job satisfaction, and perceived incentives to change. Using a descriptive survey approach, 311 (134 female) Indian elementary school teachers participated in the study and provided self-reported data. A structural equation model was employed to test the mediating roles of self-efficacy and job satisfaction, and the moderation of perceived incentives. The results affirmed that teacher autonomy had a direct and moderately positive effect on their perceived ease of ICT use. Self-efficacy and job satisfaction significantly and partially mediated the indirect relationships between autonomy and ease of ICT use. In the three relationship paths the perceived incentive to change had a significantly positive moderation to catalyze the relationships. Considering Indian elementary school teachers' glaring lack of autonomy, this paper suggests a policy shift involving greater teacher autonomy and the use of incentives for improved efficacy, job satisfaction, and ICT use. The relationship matrix will serve as a reference for researchers and practitioners to gain a deeper understanding of the role of teacher autonomy in addressing the global issue of limited adoption and integration of ICT by school teachers.

This comparative case study analyzes and evaluates the performance of four prevalent artificial intelligence (AI) models―ChatGPT, Google Bard, Microsoft Bing, and Claude―in generating feedback on Chinese as a Foreign Language writing. The study assessed the models' effectiveness, accuracy, alignment with pedagogical principles, and cultural appropriateness through a multi-faceted data collection process involving student article writing, chatbot feedback, and teacher evaluation. The quantitative analysis of teacher ratings indicates that Claude demonstrated the highest average alignment with human instructor scores across the four articles, followed by Google Bard. Qualitative examination reveals differences in the types of feedback provided, with models excelling at surface-level vocabulary, grammar, and mechanics critiques but limited in providing rhetorical, pragmatic, and structural feedback compared to teachers. While showing potential benefits, judicious integration of AI writing feedback tools upholding academic integrity is advised. This paper utilizes non-Pro subscription plans for its research, ensuring accessibility by teachers or students without any cost. The date of access for these chatbots was September 20, 2023. The AI models used include ChatGPT based on OpenAI's GPT-3.5 architecture with a knowledge cut-off in January 2022, without Internet browsing capabilities; Google Bard from the Gemini family, version 1.0, which integrates internet-based search; Microsoft Copilot (Balanced mode), which evolved from Bing Chat, providing information and content generation; and Claude version 2. This approach ensures the study's findings are applicable and replicable for educators and students utilizing freely available resources.

A massive digital transformation is underway in biotechnology and process engineering fueled by recent advances in machine learning and so-called artificial intelligence, especially in the large language model field (e.g., ChatGPT). Training courses and curricula will need to adapt to keep pace, but the speed of progress is such that guidelines for the implementation of a digital transformation are probably already outdated. We therefore interviewed stakeholders from the fields of didactics, biotechnology and process engineering to collect the latest perspectives on the impact of digital transformation and to solicit recommendations for the adaptation of curricula and training courses to reflect new work profiles in academia and industry. We conducted semi-structured interviews with 17 stakeholders and used a framework analysis approach to structure and evaluate the collected information. For example, data handling was the dominant general activity affected by digital transformation, whereas multitasking was relevant to work, and the design and implementation of new didactic methods and content was linked to teaching. The interviews revealed that an increasingly diverse set of skills and competences (in addition to those in current curricula) will be expected from the next generation of biotechnologists and process engineers. This includes profound programming skills, model building abilities, as well critical data interpretation and data literacy in the widest sense. The corresponding key challenges will be a reasonable and structured disinvestment in other areas to provide slots for the new content and to secure resources for the implementation of necessary modifications.

Assessment techniques need to evolve beyond traditional methods in light of the rapidly developing artificial intelligence (AI) tool technologies, such as Copilot, Bard, and ChatGPT. These AI-powered Chatbot is designed to appear similar to human speech or text and present information conversationally, making them tenable options for student assessment support worldwide. Consequently, to take advantage of the weaknesses in the AI system and foster a creative attitude in their pupils, educators must reconsider their approach to evaluation. The study conducts a comparative experiment on two different assessment methods—the traditional questioning strategy (Experiment I) versus the alternative or modified strategy (Experiment II), to assess how well the AI tools perform in the assessment and how the new technique can deter students from engaging in academic dishonesty. According to the study in Experiment I, the AI-Chatbot had a 100% positive response correlation, but in Experiment II, it had a shockingly low positive response correlation. Comparably, pupils who use AI-Chatbot and those who do not have significant performance disparities (α = 0.05, p-value < 0.001; 1.8331). Inferentially, AI-Chatbot helped students a lot in Experiment I but did considerably less in Experiment II. In other words, Experiment II's questioning approach outperforms the AI tools' level of competence. The study comes to the conclusion that if AI is effectively harnessed, human natural intelligence will always be able to overcome the challenges posed by these powerful AI technologies.

This paper explores how frugal innovation practices can challenge resource constraints by leveraging available resources in creative and innovative ways towards more affordable, practical, sustainable and resilient education practice. The education sector has faced many challenges when adapting practice to deliver quality education in the wake of a world-changing pandemic. There is a great deal we can learn from each other with regards to the frugal application of resources, such as time, money, people and space. However, forms of frugality in education design are driven by necessity and are reactive as opposed to proactive measures. We can, however, learn from educators and institutions that have been able to achieve significant educational impact at low cost with far fewer resources, adopting frugal approaches to education design and delivery. This paper proposes a set of frugal education aspects that demonstrate how frugal design practices can be organised and applied within an educational context. The aspects are outlined, and examples are presented to illustrate their effectiveness within existing education practice. This paper seeks to contribute to the existing knowledge base and research into frugal innovation practice as it applies within an education context, reframing the use of the term ‘frugal’ away from affordability and poor quality, towards a more expansive understanding that establishes a foundation on which to build, define, and contextualise frugality within an education context. The paper concludes with recommendations for the development of practical resources, informed by the research, to support educators in the design of frugal education practice.