Help-seeking is an active learning strategy tied to self-regulated learning (SRL), where learners seek assistance when facing challenges. They may seek help from teachers, peers, intelligent tu-tor systems, and more recently, generative artificial intelligence (AI). However, there is limited empirical research on how learners’ help-seeking process differs between generative AI and hu-man experts. To address this, we conducted a lab experiment with 38 university students tasked with essay writing and revising. The students were randomly divided into two groups: one seeking help from ChatGPT (AI Group) and the other from an experienced teacher (HE Group). To examine their help-seeking processes, we used a combination of statistical testing and process mining methods, analyzing multimodal data (e.g., trace data, eye-tracking data, and conversa-tional data). Our results indicated that the AI Group exhibited a nonlinear help-seeking process, such as skipping evaluation, differing significantly from the linear model observed in the HE Group which also aligned with classic help-seeking theory. Detailed analysis revealed that the AI Group asked more operational questions, showing pragmatic help-seeking activities, whereas the HE Group was more proactive in evaluating and processing received feedback. We discussed factors such as social pressure, metacognitive off-loading, and over-reliance on AI in these different help-seeking scenarios. More importantly, this study offers innovative insights and evidence, based on multimodal data, to better understand and scaffold learners learning with generative AI.
{"title":"Unpacking help-seeking process through multimodal learning analytics: A comparative study of ChatGPT vs Human expert","authors":"Angxuan Chen, Mengtong Xiang, Junyi Zhou, Jiyou Jia, Junjie Shang, Xinyu Li, Dragan Gašević, Yizhou Fan","doi":"10.1016/j.compedu.2024.105198","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105198","url":null,"abstract":"Help-seeking is an active learning strategy tied to self-regulated learning (SRL), where learners seek assistance when facing challenges. They may seek help from teachers, peers, intelligent tu-tor systems, and more recently, generative artificial intelligence (AI). However, there is limited empirical research on how learners’ help-seeking process differs between generative AI and hu-man experts. To address this, we conducted a lab experiment with 38 university students tasked with essay writing and revising. The students were randomly divided into two groups: one seeking help from ChatGPT (AI Group) and the other from an experienced teacher (HE Group). To examine their help-seeking processes, we used a combination of statistical testing and process mining methods, analyzing multimodal data (e.g., trace data, eye-tracking data, and conversa-tional data). Our results indicated that the AI Group exhibited a nonlinear help-seeking process, such as skipping evaluation, differing significantly from the linear model observed in the HE Group which also aligned with classic help-seeking theory. Detailed analysis revealed that the AI Group asked more operational questions, showing pragmatic help-seeking activities, whereas the HE Group was more proactive in evaluating and processing received feedback. We discussed factors such as social pressure, metacognitive off-loading, and over-reliance on AI in these different help-seeking scenarios. More importantly, this study offers innovative insights and evidence, based on multimodal data, to better understand and scaffold learners learning with generative AI.","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"15 1","pages":""},"PeriodicalIF":12.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-13DOI: 10.1016/j.compedu.2024.105197
Giorgio Di Pietro, Jonatan Castaño Muñoz
This paper presents a meta-analysis that investigates the impact that the educational use of digital technologies has on less advantaged students’ achievement. We use a comprehensive definition for this group of students that includes all students in less developed countries as well as more disadvantaged students in more developed countries. 740 estimates from 72 studies employing experimental and quasi-experimental research designs are collected. Overall, educational technology initiatives are found to have a small, positive, statistically significant effect that remains even after correcting for publication bias. Additionally, our results indicate that computer-assisted learning and behavioural interventions are more effective in raising the achievement of less advantaged students than simple access to technology. Interestingly, the effect of these two interventions appears to be of a similar magnitude. Finally, the use of digital technologies is associated with slightly greater achievements in math and science than humanities.
{"title":"A meta-analysis on the effect of technology on the achievement of less advantaged students","authors":"Giorgio Di Pietro, Jonatan Castaño Muñoz","doi":"10.1016/j.compedu.2024.105197","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105197","url":null,"abstract":"This paper presents a meta-analysis that investigates the impact that the educational use of digital technologies has on less advantaged students’ achievement. We use a comprehensive definition for this group of students that includes all students in less developed countries as well as more disadvantaged students in more developed countries. 740 estimates from 72 studies employing experimental and quasi-experimental research designs are collected. Overall, educational technology initiatives are found to have a small, positive, statistically significant effect that remains even after correcting for publication bias. Additionally, our results indicate that computer-assisted learning and behavioural interventions are more effective in raising the achievement of less advantaged students than simple access to technology. Interestingly, the effect of these two interventions appears to be of a similar magnitude. Finally, the use of digital technologies is associated with slightly greater achievements in math and science than humanities.","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"6 1","pages":""},"PeriodicalIF":12.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-12DOI: 10.1016/j.compedu.2024.105195
Renae Sze Ming Loh, Gerbert Kraaykamp, Margriet van Hek
Information and communication technology (ICT) have become indispensable in contemporary schools in post-industrialized countries. Whether schools have succeeded in vesting students with the needed digital skills important in today's highly digitalized societal landscape however remains unclear. In this paper, we examine whether school resources in terms of ICT infrastructure, use of ICT in education, and availability of technical expertise are pertinent to students' digital skillfulness. We also investigate whether such school ICT resources are unevenly distributed among students of different socioeconomic backgrounds, and whether students of different socioeconomic backgrounds unevenly benefit from these resources. In doing so, we illuminate school ICT resources' role in the process of intergenerational transmission of inequalities. To test our expectations, we employ ICILS 2018 data on 14,183 students in 751 schools across seven OECD countries. Our findings indicate that schools indeed play a meaningful role in nurturing digital skills, namely through students' use of ICT in educational tasks. We also find that students from more advantageous socioeconomic backgrounds more often attend well ICT-resourced schools, pointing at the uneven distribution of school ICT resources in a way that reflects social reproduction processes. Alongside that, the availability of technical expertise in schools seems particularly fruitful for low-SES students' digital skills development. This evinces that schools compensate for limited ICT skills socialization in the family, pointing at social mobility processes.
{"title":"Plugging in at school: Do schools nurture digital skills and narrow digital skills inequality?","authors":"Renae Sze Ming Loh, Gerbert Kraaykamp, Margriet van Hek","doi":"10.1016/j.compedu.2024.105195","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105195","url":null,"abstract":"Information and communication technology (ICT) have become indispensable in contemporary schools in post-industrialized countries. Whether schools have succeeded in vesting students with the needed digital skills important in today's highly digitalized societal landscape however remains unclear. In this paper, we examine whether school resources in terms of ICT infrastructure, use of ICT in education, and availability of technical expertise are pertinent to students' digital skillfulness. We also investigate whether such school ICT resources are unevenly distributed among students of different socioeconomic backgrounds, and whether students of different socioeconomic backgrounds unevenly benefit from these resources. In doing so, we illuminate school ICT resources' role in the process of intergenerational transmission of inequalities. To test our expectations, we employ ICILS 2018 data on 14,183 students in 751 schools across seven OECD countries. Our findings indicate that schools indeed play a meaningful role in nurturing digital skills, namely through students' use of ICT in educational tasks. We also find that students from more advantageous socioeconomic backgrounds more often attend well ICT-resourced schools, pointing at the uneven distribution of school ICT resources in a way that reflects social reproduction processes. Alongside that, the availability of technical expertise in schools seems particularly fruitful for low-SES students' digital skills development. This evinces that schools compensate for limited ICT skills socialization in the family, pointing at social mobility processes.","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"16 1","pages":""},"PeriodicalIF":12.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-12DOI: 10.1016/j.compedu.2024.105196
Jing Wang , Shaoying Gong , Yang Cao , Xiaorong Guo , Peiyan Peng
Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how rankings (high vs. low) and learners’ trait competitiveness (high vs. low) influence learning in educational gamification. Sixty-one high-trait-competitiveness and sixty-two low-trait-competitiveness learners were randomly assigned to either high-ranking or low-ranking conditions. The results revealed the moderating role of trait competitiveness in the relationship between leaderboard rankings and learning. Interestingly, higher rankings were more beneficial in enhancing learning motivation of learners with low trait competitiveness, while lower rankings had more positive effects on performance of those with high trait competitiveness. Additionally, negative emotions mediated the relationship between rankings and learning performance, while the mediating effect of learning motivation was only significant for learners with low trait competitiveness. The implications of these findings for the design of effective gamified learning environments based on learners’ characteristics were discussed.
{"title":"Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards","authors":"Jing Wang , Shaoying Gong , Yang Cao , Xiaorong Guo , Peiyan Peng","doi":"10.1016/j.compedu.2024.105196","DOIUrl":"10.1016/j.compedu.2024.105196","url":null,"abstract":"<div><div>Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how rankings (high vs. low) and learners’ trait competitiveness (high vs. low) influence learning in educational gamification. Sixty-one high-trait-competitiveness and sixty-two low-trait-competitiveness learners were randomly assigned to either high-ranking or low-ranking conditions. The results revealed the moderating role of trait competitiveness in the relationship between leaderboard rankings and learning. Interestingly, higher rankings were more beneficial in enhancing learning motivation of learners with low trait competitiveness, while lower rankings had more positive effects on performance of those with high trait competitiveness. Additionally, negative emotions mediated the relationship between rankings and learning performance, while the mediating effect of learning motivation was only significant for learners with low trait competitiveness. The implications of these findings for the design of effective gamified learning environments based on learners’ characteristics were discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105196"},"PeriodicalIF":8.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-10DOI: 10.1016/j.compedu.2024.105182
Francisco Garcia-Varela , Zvi Bekerman , Miguel Nussbaum , Marcelo Mendoza , Joaquin Montero
The study posits that both concrete and abstract words are crucial for effective communication, particularly in educational contexts where the interplay between these forms of language intersects with linguistic, cognitive, and social stratification theories. A key challenge is balancing the efficiency of abstract language in conveying complex concepts with the accessibility of concrete language, which enhances student comprehension. Generative languages, with their capacity to manipulate symbols, offer a way to navigate this challenge by facilitating the structured and systematic representation and exploration of abstract concepts within their contexts. The central research question was: “How can generative languages assist educational stakeholders in articulating their ideas and actions more clearly by identifying and refining abstract terms?” To explore this, a protocol in English was developed for ChatGPT-4, featuring structured guidelines and prompts aimed at helping users achieve specific educational goals. In a pilot study involving 13 participants, ChatGPT-4 provided feedback, suggested improvements, and guided users through text interactions. One of the authors observed the participants, took notes on their behavior, and conducted brief post-exercise discussions to gauge their experiences. After the session, participants were asked to reflect on their experience and share their thoughts via email. The process helped participants refine their responses from abstract to more concrete terms, enhancing clarity and engagement with educational content. The ChatGPT-4 protocol effectively bridges the gap between abstract pedagogical theories and practical classroom application, training teachers to use vivid descriptions, relatable scenarios, and tangible examples. This study illustrates how artificial intelligence can successfully integrate teaching principles and learning theories to enhance educational practices.
{"title":"Reducing interpretative ambiguity in an educational environment with ChatGPT","authors":"Francisco Garcia-Varela , Zvi Bekerman , Miguel Nussbaum , Marcelo Mendoza , Joaquin Montero","doi":"10.1016/j.compedu.2024.105182","DOIUrl":"10.1016/j.compedu.2024.105182","url":null,"abstract":"<div><div>The study posits that both concrete and abstract words are crucial for effective communication, particularly in educational contexts where the interplay between these forms of language intersects with linguistic, cognitive, and social stratification theories. A key challenge is balancing the efficiency of abstract language in conveying complex concepts with the accessibility of concrete language, which enhances student comprehension. Generative languages, with their capacity to manipulate symbols, offer a way to navigate this challenge by facilitating the structured and systematic representation and exploration of abstract concepts within their contexts. The central research question was: “How can generative languages assist educational stakeholders in articulating their ideas and actions more clearly by identifying and refining abstract terms?” To explore this, a protocol in English was developed for ChatGPT-4, featuring structured guidelines and prompts aimed at helping users achieve specific educational goals. In a pilot study involving 13 participants, ChatGPT-4 provided feedback, suggested improvements, and guided users through text interactions. One of the authors observed the participants, took notes on their behavior, and conducted brief post-exercise discussions to gauge their experiences. After the session, participants were asked to reflect on their experience and share their thoughts via email. The process helped participants refine their responses from abstract to more concrete terms, enhancing clarity and engagement with educational content. The ChatGPT-4 protocol effectively bridges the gap between abstract pedagogical theories and practical classroom application, training teachers to use vivid descriptions, relatable scenarios, and tangible examples. This study illustrates how artificial intelligence can successfully integrate teaching principles and learning theories to enhance educational practices.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105182"},"PeriodicalIF":8.9,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-05DOI: 10.1016/j.compedu.2024.105186
Maria Palioura, Theodosios Sapounidis
Storytelling has been used for years in educational practice and Educational Robotics is a rapidly growing field worldwide. Accordingly, researchers have attempted to combine Storytelling and Robotics in education. However, no systematic record exists on this combination. Therefore, we conducted a scoping review of 82 papers out of 5272 articles published in 5 Databases in the last 20 years to map the conducted research so far. In detail: the educational levels and the school subjects in which storytelling and educational robotics are applied, the types of robots used, the duration, the sample size, participants' age and the skills that students may develop through this combination. Additionally, we analyzed, grouped, and presented the tools used for measuring the potential effects of storytelling and educational robotics. Finally, the students' role in the activities was sought. Based on our findings, most interventions mainly addressed preschool and primary school students, the robots used the most are humanoid, most interventions did not exceed 6 h, and the number of participants was less than 20 students. Besides, most interventions tried to develop students’ skills (communication, creativity, collaboration) and attitudes (engagement, motivation, participation) with qualitative tools borrowed from other domains (e.g. psychology, healthcare). This scoping demonstrates a gap in the use of storytelling and educational robotics in secondary and university education and subjects like history, geography, etc. Finally, this combination seems to have the potential to enhance the educational process, but more research is needed to shed light on all the aspects of the combination.
{"title":"“Storytelling and educational robotics: A scoping review (2004–2024)”","authors":"Maria Palioura, Theodosios Sapounidis","doi":"10.1016/j.compedu.2024.105186","DOIUrl":"10.1016/j.compedu.2024.105186","url":null,"abstract":"<div><div>Storytelling has been used for years in educational practice and Educational Robotics is a rapidly growing field worldwide. Accordingly, researchers have attempted to combine Storytelling and Robotics in education. However, no systematic record exists on this combination. Therefore, we conducted a scoping review of 82 papers out of 5272 articles published in 5 Databases in the last 20 years to map the conducted research so far. In detail: the educational levels and the school subjects in which storytelling and educational robotics are applied, the types of robots used, the duration, the sample size, participants' age and the skills that students may develop through this combination. Additionally, we analyzed, grouped, and presented the tools used for measuring the potential effects of storytelling and educational robotics. Finally, the students' role in the activities was sought. Based on our findings, most interventions mainly addressed preschool and primary school students, the robots used the most are humanoid, most interventions did not exceed 6 h, and the number of participants was less than 20 students. Besides, most interventions tried to develop students’ skills (communication, creativity, collaboration) and attitudes (engagement, motivation, participation) with qualitative tools borrowed from other domains (e.g. psychology, healthcare). This scoping demonstrates a gap in the use of storytelling and educational robotics in secondary and university education and subjects like history, geography, etc. Finally, this combination seems to have the potential to enhance the educational process, but more research is needed to shed light on all the aspects of the combination.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105186"},"PeriodicalIF":8.9,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142593232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-05DOI: 10.1016/j.compedu.2024.105185
Gloria Yi-Ming Kao , Hui-Chin Yeh , Shih-Wen Su , Xin-Zhi Chiang , Chuen-Tsai Sun
In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.
{"title":"Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading","authors":"Gloria Yi-Ming Kao , Hui-Chin Yeh , Shih-Wen Su , Xin-Zhi Chiang , Chuen-Tsai Sun","doi":"10.1016/j.compedu.2024.105185","DOIUrl":"10.1016/j.compedu.2024.105185","url":null,"abstract":"<div><div>In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105185"},"PeriodicalIF":8.9,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-29DOI: 10.1016/j.compedu.2024.105184
Xiyu Wang, Yukiko Maeda, Hua-Hua Chang
Adaptive e-learning systems (AeLS), which emerged in the late 1990s, offer an alternative to the 'one-size-fits-all' approach by addressing the demand for individualized learning experiences. These systems typically consist of five elements, including a domain model, a media space, an adaptation model, a user interface, and a learner model. Despite the increasing academic interest in this topic and the rapid development of techniques for adaptation over the past decade, there remains a significant gap in reviews that investigate learner characteristics and the techniques used for characteristic identification. To bridge this gap, we conducted a systematic review with a total of 57 studies reported from 2013 to 2023 to provide a comprehensive overview of the current trends in adaptive e-learning system research. While this review may serve as a reference for setting up a learner model as it provides the landscape of techniques utilized in recent studies, our review revealed a scarcity of research on the development of the learner model, particularly the studies that share clear theoretical or empirical justification of the techniques used for adaptation. We recommend incorporating multiple relevant learner characteristics in learner model and providing clear rationales for selecting these characteristics. We also suggest that future research should consider incorporating adaptive assessment more extensively in AeLSs.
{"title":"Development and techniques in learner model in adaptive e-learning system: A systematic review","authors":"Xiyu Wang, Yukiko Maeda, Hua-Hua Chang","doi":"10.1016/j.compedu.2024.105184","DOIUrl":"10.1016/j.compedu.2024.105184","url":null,"abstract":"<div><div>Adaptive e-learning systems (AeLS), which emerged in the late 1990s, offer an alternative to the 'one-size-fits-all' approach by addressing the demand for individualized learning experiences. These systems typically consist of five elements, including a domain model, a media space, an adaptation model, a user interface, and a learner model. Despite the increasing academic interest in this topic and the rapid development of techniques for adaptation over the past decade, there remains a significant gap in reviews that investigate learner characteristics and the techniques used for characteristic identification. To bridge this gap, we conducted a systematic review with a total of 57 studies reported from 2013 to 2023 to provide a comprehensive overview of the current trends in adaptive e-learning system research. While this review may serve as a reference for setting up a learner model as it provides the landscape of techniques utilized in recent studies, our review revealed a scarcity of research on the development of the learner model, particularly the studies that share clear theoretical or empirical justification of the techniques used for adaptation. We recommend incorporating multiple relevant learner characteristics in learner model and providing clear rationales for selecting these characteristics. We also suggest that future research should consider incorporating adaptive assessment more extensively in AeLSs.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105184"},"PeriodicalIF":8.9,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-16DOI: 10.1016/j.compedu.2024.105170
Rebecca Ng, M.C.S. Rivera, M. Cook, M.F. Mavilidi, S. Bennett
Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding of their digital footprints is limited by the scope and design of curriculum delivery.
This research worked with 62 primary school children between ages 10 and 11 to investigate how they understood and critically viewed their digital footprint. Adopting a co-research approach, children conducted their own research to develop their understanding of their digital footprint. Findings revealed that, while children were knowledgeable about the concepts of data and digital footprint, curriculum design plays a key role in supporting ways children can make meaningful connections between these concepts and children's day-to-day experiences with digital data, both personal and educational.
{"title":"Co-researching with primary school students to retrace their digital footprint","authors":"Rebecca Ng, M.C.S. Rivera, M. Cook, M.F. Mavilidi, S. Bennett","doi":"10.1016/j.compedu.2024.105170","DOIUrl":"10.1016/j.compedu.2024.105170","url":null,"abstract":"<div><div>Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding of their digital footprints is limited by the scope and design of curriculum delivery.</div><div>This research worked with 62 primary school children between ages 10 and 11 to investigate how they understood and critically viewed their digital footprint. Adopting a co-research approach, children conducted their own research to develop their understanding of their digital footprint. Findings revealed that, while children were knowledgeable about the concepts of data and digital footprint, curriculum design plays a key role in supporting ways children can make meaningful connections between these concepts and children's day-to-day experiences with digital data, both personal and educational.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"224 ","pages":"Article 105170"},"PeriodicalIF":8.9,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-16DOI: 10.1016/j.compedu.2024.105181
Sara Monteyne , Charlotte Struyve , Natacha Gesquière , Tom Neutens , Francis Wyffels , Johan van Braak , Koen Aesaert
Computational thinking has become an integral component of curricula worldwide, necessitating teachers to develop this competence in their students. To effectively meet these curricular requirements, teachers themselves need a solid foundation of computational thinking content knowledge, which refers to the understanding and skills they possess in this area. However, despite widespread recognition of this need, few studies have rigorously examined teachers' content knowledge in this domain. Addressing this gap requires the development of high-quality measurement tools. This study details the development of an instrument, created as part of the International Computer and Information Literacy Study (ICILS) 2023 in Flanders, to measure lower secondary school teachers' computational thinking content knowledge in a valid and reliable way. The article first outlines the construction process of the instrument, which involved close collaboration with experts in the field and drew upon the framework of Fraillon et al. (2023). Following this, the instrument's psychometric properties are presented, which include both item-level and overall instrument characteristics. These properties were evaluated using data from a sample of 352 participants, applying both Classical Test Theory and Item Response Theory. The final tool consists of sixteen multiple-choice and short constructed response questions. The results indicate favorable item and overall instrument characteristics, thereby affirming its potential to measure the intended construct in a valid and accurate way.
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