Computers & Education最新文献_第2页

Task-value motivational prompts in a descriptive dashboard can increase anxiety among anxious learners

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-01-09 DOI: 10.1016/j.compedu.2025.105242

Natercia Valle , Pavlo Antonenko , Denis Valle , Benjamin Baiser

Despite the ubiquitous use of learning analytics dashboards in computer-mediated learning environments, there is still a knowledge gap on how these tools can support learners’ academic performance and motivation. This article describes an experimental study that investigated the influence of motivational prompts (task-value scaffolding) in a descriptive learning analytics dashboard on learners’ motivation, statistics anxiety, and learning performance in an authentic semester-long online statistics course. The study was based on a two-group experimental design during two semesters (Fall 2020 and Spring 2021). A total of 122 graduate students completed the study. The results showed that despite learners’ mostly positive perceptions of the dashboard, the use of motivational prompts did not influence learners’ cognitive outcomes. Test anxiety was the only affective outcome influenced by the intervention, with motivational prompts having a negative effect on learners who started the course with a higher level of test anxiety. This study provides needed empirical evidence on how the design of these tools can influence learners’ affective outcomes, with implications for theory and practice. However, additional experimental studies that account for sources of heterogeneity (e.g., intrapersonal characteristics, contextual factors) are necessary to uncover theoretical gaps and opportunities in the design of effective learning analytics dashboards.

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引用次数: 0

Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance 虚拟陪伴或有血有肉：“和我一起学习”视频对学习者内在动机、感知压力和表现的影响

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-01-09 DOI: 10.1016/j.compedu.2025.105243

Ning Ren , Barry Lee Reynolds , Brian V. Rusk

Study-with-me (SWM) videos offer virtual companionship for learning. Users claim that SWM videos simulate physical companionship, motivate their learning with manageable pressure, and enhance their performance with minimal cost. Despite burgeoning search interests and millions of accumulated views, the effects of SWM videos on learning lack rigorous examination. The comparative advantages of SWM videos over other learning environments, based on different theories and related evidence, are contradictory. Addressing these gaps, we used the Basic Psychological Needs Theory (BPNT) to explain SWM video users' intrinsic motivation, perceived pressure, and performance with perceived autonomy, competence, and relatedness (RQ1). We also compared users’ learning with the SWM video to two learning environments: learning with a physical companion or alone (RQ2). We employed a within-subject design with 60 university students, inviting each to speed-read five English articles in all three learning environments. For RQ1, results showed that when learning with an SWM video, autonomy was positively associated with intrinsic motivation and negatively associated with perceived pressure. Competence had a negative relationship with reading time. Thus, we advise SWM video creators to support autonomy and competence, and users to select videos that fulfill these needs. For RQ2, participants perceived significantly lower pressure and had higher task accuracy with an SWM video than a physical companion despite preference or prior use of SWM videos. No statistical advantage was found over learning alone. Our findings support SWM videos as viable alternatives to physical companions but not superior to learning alone.

“和我一起学习”（SWM）视频为学习提供了虚拟陪伴。用户声称，SWM视频模拟了身体上的陪伴，在可控的压力下激励他们学习，并以最小的成本提高了他们的表现。尽管搜索兴趣迅速增长，累计浏览量达数百万，但SWM视频对学习的影响却缺乏严格的检验。基于不同的理论和相关证据，SWM视频相对于其他学习环境的比较优势是相互矛盾的。为了解决这些差距，我们使用基本心理需求理论（BPNT）来解释SWM视频用户的内在动机、感知压力和表现与感知自主性、能力和相关性（RQ1）。我们还将用户与SWM视频的学习情况与两种学习环境进行了比较：与物理伙伴一起学习或单独学习（RQ2）。我们采用主题内设计，邀请60名大学生在所有三种学习环境中快速阅读五篇英语文章。对于RQ1，结果表明，当使用SWM视频学习时，自主性与内在动机呈正相关，与感知压力负相关。能力与阅读时间呈负相关。因此，我们建议SWM视频创作者支持自主性和能力，并建议用户选择满足这些需求的视频。在RQ2中，尽管参与者偏好或先前使用过SWM视频，但与物理同伴相比，参与者在观看SWM视频时感受到的压力明显更低，任务准确性更高。与单独学习相比，没有统计学上的优势。我们的研究结果支持SWM视频作为物理同伴的可行替代方案，但并不优于单独学习。

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引用次数: 0

AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-01-08 DOI: 10.1016/j.compedu.2025.105241

Huang-Yao Hong , Mei-Ju Chen , Chih-Hsuan Chang , Li-Ting Tseng , Ching Sing Chai

This study employed design-based research, comprising two design cycles to empower teachers' agency when they are engaged in STEAM lesson design. Cycle-1 focused on the application of a principle of “sustained idea-developing discourse” (SIDD) in an online knowledge building environment to foster teachers' “professional agency within teacher communities” (PATC). In cycle-2, generative artificial intelligence (GAI) was additionally integrated into the SIDD processes within the teacher community. The findings in cycle-1 indicated a general lack of interdisciplinary knowledge among the teachers for effective STEAM lesson design. The online collaborative discourse mainly focused on shallow idea-sharing and the PATC was not significantly enhanced. Nevertheless, with GAI integrated in the SIDD process in cycle-2, participants exhibited more elaborated, synthesis-oriented discourse actions, with significant enhancements in PATC. Overall, these findings emphasize the significance of GAI support in fostering SIDD for empowering professional teacher agency during their STEAM lesson design. The findings offer educators a more profound understanding of how to constructively use GAI for professional development in teacher communities.

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引用次数: 0

Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders 揭秘学校数字化转型背后的个人和社会力量：通过学校领导分析工作需求和资源理论

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2024-12-28 DOI: 10.1016/j.compedu.2024.105232

Junjun Chen, Masoumeh Kouhsari

This paper explores the forces driving digital transformation in schools, focusing on the role of digital leadership, social intelligence, digital self-efficacy, digital anxiety, digital social support, and social digital pressure perceived by school leaders. The study applies the Job Demands-Resources (JD-R) theory as a theoretical framework to examine how the personal and social dynamics of school leaders influence this digital transformation. By surveying a sample of 427 school leaders, we found that digital self-efficacy had a significant positive effect on school digital transformation (β = 0.241; CR = 6.437), while digital anxiety had a negative impact (β = −0.033; CR = −5.341). Additionally, perceived digital social support was positively related (β = 0.153; CR = 6.919), while social digital pressure negatively affected the transformation process (β = −0.234; CR = −7.015). The results also highlight the moderating role of digital leadership and social intelligence in this relationship. Practitioners could benefit from targeted professional development programmes to enhance digital self-efficacy, reduce digital anxiety, and foster digital leadership, facilitating effective digital transformation in schools. However, this study acknowledges limitations related to the use of snowball sampling and the potential for self-report bias.

本文探讨了推动学校数字化转型的力量，重点关注学校领导感知的数字领导、社会智能、数字自我效能、数字焦虑、数字社会支持和社会数字压力的作用。该研究将工作需求-资源（JD-R）理论作为理论框架，研究学校领导者的个人和社会动态如何影响这一数字化转型。通过对427名学校领导的调查，我们发现数字化自我效能感对学校数字化转型有显著的正向影响(β = 0.241；CR = 6.437)，而数字焦虑有负面影响(β = - 0.033；cr =−5.341)。此外，感知数字社会支持正相关(β = 0.153；CR = 6.919)，而社会数字化压力对转型过程有负向影响(β = - 0.234；cr =−7.015)。研究结果还强调了数字领导力和社会智力在这一关系中的调节作用。从业者可以从有针对性的专业发展计划中受益，以提高数字自我效能，减少数字焦虑，培养数字领导力，促进学校有效的数字化转型。然而，本研究承认雪球抽样的局限性和自我报告偏差的可能性。

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引用次数: 0

Evaluating AI literacy of secondary students: Framework and scale development 中学生人工智能素养评估：框架与尺度开发

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2024-12-24 DOI: 10.1016/j.compedu.2024.105230

Baichang Zhong, Xiaofan Liu

K-12 AI education not only equips students with AI literacy but also encourages underrepresented groups to pursue further studies or careers in this field. Secondary students were particularly well-suited for comprehensive AI education due to their cognitive characteristics and developmental readiness. While most studies have focused on developing pedagogy, curriculum, and tools for secondary AI education, they have prioritized measuring students' learning outcomes over literacy development. Referring to the empirical research on secondary AI education as well as Piaget's Epistemology and Bloom's Taxonomy, this study figured out a KAT framework that constitutes AI literacy: (1) AI Knowledge (AI fundamentals, elements of AI technology, application of AI technology), (2) AI Affectivity (AI and human, AI and society), and (3) AI Thinking (engineering design thinking, computational thinking). Based on this, a 57-item AI literacy scale (AILS) was developed, and 56 items were retained after expert judgement. Then, a large sample of Chinese secondary students was surveyed, resulting in 1392 valid samples, which were randomly divided into two sub-samples: 720 samples were used for item reduction through Rasch Analysis and Exploratory Factor Analysis; 672 samples were used for model validation and comparison through Confirmatory Factor Analysis. Results indicated the AILS with three-factor structure of 48 items has a good reliability and validity. Moreover, gender differences in AI literacy among secondary students were examined. Results indicated that boys had significantly higher AI Knowledge than girls, whereas girls had significantly higher AI Affectivity than boys. The implications, limitations and future research were also discussed.

K-12人工智能教育不仅让学生具备人工智能素养，还鼓励代表性不足的群体在这一领域继续深造或就业。由于中学生的认知特点和发展准备，他们特别适合全面的人工智能教育。虽然大多数研究都集中在开发中等人工智能教育的教学法、课程和工具上，但它们优先考虑的是衡量学生的学习成果，而不是读写能力的发展。本研究借鉴中学人工智能教育的实证研究，结合Piaget的认识论和Bloom的分类法，提出了构成人工智能素养的KAT框架：(1)AI Knowledge（人工智能基础、人工智能技术要素、人工智能技术应用），(2)AI affective（人工智能与人类、人工智能与社会），(3)AI Thinking（工程设计思维、计算思维）。在此基础上，编制了57项人工智能素养量表（AILS），经专家判断保留了56项。然后，对中国中学生进行大样本调查，得到1392个有效样本，随机分为两个子样本：720个样本通过Rasch分析和探索性因子分析进行项目缩减；672个样本通过验证性因子分析进行模型验证和比较。结果表明，包含48个条目的三因素结构问卷具有良好的信效度。此外，还研究了中学生人工智能素养的性别差异。结果表明，男孩的人工智能知识显著高于女孩，而女孩的人工智能情感显著高于男孩。本文还讨论了研究的意义、局限性和未来的研究方向。

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引用次数: 0

Improving hybrid brainstorming outcomes with computer-supported scaffolds: Prompts and cognitive group awareness 用计算机支持的支架改进混合头脑风暴结果：提示和认知群体意识

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2024-12-20 DOI: 10.1016/j.compedu.2024.105229

Mohammadreza Farrokhnia , Omid Noroozi , Yvette Baggen , Harm Biemans , Armin Weinberger

Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in brainstorming sessions remains unexplored. To address this gap, 94 higher education students were randomly assigned into triads and tasked with generating business ideas addressing sustainability issues under three different conditions. In control condition, students generated ideas in a hybrid brainstorming session following an individual-group-individual sequence without any additional support. In experimental 1 condition (prompts), students followed the same sequence but received prompts during the first individual phase, encouraging the use of SCAMPER principles to enhance cognitive persistence. In experimental 2 condition (prompts + cognitive group awareness), students received the same prompts during the individual phases and additional support during the group phase, aimed at enhancing cognitive group awareness through the sharing of individually generated ideas to increase cognitive flexibility. To evaluate the impact of providing prompts, the outcomes of the first individual phase across all three conditions were compared, revealing that students in both experimental conditions generated ideas with significantly higher originality compared to those in control condition. To assess the influence of fostering cognitive group awareness, the outcomes of experimental 1 and 2 conditions were compared. Students in experimental 2 condition showed superior idea quality in both the group and final individual phases, as evidenced by higher originality, outperforming experimental 1 condition. Furthermore, the findings revealed that flexibility mediated the relationship between cognitive group awareness and idea originality, while also suggesting that originality can emerge through alternative pathways beyond those proposed by the DPCM.

在创造力双途径模型（DPCM）的指导下，本研究探讨了两个计算机支持的框架——提示和认知群体意识——如何提高在结合个人和群体头脑风暴的混合头脑风暴会议中产生的想法的质量。虽然先前的研究已经使用这些支架来改善CSCL环境中专注于趋同思维的小组工作，但它们在头脑风暴会议中刺激发散思维的应用仍未探索。为了解决这一差距，94名高等教育学生被随机分配到三人组，任务是在三种不同的条件下提出解决可持续性问题的商业想法。在控制条件下，学生们在没有任何额外支持的情况下，按照个人-群体-个人的顺序在混合头脑风暴会议中产生想法。在实验1条件（提示）中，学生遵循相同的顺序，但在第一个个体阶段收到提示，鼓励使用SCAMPER原则来增强认知持久性。在实验2（提示+认知群体意识）条件下，学生在个体阶段得到相同的提示，在群体阶段得到额外的支持，旨在通过分享个人产生的想法来增强认知群体意识，增加认知灵活性。为了评估提供提示的影响，我们比较了所有三种条件下第一阶段的结果，发现两种实验条件下的学生产生的想法都比控制条件下的学生具有更高的独创性。为了评估认知群体意识培养的影响，比较实验1和实验2的结果。实验2条件下的学生在小组和最后的个人阶段都表现出更高的创意质量，表现为更高的独创性，优于实验1条件下的学生。此外，研究结果还揭示了灵活性在认知群体意识和创意创意之间的关系中起中介作用，同时也表明创意创意可以通过DPCM提出的其他途径产生。

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引用次数: 0

Validating a collaborative problem-solving assessment tool across educational stages 验证跨教育阶段协作解决问题的评估工具

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2024-12-19 DOI: 10.1016/j.compedu.2024.105228

Matias Rojas , Miguel Nussbaum , César Moreno

Despite the recognised importance of collaborative problem-solving (CPS) skills for success, there is a lack of standardised curricula and widely adopted frameworks for assessing these skills, leading to difficulties in comparing them across different educational settings. This study aims to validate the use of a CPS skills assessment instrument based on the PISA Framework that focuses on measuring problem-solving skills among students of varying ages. A previously validated tool was used to analyse its invariance across grades and the trends between CPS skills and educational stages. A sample of 1024 students aged between 10 and 18 years, from Grades 5 to 12, from eight schools in Santiago, Chile, were assessed online during the COVID-19 pandemic. The data obtained demonstrated the reliability of assessing problem-solving dimension within CPS skills across educational grades. Measurement of invariance revealed a good fit and similarity across groups, with variations in mean scores suggesting the development of CPS skills with age. In particular, the monitoring dimension showed substantial growth from middle to high school. Statistical analyses confirmed significant differences in problem-solving dimension within CPS skills across grades, reinforcing the need for age-tailored educational strategies to enhance competency. This study contributes significantly to the discourse on problem-solving skill development within collaborative settings across primary and secondary education by emphasising the importance of accurate and reliable assessment tools in capturing these complex competencies.

尽管协作解决问题（CPS）技能对于成功的重要性得到公认，但缺乏标准化的课程和广泛采用的评估这些技能的框架，导致在不同的教育环境中对它们进行比较的困难。本研究旨在验证基于PISA框架的CPS技能评估工具的使用，该工具侧重于衡量不同年龄学生解决问题的能力。使用先前验证的工具来分析其在年级之间的不变性以及CPS技能和教育阶段之间的趋势。在2019冠状病毒病大流行期间，对来自智利圣地亚哥8所学校、5年级至12年级、年龄在10至18岁之间的1024名学生进行了在线评估。获得的数据证明了评估跨教育年级CPS技能中解决问题维度的可靠性。对不变性的测量揭示了各组之间良好的拟合和相似性，平均得分的变化表明CPS技能随着年龄的增长而发展。特别是从初中到高中，监控维度呈现出大幅增长。统计分析证实，不同年级的学生在CPS技能的解决问题维度上存在显著差异，因此需要针对不同年龄的学生制定相应的教育策略来提高能力。这项研究通过强调准确可靠的评估工具在获取这些复杂能力方面的重要性，对中小学教育协作环境中解决问题技能发展的论述做出了重大贡献。

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引用次数: 0

Impacts of generative AI on student teachers' task performance and collaborative knowledge construction process in mind mapping-based collaborative environment 基于思维导图的协同环境下生成式AI对见习教师任务绩效及协同知识构建过程的影响

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2024-12-18 DOI: 10.1016/j.compedu.2024.105227

Shuowen An , Si Zhang , Tongyu Guo , Shuang Lu , Wenying Zhang , Zhihui Cai

Collaboration has long been recognized as an efficacious pedagogical strategy. With the visual pedagogical scaffold, for instance, mind maps, learners can externalize their comprehension and engage in meaning negotiation. However, given the limitations posed by the conventional collaborative environment such as the difficulty for groups to achieve deep discussions and generate group intelligence, the generative artificial intelligence (GAI) tool was introduced. The efficacy of the GAI tool in boosting task performance is still contested and its influence on collaborative knowledge construction remains unclear. Therefore, this study was conducted in an elective course at a university. A total of 30 student teachers were the participants, including 10 groups of 3 students. In the subsequent quasi-experimental study, 5 experimental groups employed the GAI tool and mind mapping based collaborative environment (GMMCE) and 5 control groups employed the conventional mind mapping based collaborative environment (MMCE). The results showed that the experimental groups outperformed the control groups on both collaborative tasks in the course. According to Ordered Network Analysis (ONA), the experimental groups developed a collaborative knowledge construction process in cognitive dimension, i.e., progressive interaction from individual to peer to group. On the contrary, the control groups were mainly reflected in the transition between learners' individual expression and peer interaction since they were more centered on the regulative dimension. We also supplemented students’ perception of using the GAI tool from the interview data. Finally, we highlighted the implications for pedagogy and described the research limitations as well as future directions.

长期以来，协作一直被认为是一种有效的教学策略。通过思维导图等视觉教学支架，学习者可以将他们的理解外化并参与意义协商。然而，鉴于传统协作环境的局限性，如群体难以实现深度讨论和产生群体智能，引入了生成式人工智能（GAI）工具。GAI工具在提高任务绩效方面的有效性仍存在争议，其对协同知识构建的影响尚不清楚。因此，本研究是在一所大学的选修课程中进行的。共有30名实习教师参与，包括10组，每组3名学生。在随后的准实验研究中，5个实验组采用GAI工具和基于思维导图的协同环境（GMMCE）， 5个对照组采用传统的基于思维导图的协同环境（MMCE）。结果表明，实验组在课程中的两项合作任务上都优于对照组。根据有序网络分析（Ordered Network Analysis， ONA），实验组在认知维度上形成了一个协作的知识构建过程，即从个体到同伴再到群体的递进互动。而控制组则主要体现在学习者个体表达与同伴互动的过渡上，控制组更注重调节维度。我们还从访谈数据中补充了学生对使用GAI工具的看法。最后，我们强调了对教育学的影响，并描述了研究的局限性和未来的方向。

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引用次数: 0

Mediating learning with mobile devices through pedagogical innovation: Teachers' perceptions of K-12 students’ learning experiences 通过教学创新调节移动设备学习：教师对K-12学生学习体验的看法

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2024-12-16 DOI: 10.1016/j.compedu.2024.105226

Paul F. Burke , Sandy Schuck , Kevin Burden , Matthew Kearney

This article presents a quantitative study demonstrating that digital pedagogy using mobile devices (e.g., laptops, mobile phones, tablets) impacts teachers' perceptions of pedagogical innovation. We further find that innovative mobile pedagogy adoption positively impacts teachers' perceptions of improved student learning in K-12 settings. Examining teachers' perceptions of pedagogical innovation in digital practice is important as researchers have questioned whether the use of digital devices constitutes an innovative break with traditional pedagogical practice or serves merely as a digital replica of non-digital practices. Further, providing a link between pedagogical innovation and perceived improvements in student learning provides further support for removing barriers to innovation adoption. The study uses the validated iPAC Framework (referring to Personalisation, Authenticity and Collaboration in mobile teaching pedagogies) as the basis of an international survey. The survey measured teachers' perceptions of their adopted pedagogies using mobile technologies during students' completion of a digital task, whether they viewed these practices as innovative, and how such approaches impacted teachers' perceptions of their students' learning experiences. Results from a Structural Equation Model (SEM) demonstrate that when teachers adopt innovative pedagogical tasks into their teaching with digital technologies, they perceive an improvement in student learning experiences. This is the first study that considers both the contribution of digital pedagogies and the contribution of innovation as direct and indirect effects on teachers’ perceptions of student learning experiences.

本文提出了一项定量研究，表明使用移动设备（如笔记本电脑、手机、平板电脑）的数字教学法会影响教师对教学创新的看法。我们进一步发现，采用创新的移动教学法对教师对K-12学生学习改善的看法产生了积极的影响。检查教师对数字实践中教学创新的看法很重要，因为研究人员质疑数字设备的使用是否构成了对传统教学实践的创新突破，或者仅仅是作为非数字实践的数字复制品。此外，在教学创新和学生学习的感知改善之间建立联系，为消除创新采用的障碍提供了进一步的支持。该研究使用经过验证的iPAC框架（指移动教学方法中的个性化、真实性和协作）作为国际调查的基础。该调查衡量了教师对在学生完成数字任务期间使用移动技术采用的教学方法的看法，他们是否认为这些做法具有创新性，以及这些方法如何影响教师对学生学习体验的看法。结构方程模型（SEM）的结果表明，当教师在使用数字技术的教学中采用创新的教学任务时，他们认为学生的学习体验有所改善。这是第一个将数字教学法的贡献和创新的贡献作为直接和间接影响教师对学生学习体验的看法的研究。

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引用次数: 0

Examining the dynamics of knowledge convergence in online learning context: A network perspective 在线学习环境下的知识聚合动态研究：网络视角

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2024-12-16 DOI: 10.1016/j.compedu.2024.105222

Mengtong Xiang , Jingjing Zhang , Yue Li

Knowledge convergence, originating from computer-supported collaborative learning (CSCL), is often defined as building a shared cognitive understanding through social interactions. With an increasing focus on large-scale collaboration and online learning in CSCL, it is crucial to examine how knowledge convergence occurs in online settings. This study investigates how learners develop cognitive consensus in online discussions and assess how social interactions and learners' role influence these dynamics in a MOOC using video-based social annotation. Mixed-methods, including Epistemic Network Analysis (ENA), Simulation Investigation for Empirical Network Analysis (SIENA), and role trajectory clustering were employed. The findings suggest that cognitive consensus in discussions originates from sharing similar experiences and evolves into more advanced levels over time. Reciprocity and transitivity are crucial for establishing network cohesion while achieving cognitive consensus. Learners with similar role trajectories tend to interact together. This study expands the traditional CSCL paradigm by examining how social interactions shape discussion network dynamics and how learners’ role trajectories influence these dynamics. We argue that network cohesiveness should be included in the framework of online knowledge convergence, alongside cognitive consensus. Dynamic network analysis is essential for understanding the complex mechanisms driving online knowledge convergence occurring, where the cognitive and social attributes of learning are interwoven.

知识汇聚源于计算机支持的协作学习（CSCL），通常被定义为通过社会互动建立共享的认知理解。随着CSCL对大规模协作和在线学习的关注日益增加，研究在线环境下的知识融合是如何发生的至关重要。本研究探讨了学习者如何在在线讨论中形成认知共识，并评估了在基于视频的社交注释的MOOC中，社会互动和学习者的角色如何影响这些动态。采用了认知网络分析（ENA）、实证网络分析模拟调查（SIENA）和角色轨迹聚类等混合方法。研究结果表明，讨论中的认知共识起源于分享相似的经历，并随着时间的推移发展到更高级的水平。互惠性和及物性是建立网络凝聚力和达成认知共识的关键。角色轨迹相似的学习者倾向于在一起互动。本研究通过研究社会互动如何塑造讨论网络动态以及学习者的角色轨迹如何影响这些动态，扩展了传统的CSCL范式。我们认为，网络内聚性应与认知共识一起纳入在线知识融合的框架。动态网络分析对于理解驱动在线知识聚合发生的复杂机制至关重要，其中学习的认知属性和社会属性相互交织。

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引用次数: 0