Computers & Education最新文献

Using computational methods to produce and interpret multiple scientific representations is now a common practice in many science disciplines. Research has shown students have difficulty in moving across, connecting, and sensemaking from multiple representations. There is a need to develop task-specific representational competencies for students to reason and conduct scientific investigations using multiple representations. In this study, we focus on three representational competencies: 1) linking between representations, 2) disciplinary sensemaking from multiple representations, and 3) conceptualizing domain-relevant content derived from multiple representations. We developed a block code-based computational modeling environment with three different representations and embedded it within an online activity for students to carry out investigations around the earthquake cycle. The three representations include a procedural representation of block codes, a geometric representation of land deformation build-up, and a graphical representation of deformation build-up over time. We examined the extent of students' representational competencies and which competencies are most correlated with students’ future performance in a computationally supported geoscience investigation. Results indicate that a majority of the 431 students showed at least some form of representational competence. However, a relatively small number of students showed sophisticated levels of linking, sensemaking, and conceptualizing from the representations. Five of seven representational competencies, the most prominent being code sensemaking (η² = 0.053, p < 0.001), were significantly correlated to student performance on a summative geoscience investigation.

Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers' and students' insights have not been considered when developing PA communication. The current study addresses this research gap by conducting and analyzing semi-structured, in-depth interviews with eleven high school teachers and sixteen high school students about their expectations for PAs' communication capabilities. The interviewees identified relational and task-related communication capabilities that a PA should perform to communicate effectively with students and scaffold their learning. PA communication that is simultaneously affirmative and relational can induce immediacy, foster the relationship and engagement with a PA, and support students' learning management. Additionally, the teachers and students described the activities and technological aspects that should be considered when designing conversational PAs. The study showed that teachers and students applied human-to-human communication scripts when outlining their desired PA communication characteristics. The study offers novel insights and recommendations to researchers and developers on the communicational, pedagogical, and technological aspects that must be considered when designing communicative PAs that scaffold students’ learning, and discusses the contributions on human–machine communication in education.

Asking questions on social media acts as a stimulus for professional learning among educators, while the answers can offer them valuable resources. Framed by the concept of digital social support and using a cross-cultural comparative approach, we investigate what type of digital social support educators seek when using educational social media spaces, and what they receive from other users who answer their questions. Analyzing 2,274 tweets and 2,020 replies from two hashtags popular among German and US teachers, #twlz and #teachertwitter, we find that educators mainly seek instrumental support (e.g. materials). Yet what is being sought influences the likelihood of getting the desired response, not the user's characteristics. Differences emerge between the two hashtags in the kinds of support educators seek and the way educators respond to requests. The findings highlight the need for educators to possess digital competencies to fully utilize social media spaces.

Technological aids are ubiquitous in today's educational environments. Whereas much of the dust has settled in the debate on how to validate traditional educational solutions, in the area of technology-enhanced learning (TEL) many questions still remain. Technologies often abstract away student behaviour by condensing actions into numbers, meaning teachers have to assess student data rather than observing students directly. With the rapid adoption of artificial intelligence in education, it is timely to obtain a clear image of the landscape of validity criteria relevant to TEL. In this paper, we conduct a systematic review of research on TEL interventions, where we combine active learning for title and abstract screening with a backward snowballing phase. We extract information on the validity criteria used to evaluate TEL solutions, along with the methods employed to measure these criteria. By combining data on the research methods (qualitative versus quantitative) and knowledge source (theory versus practice) used to inform validity criteria, we ground our results epistemologically. We find that validity criteria tend to be assessed more positively when quantitative methods are used and that validation framework usage is both rare and fragmented. Yet, we also find that the prevalence of different validity criteria and the research methods used to assess them are relatively stable over time, implying that a strong foundation exists to design holistic validation frameworks with the potential to become commonplace in TEL research.

While Immersive Virtual Reality (IVR) technology has been predominantly employed in technical and medical academic education, it also holds significant potential for Vocational Education and Training (VET). IVR's unique properties, such as high immersion could be especially beneficial in VET, where action-oriented skills, domain-specific knowledge, and their application in new work contexts are crucial. This study investigates the effectiveness of IVR in vocational education, focusing on (1) objective knowledge acquisition, (2) subjectively perceived knowledge acquisition, and (3) motivational effects in the domain of warehouse logistics. Through a randomized controlled trial with 72 vocational students, we compared IVR-based learning to traditional paper-based methods. Results show that IVR did not improve immediate declarative knowledge acquisition; in fact, the paper-pencil group outperformed the IVR group on an objective post-test. However, IVR significantly enhanced students' perceived knowledge gains. The study also confirms higher motivation and immersion in IVR settings compared to paper-based learning environments. The identified discrepancy between perceived and actual learning may help explain the unclear state of research regarding knowledge acquisition in IVR studies, based on the measures used. Moreover, the findings underscore the necessity for a nuanced approach to IVR implementation in VET education. While IVR can be recommended for enhancing short-term learner engagement, traditional methods or a blend of IVR and non-immersive techniques may be more effective for fostering declarative knowledge in the short term.

Introduction

Virtual reality (VR) head-mounted displays (HMDs) offer an immersive learning experience that could replicate real-life training. Our review identifies and critically analyses studies of interventions designed to provide procedural training via these media and to test learning outcomes associated with these interventions.

Methods

We undertook a systematic search of the literature published between January 2013 and March 2023 related to immersive procedural training interventions using HMDs. Our search methods and protocol were guided by the PRISMA framework.

Results

Thirty-three studies fulfilled the broader inclusion criteria, while 23 fit the stricter criteria of measuring a procedural learning outcome. Studies were categorized into three broad types: design or usability studies, media comparisons, and value-added research. Learning environments were divided into 360° video representations, serious games, and simulations. Learning outcomes included knowledge gain, retention, and transfer. A subset of 16 study results that fit the criteria to be included in the meta-analysis show a significant positive medium effect size overall of immersive procedural training on learning outcomes as compared to less immersive environments. Knowledge transfer outcomes show the largest effect sizes.

Conclusions

Our systematic review of the literature highlights the richness and diversity of existing studies. We find strong support for immersive procedural training and suggest an important role for embodied cognition in maximizing learning outcomes. However, we also find a lack of consistency in intervention design, measured outcomes, and terminology among studies. In the future, more studies using experimental research designs on similar types of applications and outcome measures are needed to rigorously test these trends.

Recent studies identify Self-Regulated Learning (SRL) as a key factor in enhancing cognitive development, particularly within Computational Thinking (CT) literature. However, research gaps remain in understanding how SRL and CT interact from a developmental perspective. Our study designed a program with tailored animations and worksheets to specifically foster students' learning and cognitive development. Using a mixed-methods approach, we administered surveys among 1235 students from 29 Hong Kong primary schools to investigate a dynamic learning system comprising SRL and CT in a large-scale CT program. Additionally, semi-structured interviews were conducted with 15 students to further probe insights. Quantitative findings revealed a mutually reinforcing relationship in the dynamic system, suggesting that higher SRL skills enhance cognitive CT abilities, and vice versa. Complementing these results, qualitative findings showed that integrating animations and worksheets into the CT program significantly boosted students' SRL and cognitive development. These findings have significant implications for educational practices and curriculum design. Schools should consider implementing SRL strategies, such as proactive goal setting and reflective evaluation, within their curricula to promote students’ cognitive development. Furthermore, strategic investments in educational technology, including collaborations with EdTech developers, are essential to create effective, pedagogically sound tools that enhance learning outcomes. These insights provide valuable guidance for creating a supportive SRL environment that fosters cognitive development in primary school education.

In the field of environmental education, it is crucial to obtain a profound understanding of students' learning about ecosystem concepts, particularly with regard to the intricate processes of material cycling. Material cycling involves the movement and transformation of elements and compounds within ecosystems and serves as a cornerstone for effective instructional techniques aimed at improving learning outcomes. This study examines the synergistic potential of merging inquiry-based instruction with information literacy within the context of the “mini ecosystem” theme to increase seventh-grade students' comprehension of ecosystem concepts, material cycling, modeling design, and visual literacy. Utilizing a quasiexperimental design, the student cohort was divided into an experimental group that was exposed to inquiry-based instruction and information literacy and a control group that utilized integrated audiovisual media. Assessment tools included standardized tests, open-ended inquiries, design drawings, and evaluations of visual literacy.

This study sheds light on students' comprehension of concepts related to ecosystems and material cycling and highlights the effectiveness of integrating inquiry-based instruction and information literacy. Notably, the experimental group surpassed the control group in several aspects, including understanding and higher-order thinking of ecosystem concepts, overall model design with material selection, and overall visual literacy, including aesthetic techniques and creative imagination. However, no significant differences were found in conceptual design or material cycling of model design or in theme composition in visual literacy. In both groups, students with higher pretest scores did not exhibit improvement in the understanding of ecosystem concepts. Despite the identified limitations, the results underscore the potential benefits of each individual component (i.e., inquiry-based instruction and information literacy) as well as their combined synergistic effect in bolstering students' grasp of ecosystem concepts. The study concludes by discussing its limitations and providing suggestions for future research.