Computers & Education最新文献_第4页

Young learners’ motivation, self-regulation and performance in personalized learning 青少年学习者在个性化学习中的动机、自我调节与表现

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

Computers & Education

Pub Date : 2024-11-23 DOI: 10.1016/j.compedu.2024.105208

Ackermans Kevin , Marjoke Bakker , Anne-Marieke van Loon , Marijke Kral , Gino Camp

Introduction

Personalized learning, a topic that has garnered significant attention in education, is known for its potential to cater to student's unique needs and improve educational outcomes. However, most large-scale longitudinal studies on personalized learning have primarily focused on middle school students and above (age ≥11). This study, in contrast, delves into the uncharted territory of how personalized learning affects younger students (ages 7–12), a domain largely overlooked by large-scale studies.

Objective

To understand the effect of PL on young learners’ academic performance, metacognitive awareness, and motivation.

Method

Multidisciplinary design teams embedded personalized learning in eight participating elementary schools, resulting in personalized learning interventions tailored to each school in four subjects. The effects were measured over three years among 588 students and 82 teachers and analyzed using a Bayesian Gaussian regression with random intercept models and nested groups.

Results

We found significant evidence that the personalized learning interventions fostered academic performance in two of the four subjects: math and spelling. Regarding spelling, we found that the schools in which metacognitive skills were explicitly trained improved their students' spelling performance significantly compared to other schools. We found significant evidence suggesting that student ICT skills improved metacognitive awareness, intrinsic motivation, and math performance. We also found significant evidence that teachers' ICT skills support student metacognitive awareness. However, we could not confirm the theorized effect of personalized learning on metacognitive awareness or students’ intrinsic motivation.

Conclusion

Our study provides evidence-based recommendations for implementing personalized learning interventions in elementary schools, particularly for math and spelling. Finally, improving ICT skills among students and teachers benefits students in math and in their metacognitive skills.

个性化学习是教育界备受关注的一个话题，它以其满足学生独特需求和提高教育成果的潜力而闻名。然而，大多数关于个性化学习的大规模纵向研究主要集中在中学生及以上（≥11岁）。相比之下，这项研究深入研究了个性化学习如何影响年龄较小的学生（7-12岁）的未知领域，这一领域在很大程度上被大规模研究所忽视。目的了解英语对青少年学习成绩、元认知意识和学习动机的影响。方法多学科设计团队在八所参与的小学中嵌入个性化学习，形成针对每所学校四个学科的个性化学习干预措施。研究人员在三年内对588名学生和82名教师进行了测量，并使用随机截距模型和嵌套组进行了贝叶斯高斯回归分析。结果我们发现了显著的证据，个性化学习干预促进了四个科目中的两个科目的学习成绩：数学和拼写。在拼写方面，我们发现，与其他学校相比，明确训练元认知技能的学校显著提高了学生的拼写成绩。我们发现显著的证据表明，学生的ICT技能提高了元认知意识、内在动机和数学成绩。我们还发现教师的ICT技能支持学生的元认知意识的显著证据。然而，个性化学习对元认知意识或学生内在动机的理论影响尚未得到证实。结论本研究为在小学实施个性化学习干预提供了基于证据的建议，特别是在数学和拼写方面。最后，提高学生和教师的信息通信技术技能有利于学生的数学和他们的元认知技能。

{"title":"Young learners’ motivation, self-regulation and performance in personalized learning","authors":"Ackermans Kevin , Marjoke Bakker , Anne-Marieke van Loon , Marijke Kral , Gino Camp","doi":"10.1016/j.compedu.2024.105208","DOIUrl":"10.1016/j.compedu.2024.105208","url":null,"abstract":"<div><h3>Introduction</h3><div>Personalized learning, a topic that has garnered significant attention in education, is known for its potential to cater to student's unique needs and improve educational outcomes. However, most large-scale longitudinal studies on personalized learning have primarily focused on middle school students and above (age ≥11). This study, in contrast, delves into the uncharted territory of how personalized learning affects younger students (ages 7–12), a domain largely overlooked by large-scale studies.</div></div><div><h3>Objective</h3><div>To understand the effect of PL on young learners’ academic performance, metacognitive awareness, and motivation.</div></div><div><h3>Method</h3><div>Multidisciplinary design teams embedded personalized learning in eight participating elementary schools, resulting in personalized learning interventions tailored to each school in four subjects. The effects were measured over three years among 588 students and 82 teachers and analyzed using a Bayesian Gaussian regression with random intercept models and nested groups.</div></div><div><h3>Results</h3><div>We found significant evidence that the personalized learning interventions fostered academic performance in two of the four subjects: math and spelling. Regarding spelling, we found that the schools in which metacognitive skills were explicitly trained improved their students' spelling performance significantly compared to other schools. We found significant evidence suggesting that student ICT skills improved metacognitive awareness, intrinsic motivation, and math performance. We also found significant evidence that teachers' ICT skills support student metacognitive awareness. However, we could not confirm the theorized effect of personalized learning on metacognitive awareness or students’ intrinsic motivation.</div></div><div><h3>Conclusion</h3><div>Our study provides evidence-based recommendations for implementing personalized learning interventions in elementary schools, particularly for math and spelling. Finally, improving ICT skills among students and teachers benefits students in math and in their metacognitive skills.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105208"},"PeriodicalIF":8.9,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743012","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}

引用次数: 0

Mapping the prevalence of mixed methods research in educational technology journals 绘制混合方法研究在教育技术期刊中的流行程度

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

Computers & Education

Pub Date : 2024-11-21 DOI: 10.1016/j.compedu.2024.105207

Olha Ketsman , Alissa Droog , Sumaiya Qazi

Advancing knowledge in educational technology requires a diverse array of research designs, methodologies, and data sources. Mixed methods research, particularly valuable for studying intricate issues, remains scarce in educational technology. The purpose of this study is to examine the prevalence of mixed methods research studies published in the top 10 educational technology journals between 2018 and 2022. By examining n = 2380 articles from top educational technology journals, this study aims to enhance awareness of mixed methodologies among educational technology researchers, highlighting common approaches and identifying gaps. Adhering to best practices for prevalence studies and utilizing methods from evidence synthesis, three authors screened and coded articles for quantitative, qualitative, mixed methods, or non-empirical studies through three stages of data analysis. Results indicate that mixed methods research is underrepresented, constituting only 12% of all published articles, the smallest proportion compared to other types. Furthermore, 64% of these mixed methods studies did not self-identify as such despite employing mixed methods approaches, revealing a gap in methodological understanding. Among those that did self-identify, 68% failed to specify the type of core mixed methods approach used, indicating further gaps. The prevalence of mixed methods research published in the top 10 educational technology journals in a 5-year period ranged between 5% and 15% and is low compared to other types of published studies in the field. Addressing the underrepresentation and improving the specificity of methodological reporting can enhance the overall quality of research in educational technology.

推进教育技术知识需要多样化的研究设计、方法和数据来源。在教育技术领域，混合方法研究，特别是对研究复杂问题有价值的研究，仍然很少。本研究的目的是研究2018年至2022年十大教育技术期刊上发表的混合方法研究的流行程度。本研究通过分析顶尖教育科技期刊上的n = 2380篇文章，旨在提高教育科技研究者对混合方法的认识，突出常见方法并找出差距。根据流行病学研究的最佳实践，三位作者通过三个阶段的数据分析，对定量、定性、混合方法或非实证研究的文章进行筛选和编码。结果表明，混合方法研究的代表性不足，仅占所有已发表文章的12%，与其他类型相比比例最小。此外，尽管采用了混合方法，但这些混合方法研究中有64%没有自我认同，这揭示了方法学理解上的差距。在那些自我认同的人中，68%的人没有具体说明所使用的核心混合方法的类型，这表明存在进一步的差距。在5年期间，前10大教育技术期刊上发表的混合方法研究的患病率在5%到15%之间，与该领域发表的其他类型的研究相比，这一比例很低。解决代表性不足和提高方法报告的特殊性可以提高教育技术研究的整体质量。

{"title":"Mapping the prevalence of mixed methods research in educational technology journals","authors":"Olha Ketsman , Alissa Droog , Sumaiya Qazi","doi":"10.1016/j.compedu.2024.105207","DOIUrl":"10.1016/j.compedu.2024.105207","url":null,"abstract":"<div><div>Advancing knowledge in educational technology requires a diverse array of research designs, methodologies, and data sources. Mixed methods research, particularly valuable for studying intricate issues, remains scarce in educational technology. The purpose of this study is to examine the prevalence of mixed methods research studies published in the top 10 educational technology journals between 2018 and 2022. By examining n = 2380 articles from top educational technology journals, this study aims to enhance awareness of mixed methodologies among educational technology researchers, highlighting common approaches and identifying gaps. Adhering to best practices for prevalence studies and utilizing methods from evidence synthesis, three authors screened and coded articles for quantitative, qualitative, mixed methods, or non-empirical studies through three stages of data analysis. Results indicate that mixed methods research is underrepresented, constituting only 12% of all published articles, the smallest proportion compared to other types. Furthermore, 64% of these mixed methods studies did not self-identify as such despite employing mixed methods approaches, revealing a gap in methodological understanding. Among those that did self-identify, 68% failed to specify the type of core mixed methods approach used, indicating further gaps. The prevalence of mixed methods research published in the top 10 educational technology journals in a 5-year period ranged between 5% and 15% and is low compared to other types of published studies in the field. Addressing the underrepresentation and improving the specificity of methodological reporting can enhance the overall quality of research in educational technology.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105207"},"PeriodicalIF":8.9,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743013","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}

引用次数: 0

Unpacking help-seeking process through multimodal learning analytics: A comparative study of ChatGPT vs Human expert 通过多模态学习分析解读求助过程：ChatGPT 与人类专家的比较研究

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

Computers & Education

Pub Date : 2024-11-14 DOI: 10.1016/j.compedu.2024.105198

Angxuan Chen , Mengtong Xiang , Junyi Zhou , Jiyou Jia , Junjie Shang , Xinyu Li , Dragan Gašević , Yizhou Fan

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.

寻求帮助是一种与自我调节学习（SRL）相关的主动学习策略，学习者在面临挑战时会寻求帮助。他们可以向教师、同伴、智能辅导系统以及最近的生成式人工智能（AI）寻求帮助。然而，关于学习者寻求帮助的过程在生成式人工智能和人类专家之间有何不同的实证研究十分有限。为了解决这个问题，我们对 38 名大学生进行了一次实验室实验，任务是论文写作和修改。这些学生被随机分为两组：一组向 ChatGPT（人工智能组）寻求帮助，另一组向经验丰富的教师（高等教育组）寻求帮助。为了研究他们寻求帮助的过程，我们结合使用了统计测试和过程挖掘方法，分析了多模态数据（如跟踪数据、眼动跟踪数据和会话数据）。我们的结果表明，人工智能组表现出一种非线性的求助过程，例如跳过评估，这与在高等教育组观察到的线性模型有很大不同，后者也符合经典的求助理论。详细分析显示，人工智能组提出了更多操作性问题，表现出务实的求助活动，而高等教育组在评估和处理收到的反馈时更加积极主动。我们讨论了这些不同求助情景中的社会压力、元认知卸载和过度依赖人工智能等因素。更重要的是，这项研究提供了基于多模态数据的创新见解和证据，有助于更好地理解和帮助学习者学习生成式人工智能。

{"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":"10.1016/j.compedu.2024.105198","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105198"},"PeriodicalIF":8.9,"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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A meta-analysis on the effect of technology on the achievement of less advantaged students 关于技术对成绩较差学生的影响的荟萃分析

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

Computers & Education

Pub Date : 2024-11-13 DOI: 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.

本文介绍了一项荟萃分析，研究了数字技术的教育应用对弱势学生成绩的影响。我们对这一学生群体使用了一个全面的定义，包括欠发达国家的所有学生以及较发达国家的弱势学生。我们从 72 项采用实验和准实验研究设计的研究中收集了 740 项估计数据。总体而言，我们发现教育技术措施具有微小的、积极的、统计意义上的影响，即使在纠正了出版偏差之后，这种影响依然存在。此外，我们的研究结果表明，计算机辅助学习和行为干预在提高处境不利学生的学习成绩方面，比简单地使用技术更有效。有趣的是，这两种干预措施的效果似乎差不多。最后，与人文学科相比，使用数字技术对数学和科学的影响略大。

引用次数: 0

Plugging in at school: Do schools nurture digital skills and narrow digital skills inequality? 在学校插上电源：学校是否培养了数字技能并缩小了数字技能的不平等？

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

Computers & Education

Pub Date : 2024-11-12 DOI: 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.

信息与传播技术（ICT）在后工业化国家的当代学校中已变得不可或缺。然而，在当今高度数字化的社会环境中，学校是否成功地让学生掌握了所需的数字技能仍不清楚。在本文中，我们将研究学校在信息与传播技术基础设施、信息与传播技术在教育中的应用以及专业技术知识等方面的资源是否与学生的数字技能相关。我们还调查了这些学校 ICT 资源是否在不同社会经济背景的学生中分布不均，以及不同社会经济背景的学生是否从这些资源中受益不均。在此过程中，我们将阐明学校 ICT 资源在不平等代际传递过程中的作用。为了验证我们的预期，我们采用了 2018 年国际学校信息与终身学习调查（ICILS）的数据，这些数据涉及 7 个经合组织国家 751 所学校的 14 183 名学生。我们的研究结果表明，学校在培养数字技能方面确实发挥了有意义的作用，即通过学生在教育任务中使用信息和通信技术。我们还发现，社会经济背景较为优越的学生更经常就读于信息与传播技术资源丰富的学校，这说明学校信息与传播技术资源的分配不均，反映了社会再生产过程。与此同时，学校提供的专业技术知识似乎对低社会经济地位学生的数字技能发展特别有帮助。这表明，学校弥补了家庭中有限的信息与传播技术技能社会化，指向社会流动过程。

{"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":"10.1016/j.compedu.2024.105195","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105195"},"PeriodicalIF":8.9,"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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards 教育游戏化中的个性化：具有不同特质竞争力的学习者从排行榜的排名中获益不同

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

Computers & Education

Pub Date : 2024-11-12 DOI: 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.

排行榜是最常见的游戏元素之一，被广泛应用于教育游戏化中。然而，大多数研究主要是比较使用排行榜和不使用排行榜的学习情景，而忽略了排行榜的特定组成部分（如排名）的作用。鉴于学习者对排行榜的看法取决于其排名，本研究调查了排名（高与低）和学习者的特质竞争力（高与低）如何影响教育游戏化中的学习。61名特质竞争力高的学习者和62名特质竞争力低的学习者被随机分配到高排名或低排名条件下。结果显示，特质竞争力在排行榜排名与学习之间起到了调节作用。有趣的是，高排名更有利于提高低特质竞争力学习者的学习积极性，而低排名则对高特质竞争力学习者的学习成绩有更积极的影响。此外，负面情绪对排名和学习成绩之间的关系起到了中介作用，而学习动机的中介作用只对特质竞争力低的学习者显著。这些研究结果对根据学习者的特点设计有效的游戏化学习环境的意义进行了讨论。

{"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}

引用次数: 0

Automated feedback improves teachers’ questioning quality in brick-and-mortar classrooms: Opportunities for further enhancement

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

Computers & Education

Pub Date : 2024-11-12 DOI: 10.1016/j.compedu.2024.105183

Dorottya Demszky , Jing Liu , Heather C. Hill , Shyamoli Sanghi , Ariel Chung

AI-powered professional learning tools that provide teachers with individualized feedback on their instruction have proven effective at improving instruction and student engagement in virtual learning contexts. Despite the need for consistent, personalized professional learning in K-12 settings, the effectiveness of automated feedback tools in traditional classrooms remains unexplored. We present results from 224 Utah mathematics and science teachers who engaged in a pre-registered randomized controlled trial, conducted in partnership with TeachFX, to assess the impact of automated feedback in K-12 classrooms. This feedback targeted “focusing questions” — questions that probe students’ thinking by pressing for explanations and reflection. We find that teachers opened emails containing the automated feedback about 53–65% of the time, and the feedback increased their use of focusing questions by 20% (p < 0.01) compared to the control group. The feedback did not impact other teaching practices. Qualitative interviews with 13 teachers revealed mixed perceptions of the automated feedback. Some teachers appreciated the reflective insights, while others faced barriers such as skepticism about accuracy, data privacy concerns, and time constraints. Our findings highlight the promises and areas of improvement for implementing effective and teacher-friendly automated professional learning tools in brick-and-mortar classrooms.

{"title":"Automated feedback improves teachers’ questioning quality in brick-and-mortar classrooms: Opportunities for further enhancement","authors":"Dorottya Demszky , Jing Liu , Heather C. Hill , Shyamoli Sanghi , Ariel Chung","doi":"10.1016/j.compedu.2024.105183","DOIUrl":"10.1016/j.compedu.2024.105183","url":null,"abstract":"<div><div>AI-powered professional learning tools that provide teachers with individualized feedback on their instruction have proven effective at improving instruction and student engagement in virtual learning contexts. Despite the need for consistent, personalized professional learning in K-12 settings, the effectiveness of automated feedback tools in traditional classrooms remains unexplored. We present results from 224 Utah mathematics and science teachers who engaged in a pre-registered randomized controlled trial, conducted in partnership with TeachFX, to assess the impact of automated feedback in K-12 classrooms. This feedback targeted “focusing questions” — questions that probe students’ thinking by pressing for explanations and reflection. We find that teachers opened emails containing the automated feedback about 53–65% of the time, and the feedback increased their use of focusing questions by 20% (<em>p</em> < 0.01) compared to the control group. The feedback did not impact other teaching practices. Qualitative interviews with 13 teachers revealed mixed perceptions of the automated feedback. Some teachers appreciated the reflective insights, while others faced barriers such as skepticism about accuracy, data privacy concerns, and time constraints. Our findings highlight the promises and areas of improvement for implementing effective and teacher-friendly automated professional learning tools in brick-and-mortar classrooms.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105183"},"PeriodicalIF":8.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177330","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}

引用次数: 0

Reducing interpretative ambiguity in an educational environment with ChatGPT 利用 ChatGPT 减少教育环境中的解释模糊性

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

Computers & Education

Pub Date : 2024-11-10 DOI: 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.

研究认为，具体和抽象词语对于有效沟通至关重要，尤其是在教育环境中，这些语言形式之间的相互作用与语言、认知和社会分层理论相互交叉。一个关键的挑战是如何在抽象语言传达复杂概念的效率与具体语言的易用性之间取得平衡，从而提高学生的理解能力。生成语言具有操作符号的能力，通过促进结构化和系统化的表述以及在语境中探索抽象概念，为应对这一挑战提供了途径。研究的核心问题是"生成语言如何通过识别和提炼抽象术语，帮助教育利益相关者更清晰地表达他们的想法和行动？为了探讨这个问题，我们为 ChatGPT-4 开发了一个英语协议，其中包含结构化的指南和提示，旨在帮助用户实现特定的教育目标。在一项有 13 名参与者参与的试点研究中，ChatGPT-4 提供了反馈、改进建议，并指导用户进行文本交互。其中一位作者观察了参与者，记录了他们的行为，并在练习后进行了简短的讨论，以了解他们的体验。练习结束后，作者要求参与者对自己的体验进行反思，并通过电子邮件分享他们的想法。这一过程帮助参与者从抽象的术语到更具体的术语完善了他们的回答，提高了教育内容的清晰度和参与度。ChatGPT-4 协议有效地缩小了抽象教学理论与实际课堂应用之间的差距，训练教师使用生动的描述、贴近生活的场景和具体的例子。这项研究说明了人工智能如何成功地将教学原理和学习理论结合起来，以提高教育实践效果。

{"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}

引用次数: 0

“Storytelling and educational robotics: A scoping review (2004–2024)” "讲故事和教育机器人：范围审查（2004-2024 年）"

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

Computers & Education

Pub Date : 2024-11-05 DOI: 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.

多年来，讲故事一直被用于教育实践，而教育机器人技术则是全球迅速发展的一个领域。因此，研究人员尝试将讲故事和机器人技术结合起来用于教育。然而，目前还没有关于这种结合的系统记录。因此，我们对过去 20 年中在 5 个数据库中发表的 5272 篇文章中的 82 篇进行了范围审查，以了解迄今为止所开展的研究。详细内容包括：应用讲故事和教育机器人技术的教育水平和学校科目、使用的机器人类型、持续时间、样本大小、参与者年龄以及学生通过这种组合可能发展的技能。此外，我们还对用于衡量讲故事和教育机器人潜在效果的工具进行了分析、分组和介绍。最后，我们还探讨了学生在活动中的作用。根据我们的研究结果，大多数干预措施主要针对学龄前儿童和小学生，使用最多的机器人是仿人机器人，大多数干预措施的时间不超过 6 小时，参与人数少于 20 人。此外，大多数干预措施都试图通过借鉴其他领域（如心理学、医疗保健）的定性工具来培养学生的技能（沟通、创造力、协作）和态度（参与、激励、参与）。这一范围界定表明，在中学和大学教育以及历史、地理等学科中使用讲故事和教育机器人技术还存在差距。最后，这种结合似乎有可能加强教育过程，但还需要更多的研究来阐明这种结合的各个方面。

{"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}

引用次数: 0

Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading 以多视角角色扮演推进实践探究模式，在电子书阅读中培养批判性思维行为

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

Computers & Education

Pub Date : 2024-11-05 DOI: 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.

在数字时代，媒体的普及对传统的阅读习惯提出了挑战，本研究调查了数字平台对批判性思维（CT）和阅读实践的影响。一些传统的电子书由于其线性特点和缺乏吸引人的元素，可能无法充分鼓励反思或培养批判性思维能力。本研究在探究社区（CoI）框架内采用了实践探究模式（PIM），强调在数字学习环境中整合多媒体元素并使用学生的自拍照来提高参与度和社交存在感。本研究引入了自拍角色扮演阅读，并从不同角度进行小组讨论，以此作为一种创新的教学方法，增强学生在 CoI 中的认知存在感，最终提高学习者的 CT 成绩。采用准实验设计，63 名参与者按叙事视角的接触程度被分为单视角或多视角类别，然后参与在线故事讨论，并填写工作表。通过行为序列分析对他们的 CT 模式进行了详细检查，从而衡量了阅读成绩。结果显示，多视角组的学生在 CT 和反思性思维水平方面表现优异，凸显了创新电子书设计在提高 CT 方面的潜力。这项研究不仅验证了多样化叙事和角色扮演在 CT 发展中的重要性，还开创了通过行为序列分析来分析此类技能的方法。它标志着将 PIM 应用于多媒体电子书阅读的一次飞跃，为数字时代未来的教育策略和 CT 评估提供了启示。

{"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}

引用次数: 0