Pub Date : 2024-01-05DOI: 10.1016/j.compedu.2024.104988
Lauren Weisberg, Kara Dawson
Although access to technology has substantially increased in U.S. schools, inequities in technology usage persist, especially in classrooms serving disproportionately higher numbers of minoritized students. Driven by expert recommendations for increased teacher preparation focused on addressing this phenomenon, we sought to cultivate preservice teachers' (PSTs') digital equity mindsets in a stand-alone technology integration course. A qualitative analysis of pre- and post-course drawings and written reflections where PSTs indicated their intentions to build digital equity in the curriculum showed a significant evolution of their mindsets in five related dimensions of digital equity. This study provides novel insight into how PSTs' digital equity mindsets can be effectively cultivated, and how doing so might engender more equitable technology integration practices in the K-12 curriculum.
{"title":"Picturing digital equity in the curriculum: Cultivating preservice teachers’ digital equity mindsets in a technology integration course","authors":"Lauren Weisberg, Kara Dawson","doi":"10.1016/j.compedu.2024.104988","DOIUrl":"10.1016/j.compedu.2024.104988","url":null,"abstract":"<div><p>Although access to technology has substantially increased in U.S. schools, inequities in technology usage persist, especially in classrooms serving disproportionately higher numbers of minoritized students. Driven by expert recommendations for increased teacher preparation focused on addressing this phenomenon, we sought to cultivate preservice teachers' (PSTs') digital equity mindsets in a stand-alone technology integration course. A qualitative analysis of pre- and post-course drawings and written reflections where PSTs indicated their intentions to build digital equity in the curriculum showed a significant evolution of their mindsets in five related dimensions of digital equity. This study provides novel insight into how PSTs' digital equity mindsets can be effectively cultivated, and how doing so might engender more equitable technology integration practices in the K-12 curriculum.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139101761","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 : 2024-01-03DOI: 10.1016/j.compedu.2024.104987
Andrea Westphal , Eric Richter , Rebecca Lazarides , Yizhen Huang
Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits “self-focused attention,” which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns (“I,” “me,” “my”) in written reflections by, for instance, student teachers. What is unclear is whether student teachers' use of these first-person singular pronouns in their written reflections is linked to and predicts their negative affective experiences during teaching. For the present study, a fully immersive virtual reality (VR) classroom was implemented in which student teachers taught a lesson, provided written reflections on their teaching, and then taught a second lesson. We measured N = 59 student teachers' self-reported stress and heartrate responses while teaching in the VR classroom and determined the percentage of first-person singular pronouns in their written reflections. Firstly, our results showed that the use of first-person singular pronouns provides incremental information on manual ratings of student teachers' foci in their written reflections. Secondly, student teachers' heartrates during instruction—a measure of physiological stress—were associated with the use of first-person singular pronouns in subsequent written reflections. Thirdly, the use of first-person singular pronouns predicted the increase in physiological stress from the first to the second round of VR teaching. We discuss implications for automated feedback and for designing reflective tasks.
通过视频对自己的教学进行反思是教师教育中的一项重要工具。当学生教师对课堂上的负面事件进行反思时,会引发 "自我关注",这与更强烈的负面情绪有关。在学生教师的书面反思中,可以使用第一人称单数代词("我"、"我"、"我的")对自我关注进行定量分析。目前尚不清楚的是,学生教师在书面反思中使用这些第一人称单数代词是否与他们在教学过程中的负面情绪体验有关,是否能预测出他们的负面情绪体验。在本研究中,我们实施了一个完全沉浸式的虚拟现实(VR)课堂,让学生教师讲授一堂课,对他们的教学进行书面反思,然后再讲授第二堂课。我们测量了 N = 59 名学生教师在虚拟现实教室授课时自我报告的压力和心率反应,并确定了他们在书面反思中使用第一人称单数代词的百分比。首先,我们的结果表明,第一人称单数代词的使用为人工评定学生教师书面反思的重点提供了增量信息。其次,学生教师在教学过程中的心率--生理压力的测量指标--与在随后的书面反思中使用第一人称单数代词有关。第三,第一人称单数代词的使用预测了从第一轮到第二轮 VR 教学中生理压力的增加。我们讨论了自动反馈和设计反思任务的意义。
{"title":"More I-talk in student teachers’ written reflections indicates higher stress during VR teaching","authors":"Andrea Westphal , Eric Richter , Rebecca Lazarides , Yizhen Huang","doi":"10.1016/j.compedu.2024.104987","DOIUrl":"10.1016/j.compedu.2024.104987","url":null,"abstract":"<div><p>Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits “self-focused attention,” which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns (“I,” “me,” “my”) in written reflections by, for instance, student teachers. What is unclear is whether student teachers' use of these first-person singular pronouns in their written reflections is linked to and predicts their negative affective experiences during teaching. For the present study, a fully immersive virtual reality (VR) classroom was implemented in which student teachers taught a lesson, provided written reflections on their teaching, and then taught a second lesson. We measured <em>N</em> = 59 student teachers' self-reported stress and heartrate responses while teaching in the VR classroom and determined the percentage of first-person singular pronouns in their written reflections. Firstly, our results showed that the use of first-person singular pronouns provides incremental information on manual ratings of student teachers' foci in their written reflections. Secondly, student teachers' heartrates during instruction—a measure of physiological stress—were associated with the use of first-person singular pronouns in subsequent written reflections. Thirdly, the use of first-person singular pronouns predicted the increase in physiological stress from the first to the second round of VR teaching. We discuss implications for automated feedback and for designing reflective tasks.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000010/pdfft?md5=6e471a7b6b9553826d571ee5f2811837&pid=1-s2.0-S0360131524000010-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139091762","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 : 2023-12-26DOI: 10.1016/j.compedu.2023.104985
Joshua Wilson , Fan Zhang , Corey Palermo , Tania Cruz Cordero , Matthew C. Myers , Halley Eacker , Andrew Potter , Jessica Coles
This study examined middle school students' perceptions of an automated writing evaluation (AWE) system, MI Write. We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as predictors of students' perceptions. Controlling for districts, students reporting more optimal classroom climate also reported higher usability, usefulness, and desirability for MI Write. Also, model results revealed that eighth graders, students with limited English proficiency, and students of lower socioeconomic status perceived MI Write relatively more useable; students with lower socioeconomic status also perceived MI Write relatively more useful and desirable. Students who liked writing more and more strongly believed that writing is a recursive process viewed MI Write as more useable, useful, and desirable. Students with greater writing proficiency viewed MI Write as less useable and useful; writing proficiency was not related to desirability perceptions. We conclude with a discussion of implications and future directions.
本研究考察了中学生对自动写作评价(AWE)系统 MI Write 的看法。我们从定量和定性两个方面总结了学生对 MI Write 的可用性、有用性和可取性的看法。然后,我们估算了分层入口回归模型,将学区背景、课堂氛围、人口统计因素(即性别、特殊教育状况、英语水平有限状况、社会经济状况、年级)、学生的写作相关信念和情感以及学生的写作水平作为学生看法的预测因素。在控制地区因素的情况下,课堂气氛较好的学生对多元智能写作的可用性、有用性和可取性的评价也较高。此外,模型结果显示,八年级学生、英语水平有限的学生和社会经济地位较低的学生认为多元智能书面材料的可用性相对更高;社会经济地位较低的学生也认为多元智能书面材料的有用性和可取性相对更高。更喜欢写作和更坚信写作是一个递归过程的学生认为多元智能写作法更可用、更有用和更可取。写作水平较高的学生认为多元智能写作的可用性和实用性较低;写作水平与可取性的看法无关。最后,我们将讨论其影响和未来发展方向。
{"title":"Predictors of middle school students’ perceptions of automated writing evaluation","authors":"Joshua Wilson , Fan Zhang , Corey Palermo , Tania Cruz Cordero , Matthew C. Myers , Halley Eacker , Andrew Potter , Jessica Coles","doi":"10.1016/j.compedu.2023.104985","DOIUrl":"10.1016/j.compedu.2023.104985","url":null,"abstract":"<div><p>This study examined middle school students' perceptions of an automated writing evaluation (AWE) system, <em>MI Write</em>. We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as predictors of students' perceptions. Controlling for districts, students reporting more optimal classroom climate also reported higher usability, usefulness, and desirability for MI Write. Also, model results revealed that eighth graders, students with limited English proficiency, and students of lower socioeconomic status perceived MI Write relatively more useable; students with lower socioeconomic status also perceived MI Write relatively more useful and desirable. Students who liked writing more and more strongly believed that writing is a recursive process viewed MI Write as more useable, useful, and desirable. Students with greater writing proficiency viewed MI Write as less useable and useful; writing proficiency was not related to desirability perceptions. We conclude with a discussion of implications and future directions.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131523002622/pdfft?md5=ccc84f7db47e07b6e0e7bb214d132a00&pid=1-s2.0-S0360131523002622-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139059478","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 : 2023-12-16DOI: 10.1016/j.compedu.2023.104976
Tosca Daltoè , Evelin Ruth-Herbein , Birgit Brucker , Ann-Kathrin Jaekel , Ulrich Trautwein , Benjamin Fauth , Peter Gerjets , Richard Göllner
Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degree and traditional video environments in preservice teachers' (PSTs') classroom observation experiences and teaching-quality ratings. Seventy-five PSTs observed two classroom videos: one using an immersive 360-degree video environment and one using a traditional video environment. For 360-degree videos, observers reported higher cognitive, affective, and physiological involvement in the classroom situation, higher motivation, and higher mental effort when making classroom observations. For one aspect of teaching quality (focus on key concepts), the observation-based ratings resulting from 360-degree videos were better aligned with experts’ assessments of the videos. Furthermore, the results showed that the differences between video environments remained significant after the novelty of VR technology was controlled for.
{"title":"Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings","authors":"Tosca Daltoè , Evelin Ruth-Herbein , Birgit Brucker , Ann-Kathrin Jaekel , Ulrich Trautwein , Benjamin Fauth , Peter Gerjets , Richard Göllner","doi":"10.1016/j.compedu.2023.104976","DOIUrl":"10.1016/j.compedu.2023.104976","url":null,"abstract":"<div><p>Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degree and traditional video environments in preservice teachers' (PSTs') classroom observation experiences and teaching-quality ratings. Seventy-five PSTs observed two classroom videos: one using an immersive 360-degree video environment and one using a traditional video environment. For 360-degree videos, observers reported higher cognitive, affective, and physiological involvement in the classroom situation, higher motivation, and higher mental effort when making classroom observations. For one aspect of teaching quality (focus on key concepts), the observation-based ratings resulting from 360-degree videos were better aligned with experts’ assessments of the videos. Furthermore, the results showed that the differences between video environments remained significant after the novelty of VR technology was controlled for.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131523002531/pdfft?md5=534772121a785c3754767ccb9df5fdda&pid=1-s2.0-S0360131523002531-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138740020","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 : 2023-12-16DOI: 10.1016/j.compedu.2023.104977
Meilu Liu, Lawrence Jun Zhang, Christine Biebricher
Recently, generative artificial intelligence (AI)-powered chatbots such as ChatGPT and Bing Chat have garnered increasing attention on a global scale. Previous studies have focused mostly on the influence of generative AI on writing while few researchers have investigated how generative AI can facilitate students' multimodal writing process. To fill in this gap, we explored the generative AI-assisted composing processes of two groups of English as a foreign language (EFL) writers over two weeks in this qualitative study. One group completed a multimodal PowerPoint (PPT) project, and the other group completed a traditional argumentative essay project. Our data consist of students’ screen recordings with think-aloud protocols, final multimodal texts, and post-project interviews. Our analysis showed different patterns in text production across the two groups. Students in the PPT group tended to construct more bridge texts and examples to corroborate their sub-claims in the hierarchical order. They also inclined to borrow the summarized search results from the Bing Chat to expand texts for their PPT slides. With regard to image generation for PPT slides, descriptions of AI images from ChatGPT were used as effective prompts to generate AI images from Bing Image Creator. Moreover, students were interested in producing and refining AI images following the recommended prompts by Bing Chat. They also evaluated these AI images from different perspectives. We conclude the study with a discussion on the pedagogical implications and suggestions for further study.
{"title":"Investigating students’ cognitive processes in generative AI-assisted digital multimodal composing and traditional writing","authors":"Meilu Liu, Lawrence Jun Zhang, Christine Biebricher","doi":"10.1016/j.compedu.2023.104977","DOIUrl":"10.1016/j.compedu.2023.104977","url":null,"abstract":"<div><p>Recently, generative artificial intelligence (AI)-powered chatbots such as ChatGPT and Bing Chat have garnered increasing attention on a global scale. Previous studies have focused mostly on the influence of generative AI on writing while few researchers have investigated how generative AI can facilitate students' multimodal writing process. To fill in this gap, we explored the generative AI-assisted composing processes of two groups of English as a foreign language (EFL) writers over two weeks in this qualitative study. One group completed a multimodal PowerPoint (PPT) project, and the other group completed a traditional argumentative essay project. Our data consist of students’ screen recordings with think-aloud protocols, final multimodal texts, and post-project interviews. Our analysis showed different patterns in text production across the two groups. Students in the PPT group tended to construct more bridge texts and examples to corroborate their sub-claims in the hierarchical order. They also inclined to borrow the summarized search results from the Bing Chat to expand texts for their PPT slides. With regard to image generation for PPT slides, descriptions of AI images from ChatGPT were used as effective prompts to generate AI images from Bing Image Creator. Moreover, students were interested in producing and refining AI images following the recommended prompts by Bing Chat. They also evaluated these AI images from different perspectives. We conclude the study with a discussion on the pedagogical implications and suggestions for further study.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131523002543/pdfft?md5=3b0a652c476caf0af6b0e95dca11fbbc&pid=1-s2.0-S0360131523002543-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138658117","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}
Video learning is a crucial component in flipped learning related to learners' readiness to attend more complex face-to-face activities. However, instructors may not know students' preparedness and motivation for each class. This study intended to examine the underlying mechanism between students' before-class video-viewing engagement and performance. We investigated learners' motivation (i.e., autonomous and controlled motivation) based on self-determination theory and controlled for their gender, age, and prior performance. An integrated temporal model was built under the dynamic structural equation modeling framework. Participants were 118 Taiwanese graduate students (78 females and 40 males) with a mean age of 26.14 years old. Study findings showed that students engage with the video content in a consistent viewing pattern, which has a significant relationship with their motivation and academic performance from week to week. The frequency of skipping backward was negatively associated with controlled motivation, while the frequency of pauses was positively associated with autonomous and controlled motivation. A high frequency of skipping forward predicted lower learning performance. Besides, a higher ratio of skipping backward predicted higher controlled motivation. Male students, older students, and students with higher prior performance exhibited higher autonomous motivation, which was related to better learning performance. Understanding these relationships can help educators and instructional designers develop more effective strategies for fostering students’ preparedness, engagement and success in active learning contexts. The study findings were discussed considering theoretical advancement and practical implications for enhancing personalized and active learning in higher education to achieve educational equity.
{"title":"Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context","authors":"Jiun-Yu Wu , Chen-Hsuan Liao , Chin-Chung Tsai , Oi-Man Kwok","doi":"10.1016/j.compedu.2023.104975","DOIUrl":"10.1016/j.compedu.2023.104975","url":null,"abstract":"<div><p>Video learning is a crucial component in flipped learning related to learners' readiness to attend more complex face-to-face activities. However, instructors may not know students' preparedness and motivation for each class. This study intended to examine the underlying mechanism between students' before-class video-viewing engagement and performance. We investigated learners' motivation (i.e., autonomous and controlled motivation) based on self-determination theory and controlled for their gender, age, and prior performance. An integrated temporal model was built under the dynamic structural equation modeling framework. Participants were 118 Taiwanese graduate students (78 females and 40 males) with a mean age of 26.14 years old. Study findings showed that students engage with the video content in a consistent viewing pattern, which has a significant relationship with their motivation and academic performance from week to week. The frequency of skipping backward was negatively associated with controlled motivation, while the frequency of pauses was positively associated with autonomous and controlled motivation. A high frequency of skipping forward predicted lower learning performance. Besides, a higher ratio of skipping backward predicted higher controlled motivation. Male students, older students, and students with higher prior performance exhibited higher autonomous motivation, which was related to better learning performance. Understanding these relationships can help educators and instructional designers develop more effective strategies for fostering students’ preparedness, engagement and success in active learning contexts. The study findings were discussed considering theoretical advancement and practical implications for enhancing personalized and active learning in higher education to achieve educational equity.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S036013152300252X/pdfft?md5=80b751dd6c8031c653c3de652f3e6a18&pid=1-s2.0-S036013152300252X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138740220","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 : 2023-12-06DOI: 10.1016/j.compedu.2023.104960
Elad Yacobson , Armando M. Toda , Alexandra I. Cristea , Giora Alexandron
Open Educational Resources (OER) repositories provide teachers with a wide range of learning resources (LRs), enabling them to design various learning sequences. However, search & select in large OER repositories can be a daunting task for teachers. Incorporating peer recommendations, as is common in online marketplaces, is becoming a popular solution that seeks to exploit the wisdom of the crowd for this task. However, teachers are often reluctant to take a contributory role and provide social recommendations. In addition, little is known about the actual value of social recommendations as a search aid. In this research, we implemented a “light-weight” socially-based recommender system (RS) within a large OER repository that includes social network features. We examined two aspects of the socially-based recommendation mechanisms. First, their utility as search aids that assist teachers in searching and selecting suitable LRs, and second, their impact on teachers' incentives to share recommendations that can assist fellow teachers. To study these two aspects, we examined two science teacher communities using this repository. The results demonstrated the incentivising power of social rewards, and the value of social recommendations as means for search & select. However, we also observed a heterogeneous effect of social features on teachers' behaviour. To explore the factors that may explain these differences, we employed a mixed-method approach, combining qualitative, quantitative, and Social Network Analysis methods. Triangulation of the findings underline the relation between the strength of the social ties within the teachers’ community and the effectiveness of socially-based features.
{"title":"Recommender systems for teachers: The relation between social ties and the effectiveness of socially-based features","authors":"Elad Yacobson , Armando M. Toda , Alexandra I. Cristea , Giora Alexandron","doi":"10.1016/j.compedu.2023.104960","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104960","url":null,"abstract":"<div><p>Open Educational Resources<span> (OER) repositories provide teachers with a wide range of learning resources (LRs), enabling them to design various learning sequences. However, search & select in large OER repositories can be a daunting task for teachers. Incorporating peer recommendations, as is common in online marketplaces, is becoming a popular solution that seeks to exploit the wisdom of the crowd for this task. However, teachers are often reluctant to take a contributory role and provide social recommendations. In addition, little is known about the actual value of social recommendations as a search aid. In this research, we implemented a “light-weight” socially-based recommender system (RS) within a large OER repository that includes social network features. We examined two aspects of the socially-based recommendation mechanisms. First, their utility as search aids that assist teachers in searching and selecting suitable LRs, and second, their impact on teachers' incentives to share recommendations that can assist fellow teachers. To study these two aspects, we examined two science teacher communities using this repository. The results demonstrated the incentivising power of social rewards, and the value of social recommendations as means for search & select. However, we also observed a heterogeneous effect of social features on teachers' behaviour. To explore the factors that may explain these differences, we employed a mixed-method approach, combining qualitative, quantitative, and Social Network Analysis methods. Triangulation of the findings underline the relation between the strength of the social ties within the teachers’ community and the effectiveness of socially-based features.</span></p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138557974","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 : 2023-12-02DOI: 10.1016/j.compedu.2023.104968
Sophia Rapti, Theodosios Sapounidis
Critical thinking, Communication, Collaboration, and Creativity are regarded as key skills for today's learners. Interest in robotics usage to develop such competencies in educational settings arises but there hasn't been so far mapping of the research conducted in this field. Thus, we present a scoping review of 59 articles published from 2012 to 2023 in 4 Databases and 2 Registers examining kindergarteners' skills through Educational Robotics. Our goal was to map which skills are commonly examined in kindergarten and under which terminology as well as to investigate the studies' features, the types of robotics, and the assessment tools utilized. Our findings depict that several skills are evaluated using different terms. Critical thinking is examined most frequently, creativity the least, and communication is integrated into collaboration and the opposite. Most of the researchers used the mixed method focusing on qualitative tools, examining quite a small sample size, and conducting the intervention for a short time. Also: BeeBot, Lego robotics kits (WeDo, Mindstorms), and social, humanoid robots are often used. Additionally, the evaluation tools used in the reviewed papers are presented and categorized into groups. This scoping demonstrates that robotics might affect positively the children's cognitive skills and creativity but may not facilitate their interactions so much regarding emotional expressions. Moreover, a gap in quantitative research on kindergarteners' skills development via Educational Robotics is spotted. Finally, this scoping review suggests: creating clear terms for skills, developing robotics tailored to kindergarten age, forming full robotics activities, and designing modular evaluation tools for young learners' capacities.
{"title":"“Critical thinking, Communication, Collaboration, Creativity in kindergarten with Educational Robotics”: A scoping review (2012–2023)","authors":"Sophia Rapti, Theodosios Sapounidis","doi":"10.1016/j.compedu.2023.104968","DOIUrl":"10.1016/j.compedu.2023.104968","url":null,"abstract":"<div><p>Critical thinking, Communication, Collaboration, and Creativity are regarded as key skills for today's learners. Interest in robotics usage to develop such competencies in educational settings arises but there hasn't been so far mapping of the research conducted in this field. Thus, we present a scoping review of 59 articles published from 2012 to 2023 in 4 Databases and 2 Registers examining kindergarteners' skills through Educational Robotics. Our goal was to map which skills are commonly examined in kindergarten and under which terminology as well as to investigate the studies' features, the types of robotics, and the assessment tools utilized. Our findings depict that several skills are evaluated using different terms. Critical thinking is examined most frequently, creativity the least, and communication is integrated into collaboration and the opposite. Most of the researchers used the mixed method focusing on qualitative tools, examining quite a small sample size, and conducting the intervention for a short time. Also: BeeBot, Lego robotics kits (WeDo, Mindstorms), and social, humanoid robots are often used. Additionally, the evaluation tools used in the reviewed papers are presented and categorized into groups. This scoping demonstrates that robotics might affect positively the children's cognitive skills and creativity but may not facilitate their interactions so much regarding emotional expressions. Moreover, a gap in quantitative research on kindergarteners' skills development via Educational Robotics is spotted. Finally, this scoping review suggests: creating clear terms for skills, developing robotics tailored to kindergarten age, forming full robotics activities, and designing modular evaluation tools for young learners' capacities.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138481459","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 : 2023-11-30DOI: 10.1016/j.compedu.2023.104967
Ali Darvishi , Hassan Khosravi , Shazia Sadiq , Dragan Gašević , George Siemens
AI-powered learning technologies are increasingly being used to automate and scaffold learning activities (e.g., personalised reminders for completing tasks, automated real-time feedback for improving writing, or recommendations for when and what to study). While the prevailing view is that these technologies generally have a positive effect on student learning, their impact on students’ agency and ability to self-regulate their learning is under-explored. Do students learn from the regular, detailed and personalised feedback provided by AI systems, and will they continue to exhibit similar behaviour in the absence of assistance? Or do they instead continue to rely on AI assistance without learning from it? To contribute to filling this research gap, we conducted a randomised controlled experiment that explored the impact of AI assistance on student agency in the context of peer feedback. With 1625 students across 10 courses, an experiment was conducted using peer review. During the initial four-week period, students were guided by AI features that utilised techniques such as rule-based suggestion detection, semantic similarity, and comparison with previous comments made by the reviewer to enhance their submissions if the feedback provided was deemed insufficiently detailed or general in nature. Over the following four weeks, students were divided into four different groups: control (AI) received prompts, (NR) received no prompts, (SR) received self-monitoring checklists in place of AI prompts, and (SAI) had access to both AI prompts and self-monitoring checklists. Results of the experiment suggest that students tended to rely on rather than learn from AI assistance. If AI assistance was removed, self-regulated strategies could help fill the gap but were not as effective as AI assistance. Results also showed that hybrid human-AI approaches that complement AI assistance with self-regulated strategies (SAI) were not more effective than AI assistance on its own. We conclude by discussing the broader benefits, challenges and implications of relying on AI assistance in relation to student agency in a world where we learn, live and work with AI.
{"title":"Impact of AI assistance on student agency","authors":"Ali Darvishi , Hassan Khosravi , Shazia Sadiq , Dragan Gašević , George Siemens","doi":"10.1016/j.compedu.2023.104967","DOIUrl":"10.1016/j.compedu.2023.104967","url":null,"abstract":"<div><p>AI-powered learning technologies are increasingly being used to automate and scaffold learning activities (e.g., personalised reminders for completing tasks, automated real-time feedback for improving writing, or recommendations for when and what to study). While the prevailing view is that these technologies generally have a positive effect on student learning, their impact on students’ agency and ability to self-regulate their learning is under-explored. Do students learn from the regular, detailed and personalised feedback provided by AI systems, and will they continue to exhibit similar behaviour in the absence of assistance? Or do they instead continue to rely on AI assistance without learning from it? To contribute to filling this research gap, we conducted a randomised controlled experiment that explored the impact of AI assistance on student agency in the context of peer feedback. With 1625 students across 10 courses, an experiment was conducted using peer review. During the initial four-week period, students were guided by AI features that utilised techniques such as rule-based suggestion detection, semantic similarity, and comparison with previous comments made by the reviewer to enhance their submissions if the feedback provided was deemed insufficiently detailed or general in nature. Over the following four weeks, students were divided into four different groups: control (AI) received prompts, (NR) received no prompts, (SR) received self-monitoring checklists in place of AI prompts, and (SAI) had access to both AI prompts and self-monitoring checklists. Results of the experiment suggest that students tended to rely on rather than learn from AI assistance. If AI assistance was removed, self-regulated strategies could help fill the gap but were not as effective as AI assistance. Results also showed that hybrid human-AI approaches that complement AI assistance with self-regulated strategies (SAI) were not more effective than AI assistance on its own. We conclude by discussing the broader benefits, challenges and implications of relying on AI assistance in relation to student agency in a world where we learn, live and work with AI.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131523002440/pdfft?md5=6da5b42f930985fa606396c458284f1a&pid=1-s2.0-S0360131523002440-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138456023","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 : 2023-11-29DOI: 10.1016/j.compedu.2023.104966
Jarl K. Kristensen , Janne v. K. Torkildsen , Björn Andersson
Over the past decade, there has been an enormous upsurge in the use of educational apps in primary schools. However, few studies have examined how children interact with these apps and how their interaction patterns relate to learning outcomes. An interaction pattern that is potentially detrimental to learning is repeated mistakes, defined as making the same mistake more than once when answering a task. With interaction data from an eight-week digital vocabulary intervention, we examined 1) whether the propensity to make repeated mistakes changes across app sessions, and 2) how repeated mistakes relate to children's prior knowledge and their learning gains from the intervention. Our sample consisted of 363 Norwegian second graders who worked with the vocabulary app in a randomized controlled trial. Using growth curve modeling and confirmatory factor analyses, we found that the propensity to repeat mistakes remained stable over time. Furthermore, a structural equation model showed that repeated mistakes related negatively to both pre-test and post-test scores. A substantial proportion of the total effect of prior knowledge on learning gains was mediated by the propensity to repeat mistakes. Children who made more repeated mistakes had lower expected learning gains across all levels of prior knowledge. We suggest that the propensity to repeat mistakes may pose a double threat to learning by diminishing exposure to relevant content, and amplifying the exposure to incorrect input. Considering the stability of mistake repetition, it is crucial to identify students with a high propensity to repeat mistakes and help them break the pattern to support learning. App developers can help this process by implementing automatic detection and feedback.
{"title":"Repeated mistakes in app-based language learning: Persistence and relation to learning gains","authors":"Jarl K. Kristensen , Janne v. K. Torkildsen , Björn Andersson","doi":"10.1016/j.compedu.2023.104966","DOIUrl":"10.1016/j.compedu.2023.104966","url":null,"abstract":"<div><p>Over the past decade, there has been an enormous upsurge in the use of educational apps in primary schools. However, few studies have examined how children interact with these apps and how their interaction patterns relate to learning outcomes. An interaction pattern that is potentially detrimental to learning is repeated mistakes, defined as making the same mistake more than once when answering a task. With interaction data from an eight-week digital vocabulary intervention, we examined 1) whether the propensity to make repeated mistakes changes across app sessions, and 2) how repeated mistakes relate to children's prior knowledge and their learning gains from the intervention. Our sample consisted of 363 Norwegian second graders who worked with the vocabulary app in a randomized controlled trial. Using growth curve modeling and confirmatory factor analyses, we found that the propensity to repeat mistakes remained stable over time. Furthermore, a structural equation model showed that repeated mistakes related negatively to both pre-test and post-test scores. A substantial proportion of the total effect of prior knowledge on learning gains was mediated by the propensity to repeat mistakes. Children who made more repeated mistakes had lower expected learning gains across all levels of prior knowledge. We suggest that the propensity to repeat mistakes may pose a double threat to learning by diminishing exposure to relevant content, and amplifying the exposure to incorrect input. Considering the stability of mistake repetition, it is crucial to identify students with a high propensity to repeat mistakes and help them break the pattern to support learning. App developers can help this process by implementing automatic detection and feedback.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":12.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131523002439/pdfft?md5=e413df85eb82e82a242d57c2ea52a6c4&pid=1-s2.0-S0360131523002439-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138456022","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}