{"title":"Effects of a collaborative AR-enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course","authors":"M. Nikimaleki, Mehrak Rahimi","doi":"10.1111/jcal.12646","DOIUrl":"https://doi.org/10.1111/jcal.12646","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125464731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Online 3D gamification for teaching a human resource development course","authors":"Chih-Hung Chung, You Yin Lin","doi":"10.1111/jcal.12641","DOIUrl":"https://doi.org/10.1111/jcal.12641","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126522181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Arita L. Liu, Shiva Hajian, Misha Jain, Mari Fukuda, Teeba Obaid, J. Nesbit, P. Winne
{"title":"A microanalysis of learner questions and tutor guidance in simulation-assisted inquiry learning","authors":"Arita L. Liu, Shiva Hajian, Misha Jain, Mari Fukuda, Teeba Obaid, J. Nesbit, P. Winne","doi":"10.1111/jcal.12637","DOIUrl":"https://doi.org/10.1111/jcal.12637","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118081007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Mastering fractions seems among the most critical academic skill for students to acquire in school as fraction understanding significantly predicts later academic and vocational prospects. As such, identifying longitudinal predictors of fraction understanding (e.g., mastery of numbers and operations) is highly relevant. However, almost all existing studies identifying more basic numerical skills as predictors of fraction understanding rest on data acquired in face-to-face testing - mostly in classrooms. Objectives: In this article, we evaluated whether obtained results generalize to data from the curriculum-based online learning environment Bettermarks for mathematics used in schools in the Netherlands. In particular, we i) evaluated whether fraction understanding can be predicted by prior skills on different more basic mathematical topics before we ii) examined whether fraction understanding predicted achievements in algebra over and beyond the influence of basic mathematical skills. Methods: We considered data from more than 5,000 students who solved over 1 million mathematical problem sets. Results and Conclusions: In line with previous findings, we found that fraction understanding was predicted significantly by prior skills on basic mathematical topics. Our analyzes also revealed that algebra achievements were predicted significantly by fraction understanding beyond influences of basic mathematical skills. Implications: Together, these findings substantiated previous results based on face-to-face testing and, thus, indicate that data from large-scale online learning environments may well qualify to provide significant insights into the development of mathematical skills.
{"title":"Predicting fraction and algebra achievements online: A large-scale longitudinal study using data from an online learning environment","authors":"M. Spitzer, K. Moeller","doi":"10.31234/osf.io/rw6b9","DOIUrl":"https://doi.org/10.31234/osf.io/rw6b9","url":null,"abstract":"Background: Mastering fractions seems among the most critical academic skill for students to acquire in school as fraction understanding significantly predicts later academic and vocational prospects. As such, identifying longitudinal predictors of fraction understanding (e.g., mastery of numbers and operations) is highly relevant. However, almost all existing studies identifying more basic numerical skills as predictors of fraction understanding rest on data acquired in face-to-face testing - mostly in classrooms. Objectives: In this article, we evaluated whether obtained results generalize to data from the curriculum-based online learning environment Bettermarks for mathematics used in schools in the Netherlands. In particular, we i) evaluated whether fraction understanding can be predicted by prior skills on different more basic mathematical topics before we ii) examined whether fraction understanding predicted achievements in algebra over and beyond the influence of basic mathematical skills. Methods: We considered data from more than 5,000 students who solved over 1 million mathematical problem sets. Results and Conclusions: In line with previous findings, we found that fraction understanding was predicted significantly by prior skills on basic mathematical topics. Our analyzes also revealed that algebra achievements were predicted significantly by fraction understanding beyond influences of basic mathematical skills. Implications: Together, these findings substantiated previous results based on face-to-face testing and, thus, indicate that data from large-scale online learning environments may well qualify to provide significant insights into the development of mathematical skills.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123720707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarune Baceviciute, A. L. Cordoba, Philip Wismer, Tine Vitved Jensen, Mikkel Klausen, G. Makransky
{"title":"Investigating the value of immersive virtual reality tools for organizational training: An applied international study in the biotech industry","authors":"Sarune Baceviciute, A. L. Cordoba, Philip Wismer, Tine Vitved Jensen, Mikkel Klausen, G. Makransky","doi":"10.1111/jcal.12630","DOIUrl":"https://doi.org/10.1111/jcal.12630","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120296836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effects of performance goal orientations on learning performance and in-game performance in digital game-based learning","authors":"Jie-Chi Yang, Ching-Jung Chung, Meikun Chen","doi":"10.1111/jcal.12622","DOIUrl":"https://doi.org/10.1111/jcal.12622","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115206902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoreti-cally, students could benefit from additional support, but it is unclear whether this might also be the case for (more practical-oriented) secondary vocational students. Objectives: This study investigated whether the effectiveness of concept maps for learning could be improved by providing students with expert examples and reflection prompts in addition to their self-generated concept maps. Methods: First-year secondary vocational students ( N = 91, M age = 17.3 years) participated in this study, which utilized a pretest-intervention-posttest design. Regarding the intervention, students worked in two successive online learning environments, in which they had to present their knowledge in concept maps. After creation, students' concept maps were, depending on condition, supplemented with (1) an expert example with comparative feedback (a combined concept map) and related reflection prompts, (2) the combined concept map only, or (3) no combined concept map and no prompts. Results and Conclusions: Analyses based on students' domain knowledge demonstrate that students significantly increased their knowledge in all conditions. Data indicate that there was no significant difference in knowledge gain between conditions. Further analysis showed that students in the experimental conditions demonstrated higher learning gains if they consulted the combined concept map more often than their peers. Implications: Access to an example in addition to students' self-generated concept maps seems promising in fostering their knowledge acquisition. However, secondary vocational students might need additional ways of support to guarantee higher learning gains. Avenues to increase the effectiveness of support are discussed.
{"title":"Expert examples and prompted reflection in learning with self-generated concept maps","authors":"E. Eshuis, J. Vrugte, A. Anjewierden, T. Jong","doi":"10.1111/jcal.12615","DOIUrl":"https://doi.org/10.1111/jcal.12615","url":null,"abstract":"Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoreti-cally, students could benefit from additional support, but it is unclear whether this might also be the case for (more practical-oriented) secondary vocational students. Objectives: This study investigated whether the effectiveness of concept maps for learning could be improved by providing students with expert examples and reflection prompts in addition to their self-generated concept maps. Methods: First-year secondary vocational students ( N = 91, M age = 17.3 years) participated in this study, which utilized a pretest-intervention-posttest design. Regarding the intervention, students worked in two successive online learning environments, in which they had to present their knowledge in concept maps. After creation, students' concept maps were, depending on condition, supplemented with (1) an expert example with comparative feedback (a combined concept map) and related reflection prompts, (2) the combined concept map only, or (3) no combined concept map and no prompts. Results and Conclusions: Analyses based on students' domain knowledge demonstrate that students significantly increased their knowledge in all conditions. Data indicate that there was no significant difference in knowledge gain between conditions. Further analysis showed that students in the experimental conditions demonstrated higher learning gains if they consulted the combined concept map more often than their peers. Implications: Access to an example in addition to students' self-generated concept maps seems promising in fostering their knowledge acquisition. However, secondary vocational students might need additional ways of support to guarantee higher learning gains. Avenues to increase the effectiveness of support are discussed.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118363497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Chevalère, L. Cazenave, M. Berthon, R. Martinez, V. Mazenod, M. Borion, D. Pailler, N. Rocher, R. Cadet, C. Lenne, N. Maïonchi‐Pino, P. Huguet
{"title":"Compensating the socioeconomic achievement gap with computer-assisted instruction","authors":"J. Chevalère, L. Cazenave, M. Berthon, R. Martinez, V. Mazenod, M. Borion, D. Pailler, N. Rocher, R. Cadet, C. Lenne, N. Maïonchi‐Pino, P. Huguet","doi":"10.1111/jcal.12616","DOIUrl":"https://doi.org/10.1111/jcal.12616","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128560200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Understanding the experiences of teacher candidates related to online flipped learning in relation to Community of Inquiry framework","authors":"Melike Özüdoğru","doi":"10.1111/jcal.12609","DOIUrl":"https://doi.org/10.1111/jcal.12609","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116029737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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