P. Papadopoulos, Nikolaus Obwegeser, A. Weinberger
{"title":"Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems","authors":"P. Papadopoulos, Nikolaus Obwegeser, A. Weinberger","doi":"10.1111/jcal.12608","DOIUrl":"https://doi.org/10.1111/jcal.12608","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118900975","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, Gordon Lucas, Thomas Terkildsen, G. Makransky
Background: The increased availability of immersive virtual reality (IVR) has led to a surge of immersive technology applications in education. Nevertheless, very little is known about how to effectively design instruction for this new media, so that it would benefit learning and associated cognitive processing. Objectives: This experiment explores if and how traditional instructional design principles from 2D media translate to IVR. Specifically, it focuses on studying the underlying mechanisms of the redundancy-principle, which states that presenting the same information concurrently in two different sensory channels can cause cognitive overload and might impede learning. Methods: A total of 73 participants learned through a specifically-designed educational IVR application in three versions: (1) auditory representation format, (2) written representation format, and (3) a redundancy format (i.e. both written and auditory formats). The study utilized advanced psychophysiological methods of Electroencephalography (EEG) and eye-tracking (ET), learning measures and self-report scales. Results and Conclusions: Results show that participants in the redundancy condition performed equally well on retention and transfer post-tests. Similarly, results from the subjective measures, EEG and ET suggest that redundant content was not found to be more cognitively demanding than written content alone. Implications: Findings suggest that the redundancy effect might not generalize to VR as originally anticipated in 2D media research, providing direct implications to the design of IVR tools for education. 132729, 222, 1, D ow nladed from https:/inelibrary.w il.com /doi/101/jcal.12595 by U niersity L irary O f Sothern D nm ark, W ley O nline L irary on [17//2023]. ee he T rm s nd C onitions (https:linelibrary.w il.com /erm s-andnditions) on W ley O nline L irary or rles of use; O A aricles re goerned by he apicable C retive C om m ns L icnse Redundancy Principle in VR 3
{"title":"Investigating the redundancy principle in immersive virtual reality environments: An eye-tracking and EEG study","authors":"Sarune Baceviciute, Gordon Lucas, Thomas Terkildsen, G. Makransky","doi":"10.1111/jcal.12595","DOIUrl":"https://doi.org/10.1111/jcal.12595","url":null,"abstract":"Background: The increased availability of immersive virtual reality (IVR) has led to a surge of immersive technology applications in education. Nevertheless, very little is known about how to effectively design instruction for this new media, so that it would benefit learning and associated cognitive processing. Objectives: This experiment explores if and how traditional instructional design principles from 2D media translate to IVR. Specifically, it focuses on studying the underlying mechanisms of the redundancy-principle, which states that presenting the same information concurrently in two different sensory channels can cause cognitive overload and might impede learning. Methods: A total of 73 participants learned through a specifically-designed educational IVR application in three versions: (1) auditory representation format, (2) written representation format, and (3) a redundancy format (i.e. both written and auditory formats). The study utilized advanced psychophysiological methods of Electroencephalography (EEG) and eye-tracking (ET), learning measures and self-report scales. Results and Conclusions: Results show that participants in the redundancy condition performed equally well on retention and transfer post-tests. Similarly, results from the subjective measures, EEG and ET suggest that redundant content was not found to be more cognitively demanding than written content alone. Implications: Findings suggest that the redundancy effect might not generalize to VR as originally anticipated in 2D media research, providing direct implications to the design of IVR tools for education. 132729, 222, 1, D ow nladed from https:/inelibrary.w il.com /doi/101/jcal.12595 by U niersity L irary O f Sothern D nm ark, W ley O nline L irary on [17//2023]. ee he T rm s nd C onitions (https:linelibrary.w il.com /erm s-andnditions) on W ley O nline L irary or rles of use; O A aricles re goerned by he apicable C retive C om m ns L icnse Redundancy Principle in VR 3","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119940360","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 Objectives Methods Results and Conclusions Implications Due to the global COVID‐19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID‐19 pandemic with a focus on online learning self‐efficacy?The purpose of this study was to examine the structural relationship among self‐efficacy (SE) in time management, SE in technology use, SE in an online learning environment, and learning engagement.The participants of the study were 1205 undergraduates who were enrolled in a residential undergraduate program in South Korea in spring semester, 2020. The online survey was administered to collect data for this research and the survey results were analyzed using structural equation modeling.SE in technology use had a significant but negative influence on learning engagement and had a positive impact on SE in an online learning environment. SE in time management had a significant positive impact on SE in an online learning environment and learning engagement. SE in an online learning environment also significantly influenced learning engagement.SE in technology use itself did not enhance learning engagement. In addition, indirect effects of SE in technology use and SE in time management on learning engagement through SE in an online learning environment were confirmed in this study. This indicates the influential role of SE in an online learning environment on learning engagement of online learners. [ABSTRACT FROM AUTHOR] Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
背景、目的、方法、结果和结论影响由于全球COVID - 19大流行，在线学习成为在这场前所未有的危机中学习的唯一途径。这项研究从一个简单但至关重要的问题开始:在关注在线学习自我效能的COVID - 19大流行期间，哪些因素影响了在线学习的成功?本研究旨在探讨时间管理自我效能感、技术使用自我效能感、在线学习环境自我效能感与学习投入之间的结构关系。该研究的参与者是2020年春季学期在韩国就读住宿本科课程的1205名本科生。本研究通过在线调查收集数据，并利用结构方程模型对调查结果进行分析。技术使用对学习投入有显著的负向影响，在线学习环境对学习投入有正向影响。时间管理对在线学习环境和学习投入的自主学习有显著的正向影响。在线学习环境中的SE也显著影响了学习投入。技术使用本身并没有提高学习参与度。此外，本研究还证实了在网络学习环境中，技术使用和时间管理方面的自我体验对学习投入的间接影响。这表明了在线学习环境中自主学习对在线学习者学习投入的影响作用。【摘要】《Journal of Computer Assisted Learning》版权归Wiley-Blackwell所有，未经版权所有者明确书面许可，其内容不得被复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这篇摘要可以删节。对副本的准确性不作任何保证。用户应参考资料的原始出版版本以获取完整摘要。(版权适用于所有摘要。)
{"title":"Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments","authors":"Heeok Heo, Curtis J. Bonk, M. Doo","doi":"10.1111/jcal.12603","DOIUrl":"https://doi.org/10.1111/jcal.12603","url":null,"abstract":"Background Objectives Methods Results and Conclusions Implications Due to the global COVID‐19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID‐19 pandemic with a focus on online learning self‐efficacy?The purpose of this study was to examine the structural relationship among self‐efficacy (SE) in time management, SE in technology use, SE in an online learning environment, and learning engagement.The participants of the study were 1205 undergraduates who were enrolled in a residential undergraduate program in South Korea in spring semester, 2020. The online survey was administered to collect data for this research and the survey results were analyzed using structural equation modeling.SE in technology use had a significant but negative influence on learning engagement and had a positive impact on SE in an online learning environment. SE in time management had a significant positive impact on SE in an online learning environment and learning engagement. SE in an online learning environment also significantly influenced learning engagement.SE in technology use itself did not enhance learning engagement. In addition, indirect effects of SE in technology use and SE in time management on learning engagement through SE in an online learning environment were confirmed in this study. This indicates the influential role of SE in an online learning environment on learning engagement of online learners. [ABSTRACT FROM AUTHOR] Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"01 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127445085","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. Puig, T. Daradoumis, Marta Arguedas, Laura Calvet Liñan
Background: Recent research in online settings reports that supporting self-regulated learning (SRL) strategy use could lead to greater online academic success. A growing number of studies have started to investigate SRL supports in online environments recently, which indicates a great interest in this matter. Though several systems for automatic assessment of programming have been developed, there is hardly any study that has investigated how an automated assessment tool for distributed programming could facilitate students' SRL strategies. Objectives: This study examined the ways our online Distributed Systems Laboratory (DSLab) tried to enhance students' SRL strategies in an authentic long-term online educational experience. Methods: We applied an experimental research design, involving 111 university students who performed a programming assignment using DSLab. A customized questionnaire was used to collect data from all students. Results and Conclusions: The statistical analyses revealed that DSLab tool managed to facilitate students' cognitive and meta-cognitive strategy use to a certain extent and critical thinking strategy use to a fairly large extent. Implications: Though more experimental results are needed to delve more deeply into these findings, this study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students' SRL strategies in this field.
{"title":"Using a distributed systems laboratory to facilitate students' cognitive, metacognitive and critical thinking strategy use","authors":"J. Puig, T. Daradoumis, Marta Arguedas, Laura Calvet Liñan","doi":"10.1111/jcal.12605","DOIUrl":"https://doi.org/10.1111/jcal.12605","url":null,"abstract":"Background: Recent research in online settings reports that supporting self-regulated learning (SRL) strategy use could lead to greater online academic success. A growing number of studies have started to investigate SRL supports in online environments recently, which indicates a great interest in this matter. Though several systems for automatic assessment of programming have been developed, there is hardly any study that has investigated how an automated assessment tool for distributed programming could facilitate students' SRL strategies. Objectives: This study examined the ways our online Distributed Systems Laboratory (DSLab) tried to enhance students' SRL strategies in an authentic long-term online educational experience. Methods: We applied an experimental research design, involving 111 university students who performed a programming assignment using DSLab. A customized questionnaire was used to collect data from all students. Results and Conclusions: The statistical analyses revealed that DSLab tool managed to facilitate students' cognitive and meta-cognitive strategy use to a certain extent and critical thinking strategy use to a fairly large extent. Implications: Though more experimental results are needed to delve more deeply into these findings, this study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students' SRL strategies in this field.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119264003","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":"Responsiveness to a game-based intervention to enhance reading efficiency in first graders","authors":"A. Uittert, L. Verhoeven, E. Segers","doi":"10.1111/jcal.12599","DOIUrl":"https://doi.org/10.1111/jcal.12599","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118126664","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}
Pub Date : 2021-06-29DOI: 10.1111/jcal.12587/v1/decision1
M. Hassanzadeh, Samira Fotoohnejad
{"title":"Implementing an automated feedback program for a foreign language writing course: A learner-centric study","authors":"M. Hassanzadeh, Samira Fotoohnejad","doi":"10.1111/jcal.12587/v1/decision1","DOIUrl":"https://doi.org/10.1111/jcal.12587/v1/decision1","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125842295","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}
Anna Potocki, Mathilde Chailleux, M. Gimenes, Jean Pylouster
{"title":"ProVoc: An app to train vocabulary depth in order to foster children's reading comprehension","authors":"Anna Potocki, Mathilde Chailleux, M. Gimenes, Jean Pylouster","doi":"10.1111/JCAL.12572","DOIUrl":"https://doi.org/10.1111/JCAL.12572","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124356153","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}
Pub Date : 2021-06-13DOI: 10.1111/jcal.12629/v2/review2
Atakan Coşkun, K. Cagiltay
{"title":"A systematic review of eye-tracking-based research on animated multimedia learning","authors":"Atakan Coşkun, K. Cagiltay","doi":"10.1111/jcal.12629/v2/review2","DOIUrl":"https://doi.org/10.1111/jcal.12629/v2/review2","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"62 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120934498","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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