{"title":"Micro-persistence and difficulty in a game-based learning environment for computational thinking acquisition","authors":"Rotem Israel-Fishelson, A. Hershkovitz","doi":"10.1111/JCAL.12527","DOIUrl":"https://doi.org/10.1111/JCAL.12527","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127834506","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":"Development of a multidimensional polychronicity scale for information technology learning","authors":"Y. Luo, S. Yang, C. Lu","doi":"10.1111/JCAL.12496","DOIUrl":"https://doi.org/10.1111/JCAL.12496","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119638907","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 : 2020-09-19DOI: 10.1111/jcal.12579/v2/decision1
Long Ma, C. S. Lee
While the educational disruption caused by the Covid‐19 pandemic underscores the importance of blended learning in higher education, research on the effectiveness of blended learning is still inconclusive. Drawing from the motivational design model of the ARCS (i.e., attention, relevance, confidence, and satisfaction), this study attempts to fill the gap to evaluate effectiveness of blended learning from a multi‐dimensional perspective. Participants were randomly assigned into three experimental groups (i.e., face‐to‐face, pure online, and blended). A questionnaire survey was administered in each group after the trial courses. The data was analysed by using the one‐way ANOVA with post hoc tests. The results showed that blended learning outperformed pure online learning in enhancing students' attention, confidence, and satisfaction perceptions. Additionally, blended learning had a higher level of satisfaction perception than face‐to‐face learning. Follow‐up interviews were also conducted to provide an in‐depth understanding of how blended learning motivated students during the learning process. Considering that blended learning may become a new normal in higher education after the Covid‐19 pandemic, the findings of the present study provide evidences to support the effectiveness of the blended learning approach in addressing students' motivational needs. [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.)
虽然Covid - 19大流行造成的教育中断强调了混合学习在高等教育中的重要性，但关于混合学习有效性的研究仍然没有定论。本研究从ARCS的动机设计模型(即注意、关联、信心和满意度)出发，试图从多维度的角度来评估混合学习的有效性。参与者被随机分配到三个实验组(即，面对面，纯在线和混合)。试验结束后，对各组进行问卷调查。采用单因素方差分析和事后检验对数据进行分析。结果表明，混合式学习在提高学生的注意力、信心和满意度方面优于纯在线学习。此外，混合式学习比面对面学习有更高的满意度。我们还进行了后续访谈，以深入了解混合式学习如何在学习过程中激励学生。考虑到新冠肺炎疫情后混合学习可能成为高等教育的新常态，本研究的结果为支持混合学习方法在满足学生动机需求方面的有效性提供了证据。【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":"Evaluating the effectiveness of blended learning using the ARCS model","authors":"Long Ma, C. S. Lee","doi":"10.1111/jcal.12579/v2/decision1","DOIUrl":"https://doi.org/10.1111/jcal.12579/v2/decision1","url":null,"abstract":"While the educational disruption caused by the Covid‐19 pandemic underscores the importance of blended learning in higher education, research on the effectiveness of blended learning is still inconclusive. Drawing from the motivational design model of the ARCS (i.e., attention, relevance, confidence, and satisfaction), this study attempts to fill the gap to evaluate effectiveness of blended learning from a multi‐dimensional perspective. Participants were randomly assigned into three experimental groups (i.e., face‐to‐face, pure online, and blended). A questionnaire survey was administered in each group after the trial courses. The data was analysed by using the one‐way ANOVA with post hoc tests. The results showed that blended learning outperformed pure online learning in enhancing students' attention, confidence, and satisfaction perceptions. Additionally, blended learning had a higher level of satisfaction perception than face‐to‐face learning. Follow‐up interviews were also conducted to provide an in‐depth understanding of how blended learning motivated students during the learning process. Considering that blended learning may become a new normal in higher education after the Covid‐19 pandemic, the findings of the present study provide evidences to support the effectiveness of the blended learning approach in addressing students' motivational needs. [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":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129516971","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":"Computer-mediated intervention to foster prosocial ability among children with autism","authors":"S. Eden, A. Oren","doi":"10.1111/jcal.12490","DOIUrl":"https://doi.org/10.1111/jcal.12490","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127366723","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}
Susanne M. M. de Mooij, M. Raijmakers, I. Dumontheil, N. Kirkham, H.L.J. van der Maas
While response time and accuracy indicate overall performance, their value in uncovering cognitive processes, underlying learning, is limited. A promising online measure, designed to track decision-making, is computer mouse tracking, where mouse attraction towards different locations may reflect the consideration of alternative response options. Using a speedy arithmetic multiple-choice game in an online adaptive learning environment, we examined whether mouse movements could reflect arithmetic difficulties when error rates are low. Results showed that mouse movements towards alternative responses in correctly answered questions mapped onto the frequency of errors made in this online learning system. This mapping was stronger for the younger children, as well as for easy arithmetic problems. On an individual level, users showed more mouse movement towards their previously made response errors than towards other alternative options. This opens the possibility of adapting feedback and instruction on an individual basis through mouse tracking.
{"title":"Error detection through mouse movement in an online adaptive learning environment","authors":"Susanne M. M. de Mooij, M. Raijmakers, I. Dumontheil, N. Kirkham, H.L.J. van der Maas","doi":"10.1111/jcal.12483","DOIUrl":"https://doi.org/10.1111/jcal.12483","url":null,"abstract":"While response time and accuracy indicate overall performance, their value in uncovering cognitive processes, underlying learning, is limited. A promising online measure, designed to track decision-making, is computer mouse tracking, where mouse attraction towards different locations may reflect the consideration of alternative response options. Using a speedy arithmetic multiple-choice game in an online adaptive learning environment, we examined whether mouse movements could reflect arithmetic difficulties when error rates are low. Results showed that mouse movements towards alternative responses in correctly answered questions mapped onto the frequency of errors made in this online learning system. This mapping was stronger for the younger children, as well as for easy arithmetic problems. On an individual level, users showed more mouse movement towards their previously made response errors than towards other alternative options. This opens the possibility of adapting feedback and instruction on an individual basis through mouse tracking.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126466652","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":"The added benefit of an extra practice session in virtual reality on the development of presentation skills: A randomized control trial","authors":"Josien Boetje, S. V. Ginkel","doi":"10.1111/jcal.12484","DOIUrl":"https://doi.org/10.1111/jcal.12484","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"312 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124439205","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":"Press, swipe and read: Do interactive features facilitate engagement and learning with e-Books?","authors":"Ying Xu, Joanna C. Yau, Stephanie M. Reich","doi":"10.1111/jcal.12480","DOIUrl":"https://doi.org/10.1111/jcal.12480","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117713412","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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