Pub Date : 2020-06-06DOI: 10.1111/jcal.12516/v2/response1
Min Kyu Kim, Kathryn S. McCarthy
{"title":"Improving summary writing through formative feedback in a technology-enhanced learning environment","authors":"Min Kyu Kim, Kathryn S. McCarthy","doi":"10.1111/jcal.12516/v2/response1","DOIUrl":"https://doi.org/10.1111/jcal.12516/v2/response1","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131561630","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}
B. Eichmann, Samuel Greiff, J. Naumann, Liene Brandhuber, Frank Goldhammer
{"title":"Exploring behavioural patterns during complex problem-solving","authors":"B. Eichmann, Samuel Greiff, J. Naumann, Liene Brandhuber, Frank Goldhammer","doi":"10.1111/jcal.12451","DOIUrl":"https://doi.org/10.1111/jcal.12451","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124385755","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}
This study compares four learning environments: face-to-face learning (F2F), fully e-learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self-efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third-year undergraduate students (n = 106), enrolled in the "Animal and Human Physiology" course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self-efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self-efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self-efficacy are often cancelled out by negative perceptions.
{"title":"Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions","authors":"Ngoc Thuy Thi Thai, B. Wever, M. Valcke","doi":"10.1111/JCAL.12423","DOIUrl":"https://doi.org/10.1111/JCAL.12423","url":null,"abstract":"This study compares four learning environments: face-to-face learning (F2F), fully e-learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self-efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third-year undergraduate students (n = 106), enrolled in the \"Animal and Human Physiology\" course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self-efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self-efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self-efficacy are often cancelled out by negative perceptions.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118407172","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}
Cristina Alonso-Fernández, I. Martínez-Ortiz, R. Caballero, Manuel Freire-Morán, Baltasar Fernandez-Manjon
Peer Review The peer review history for this article is available at https://publons.com/publon/10. 1111/jcal.12405. Abstract Serious games have proven to be a powerful tool in education to engage, motivate, and help students learn. However, the change in student knowledge after playing games is usually measured with traditional (paper) prequestionnaires– postquestionnaires. We propose a combination of game learning analytics and data mining techniques to predict knowledge change based on in-game student interactions. We have tested this approach in a case study for which we have conducted preexperiments–postexperiments with 227 students playing a previously validated serious game on first aid techniques. We collected student interaction data while students played, using a game learning analytics infrastructure and the standard data format Experience API for Serious Games. After data collection, we developed and tested prediction models to determine whether knowledge, given as posttest results, can be accurately predicted. Additionally, we compared models both with and without pretest information to determine the importance of previous knowledge when predicting postgame knowledge. The high accuracy of the obtained prediction models suggests that serious games can be used not only to teach but also to measure knowledge acquisition after playing. This will simplify serious games application for educational settings and especially in the classroom easing teachers' evaluation tasks.
本文的同行评议历史可在https://publons.com/publon/10上获得。1111 / jcal.12405。严肃游戏已被证明是教育中吸引、激励和帮助学生学习的强大工具。然而，学生玩游戏后的知识变化通常是通过传统的(纸质)问卷前-问卷后测量的。我们建议结合游戏学习分析和数据挖掘技术来预测基于游戏内学生互动的知识变化。我们在一个案例研究中测试了这种方法，我们对227名学生进行了实验前和实验后的实验，这些学生都在玩一个之前经过验证的关于急救技术的严肃游戏。我们在学生玩游戏时收集他们的互动数据，使用游戏学习分析基础设施和标准数据格式Experience API for Serious Games。在数据收集之后，我们开发并测试了预测模型，以确定作为后测结果给出的知识是否可以准确预测。此外，我们比较了有和没有前测信息的模型，以确定先前知识在预测赛后知识时的重要性。所获得的预测模型的高准确性表明，严肃游戏不仅可以用于教学，还可以用于衡量游戏后的知识获取。这将简化严肃游戏在教育环境中的应用，特别是在课堂上，减轻教师的评估任务。
{"title":"Predicting students' knowledge after playing a serious game based on learning analytics data: A case study","authors":"Cristina Alonso-Fernández, I. Martínez-Ortiz, R. Caballero, Manuel Freire-Morán, Baltasar Fernandez-Manjon","doi":"10.1111/jcal.12405","DOIUrl":"https://doi.org/10.1111/jcal.12405","url":null,"abstract":"Peer Review The peer review history for this article is available at https://publons.com/publon/10. 1111/jcal.12405. Abstract Serious games have proven to be a powerful tool in education to engage, motivate, and help students learn. However, the change in student knowledge after playing games is usually measured with traditional (paper) prequestionnaires– postquestionnaires. We propose a combination of game learning analytics and data mining techniques to predict knowledge change based on in-game student interactions. We have tested this approach in a case study for which we have conducted preexperiments–postexperiments with 227 students playing a previously validated serious game on first aid techniques. We collected student interaction data while students played, using a game learning analytics infrastructure and the standard data format Experience API for Serious Games. After data collection, we developed and tested prediction models to determine whether knowledge, given as posttest results, can be accurately predicted. Additionally, we compared models both with and without pretest information to determine the importance of previous knowledge when predicting postgame knowledge. The high accuracy of the obtained prediction models suggests that serious games can be used not only to teach but also to measure knowledge acquisition after playing. This will simplify serious games application for educational settings and especially in the classroom easing teachers' evaluation tasks.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126052602","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":"Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews","authors":"Jennifer W. M. Lai, M. Bower","doi":"10.1111/jcal.12412","DOIUrl":"https://doi.org/10.1111/jcal.12412","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126675453","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}
Peer Review The peer review history for this article is available at https://publons.com/publon/10. 1111/jcal.12445. Abstract Retrieval practice promotes retention more than restudying (i.e., the testing effect) and is applied to many educational settings. However, little research has investigated means to enhance this effect in educational settings. Theoretical accounts assume retrieval practice to be the most effective whenever retrieval is difficult but successful. Therefore, we developed a novel retrieval practice procedure, which adapts to learners' abilities and can be applied irrespective of learning content. This adaptive procedure aims to make retrieval gradually easier whenever students provide an incorrect answer. In a field experiment, students read book chapters as part of a weekly university course. In three consecutive weeks, they then practiced reading assignments by (a) adaptive testing, (b) non-adaptive testing and (c) restudy. InWeek 4, a surprise criterial test took place. Restudy outperformed both testing conditions, whereas adaptive testing performed equally well as non-adaptive testing. However, exploratory analyses revealed that with increasing retention intervals, the superiority of restudy disappeared. Furthermore, whenever participants fully read the assignments and retention intervals increased, adaptive testing outperformed non-adaptive testing. In sum, adaptive retrieval practice did not prove to be generally superior, but retention interval and students' preparation for class might be conditions rendering adaptive retrieval useful in educational settings.
{"title":"Adaptive retrieval practice with multiple-choice questions in the university classroom","authors":"Sven Greving, W. Lenhard, Tobias Richter","doi":"10.1111/jcal.12445","DOIUrl":"https://doi.org/10.1111/jcal.12445","url":null,"abstract":"Peer Review The peer review history for this article is available at https://publons.com/publon/10. 1111/jcal.12445. Abstract Retrieval practice promotes retention more than restudying (i.e., the testing effect) and is applied to many educational settings. However, little research has investigated means to enhance this effect in educational settings. Theoretical accounts assume retrieval practice to be the most effective whenever retrieval is difficult but successful. Therefore, we developed a novel retrieval practice procedure, which adapts to learners' abilities and can be applied irrespective of learning content. This adaptive procedure aims to make retrieval gradually easier whenever students provide an incorrect answer. In a field experiment, students read book chapters as part of a weekly university course. In three consecutive weeks, they then practiced reading assignments by (a) adaptive testing, (b) non-adaptive testing and (c) restudy. InWeek 4, a surprise criterial test took place. Restudy outperformed both testing conditions, whereas adaptive testing performed equally well as non-adaptive testing. However, exploratory analyses revealed that with increasing retention intervals, the superiority of restudy disappeared. Furthermore, whenever participants fully read the assignments and retention intervals increased, adaptive testing outperformed non-adaptive testing. In sum, adaptive retrieval practice did not prove to be generally superior, but retention interval and students' preparation for class might be conditions rendering adaptive retrieval useful in educational settings.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124401805","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}
Robert A. Miller, Cheryl K. Stenmark, K. V. Ittersum
{"title":"Dual computer displays reduce extraneous cognitive load","authors":"Robert A. Miller, Cheryl K. Stenmark, K. V. Ittersum","doi":"10.1111/jcal.12442","DOIUrl":"https://doi.org/10.1111/jcal.12442","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124536297","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}
Kevin Greenberg, Robert Z. Zheng, M. Gardner, M. Orr
{"title":"Individual differences in visuospatial working memory capacity influence the modality effect","authors":"Kevin Greenberg, Robert Z. Zheng, M. Gardner, M. Orr","doi":"10.1111/jcal.12519","DOIUrl":"https://doi.org/10.1111/jcal.12519","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120216772","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":"A systematic literature review on Internet of things in education: Benefits and challenges","authors":"M. Kassab, J. Defranco, P. Laplante","doi":"10.1111/jcal.12383","DOIUrl":"https://doi.org/10.1111/jcal.12383","url":null,"abstract":"","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124823569","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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