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An investigation of students and teachers’ new media literacy: the contributing characteristics with the moderator role of gender 学生和教师的新媒体素养调查:性别的促进特征与调节作用
IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-05 DOI: 10.58459/rptel.2024.19029
Mehmet Vergili, Mehmet Kara
This study aims to investigate students and teachers’ new media literacy in addition to the contributing factors with a relatively large sample size. In this sense, the current study is considered unique as it provides findings from both student and teacher participants, and investigates the contributing factors to their new media literacy with the moderation of gender. The new media literacy framework was adopted as the theoretical base, and students and teachers’ new media literacy was investigated in terms of consuming and prosuming dimensions. The data were collected from 1195 students studying in primary, middle, and high schools (including rural and urban areas) and 581 teachers. The findings revealed that teachers’ literacy is higher than students’ at all educational levels for all dimensions of the new media literacy framework. It was also found that students’ educational level and ICT teachers’ subject field positively contribute to their literacies in all dimensions. While teachers’ age negatively contributes only to their prosuming skills, it has no influence on their consuming skills. Finally, no significant moderating effect of gender was observed on these relationships while it is found as a predictor of both students and teachers’ prosuming skills, and also teachers’ functional consuming skills. For these skills in both groups, male participants demonstrated higher literacy than females. Rather than generational differences, the findings underline the role of formal and informal experience in the development of digital literacies, particularly in critical dimensions, and were further discussed based on the current literature.
本研究旨在以相对较大的样本量调查学生和教师的新媒体素养及其影响因素。从这个意义上说,本研究是独一无二的,因为它提供了来自学生和教师参与者的研究结果,并在性别的调节下调查了他们的新媒体素养的促成因素。本研究以新媒体素养框架为理论基础,从消费和消费两个维度考察了学生和教师的新媒体素养。研究收集了小学、初中和高中(包括农村和城市地区)1195 名学生和 581 名教师的数据。研究结果表明,在新媒体素养框架的所有维度上,教师的素养在各个教育阶段都高于学生。研究还发现,学生的受教育程度和信息与传播技术教师的学科领域对他们在所有维度上的素养都有积极的促进作用。而教师的年龄只对他们的消费能力有负面影响,对他们的消费能力没有影响。最后,性别对这些关系没有明显的调节作用,但性别对学生和教师的汲取技能以及教师的功能性汲取技能都有预测作用。在这两种技能方面,男性参与者的读写能力均高于女性。研究结果强调了正规和非正规经验在数字扫盲发展中的作用,尤其是在关键方面,而不是代际差异,并根据现有文献作了进一步讨论。
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引用次数: 0
Correlation among game addiction, achievement emotion, and learning motivation: A study of Indonesian youth in the context of e-learning system 游戏成瘾、成就情绪与学习动机的相关性:电子学习系统背景下印尼青少年的研究
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-13 DOI: 10.58459/rptel.2024.19027
Rona Nisa Sofia Amriza, Siti Jamiatul Husnaini, Aruga Yudish Firmansyah
This study investigated the correlation between game addiction, achievement emotions, and motivation in the e-learning context. This research collected data through an online questionnaire that briefly explained the study’s aim, demographic questions, the Game Addiction Scale (GAS), the e-Learning Achievement Emotion Questionnaire (eLAEQ), and the e-Learning Motivation Scale (eLMS). 607 high school, undergraduate, and graduate students participated in this study — Data analysis involved the utilization of structural equation modeling. The study findings reveal that game addiction substantially impacts positive and negative emotions and intrinsic and extrinsic learning motivations. Moreover, positive emotions significantly affect intrinsic and extrinsic learning motivations. Conversely, negative emotions have a substantial impact on intrinsic learning motivation but not on extrinsic learning motivation.
本研究探讨了电子学习情境下游戏成瘾、成就情绪和动机之间的关系。本研究通过在线问卷收集数据,该问卷简要解释了研究的目的、人口统计问题、游戏成瘾量表(GAS)、电子学习成就情绪问卷(eLAEQ)和电子学习动机量表(eLMS)。607名高中生、本科生和研究生参与了本研究。数据分析采用结构方程模型。研究结果表明,游戏成瘾对积极和消极情绪以及内在和外在学习动机的影响是显著的。此外,积极情绪显著影响内在动机和外在动机。相反,消极情绪对内在学习动机有显著影响,但对外在学习动机没有显著影响。
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引用次数: 0
Classroom implementation of an auxiliary problem presentation system for mechanics adapted to learners’ errors 一种适应学习者错误的力学辅助问题呈现系统的课堂实施
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-13 DOI: 10.58459/rptel.2024.19026
Nonoka Aikawa, Shintaro Maeda, Tomohiro Mogi, Kento Koike, Takahito Tomoto, Isao Imai, Tomoya Horiguchi, Tsukasa Hirashima
Error-based Simulation (EBS) is a learning support framework that visualizes learners’ errors and encourages trial and error. However, when a learner is stuck, EBS has difficulty in helping them overcome the impasse. Additionally, giving a correct answer to a learner who is stuck may interfere with the trial-and-error activity that EBS is oriented toward. Therefore, it is necessary to encourage learners during trial-and-error activities without giving them correct answers. In this study, we confirm the effectiveness of our system, which is based on conventional mechanics EBS and provides adaptive auxiliary problems based on learners’ errors. Furthermore, we analyze force-based self-overcoming to evaluate our system. Self-overcoming means that the learner can eliminate errors by using the system without the intervention of the teacher. If self-overcoming occurs, the learner can continue trial-and-error with the auxiliary problems, even if they are stuck. To verify the learning effectiveness of such a system, we conducted a classroom implementation with 86 third-year junior high-school learners and analyzed the results. The system logs from the exercises revealed that self-overcoming was taking place, and that it was reflected in the test results.
基于错误的模拟(EBS)是一个学习支持框架,它将学习者的错误可视化,并鼓励尝试和错误。但是,当学习者陷入困境时,EBS很难帮助他们摆脱困境。此外,给一个被卡住的学习者一个正确的答案可能会干扰EBS所面向的试错活动。因此,有必要在试错活动中鼓励学习者,而不是给他们正确的答案。在这项研究中,我们证实了我们的系统的有效性,该系统基于传统的力学EBS,并根据学习者的错误提供自适应辅助问题。此外,我们分析了基于力的自我克服来评估我们的系统。自我克服是指学习者可以在没有教师干预的情况下通过使用系统来消除错误。如果自我克服发生了,学习者可以继续对辅助问题进行试错,即使他们被卡住了。为了验证该系统的学习效果,我们对86名初三学生进行了课堂实施,并对结果进行了分析。来自练习的系统日志显示了自我克服正在发生,并且它反映在测试结果中。
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引用次数: 0
The influence of gender on STEM career choice: A partial least squares analysis 性别对STEM职业选择的影响:偏最小二乘分析
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-08 DOI: 10.58459/rptel.2024.19025
Tiny Chiu Yuen Tey, Priscilla Moses, Phaik Kin Cheah
Students’ participation in science, technology, engineering, and mathematics (STEM) is still one of the most critical worldwide educational challenges despite efforts to promote STEM. Debates about gender disparities in STEM careers also remain perpetual. Early documented literature suggested shifts in students’ STEM choices were due to students’ significant others, media exposure and attitude. Therefore, the first aim of this paper was to examine the direct and indirect relationships in a proposed model, and analyze the mediating roles of media exposure and students’ attitude in the relationship between subjective norms and STEM career choice intention. The second aim was to analyze the moderating role of students’ gender. Respondents of this study were 806 secondary school students in Malaysia. Based on the results from partial least squares structural equation modeling, (i) subjective norms had both direct and indirect influence on students’ career choice intention in STEM, (ii) media exposure and students’ attitude were significant mediators between subjective norms and career choice intention in STEM, and (iii) gender moderated the influence of subjective norms on media exposure. The findings drawn from this study provide insights into the design and development of STEM initiatives for parents, teachers, and peers by considering the importance of the media, students’ attitude, and gender. Recommendations for policy and practice enhancements were suggested for future research directions to support STEM interventions in Malaysia.
尽管努力促进STEM,但学生参与科学、技术、工程和数学(STEM)仍然是世界范围内最关键的教育挑战之一。关于STEM职业中性别差异的争论也一直存在。早期文献表明,学生STEM选择的转变是由于学生的重要他人、媒体曝光和态度。因此,本文的第一个目的是检验所提出的模型中的直接和间接关系,并分析媒体暴露和学生态度在主观规范与STEM职业选择意愿关系中的中介作用。第二个目的是分析学生性别的调节作用。本研究的调查对象为马来西亚的806名中学生。基于偏最小二乘结构方程模型的结果表明:(1)主观规范对STEM专业学生职业选择意愿有直接和间接的影响,(2)媒体暴露和学生态度是主观规范与STEM专业学生职业选择意愿之间的显著中介,(3)性别调节了主观规范对媒体暴露的影响。通过考虑媒体、学生态度和性别的重要性,本研究得出的结果为家长、教师和同龄人设计和开发STEM计划提供了见解。为未来的研究方向提出了政策和实践改进建议,以支持马来西亚的STEM干预。
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引用次数: 0
“I felt like I was on campus” creating a situated learning environment through Instagram “我觉得自己就像在校园里一样”,通过Instagram创造了一个情境学习环境
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-10 DOI: 10.58459/rptel.2024.19024
Wangda Zhu, Ying Hua, Luping Wang
The transition to online learning due to COVID-19 brought opportunities for applying Situated Learning Theory through mobile social media to enhance individual cognitive growth and community sense of belonging in online learning environments. In this study, we invited students from an Environmental Psychology course to participate in a semester-long project, during which they were required to post Instagram photos of their surrounding environments every week. We intend to understand the mechanism of integrating social media (Instagram) into a hybrid class amid the global pandemic, and how the project affects students’ learning experience. Through in-depth interviews with 22 study participants, we found that integrating Instagram into the course helped students effectively connect with both real contexts and their peers. The project enhanced participants’ situation awareness and a sense of belonging through posting, interacting with peers, and browsing profiles and posts. We then proposed a framework of creating a situated learning environment through social media using conjecture mapping to inform design implications and future studies in social and mobile learning communities.
COVID-19导致的在线学习转型为通过移动社交媒体应用情境学习理论提供了机会,以促进个人在在线学习环境中的认知成长和社区归属感。在这项研究中,我们邀请了环境心理学课程的学生参加一个为期一个学期的项目,在这个项目中,他们被要求每周在Instagram上发布他们周围环境的照片。我们打算了解在全球大流行期间将社交媒体(Instagram)整合到混合课程中的机制,以及该项目如何影响学生的学习体验。通过对22名研究参与者的深入访谈,我们发现将Instagram融入课程有助于学生有效地与真实情境和同龄人建立联系。该项目通过发帖、与同伴互动、浏览个人资料和帖子,增强了参与者的情境意识和归属感。然后,我们提出了一个通过社交媒体创建情境学习环境的框架,使用猜想映射来为社交和移动学习社区的设计含义和未来研究提供信息。
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引用次数: 0
AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention 人工智能拯救:探索ChatGPT作为教师盟友的潜力,以减轻工作量和预防倦怠
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-19 DOI: 10.58459/rptel.2024.19023
Reem Hashem, Nagla Ali, Farah El Zein, Patricia Fidalgo, Othman Abu Khurma
This research investigates the effectiveness of AI generative ChatGPT as a teacher assistant to reduce workload and prevent burnout in secondary schools. Lesson planning and content development were significant contributors to teacher burnout. In response, ChatGPT was tested with tailored queries for English, science, and math subjects, utilising an explanatory research approach to assess ChatGPT’s capabilities in personalised planning and content development, given that there is limited available information around this topic. The study highlights ChatGPT’s benefits in personalised planning through task-specific prompts and AI-human collaboration. Aligned with UAE’s AI integration objectives, the study emphasises balanced use and educational reform potential. Integrating AI tools optimises teacher planning, enhances instructional support, and refines resource allocation, contributing to AI’s academic potential while stressing burnout mitigation’s importance for educational advancement.
本研究调查了人工智能生成ChatGPT作为中学教师助理在减少工作量和防止职业倦怠方面的有效性。课程规划和内容开发是教师职业倦怠的重要因素。作为回应,ChatGPT针对英语、科学和数学科目进行了量身定制的查询测试,利用解释性研究方法来评估ChatGPT在个性化规划和内容开发方面的能力,因为围绕这个主题的可用信息有限。该研究强调了ChatGPT通过特定任务提示和人工智能-人类协作在个性化规划方面的好处。与阿联酋的人工智能整合目标一致,该研究强调平衡使用和教育改革潜力。整合人工智能工具优化了教师规划,增强了教学支持,并优化了资源分配,有助于人工智能的学术潜力,同时强调了缓解倦怠对教育进步的重要性。
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引用次数: 0
Evaluating the kit-build concept mapping process using sub-map scoring 使用子图评分评估工具包构建概念映射过程
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-14 DOI: 10.58459/rptel.2024.19021
Ridwan Rismanto, Aryo Pinandito, Banni Satria Andoko, Yusuke Hayashi, Tsukasa Hirashima
Concept mapping allows learners to visually represent their knowledge by connecting nodes (concepts) and links (relations between concepts). The kit-build (KB) concept map framework enhances this process by enabling learners to recompose a concept map from provided nodes and links, leading to improved learning outcomes. Additionally, KB employs an automatic assessment method called “Full Map Scoring (FMS)”, which evaluates the learner’s understanding based on the recomposed concept map. However, FMS only evaluates the final product of the recomposition activity, neglecting the process itself. This is a potential limitation because different processes leading to the same result could reflect different levels of understanding among learners. Therefore, it is crucial to incorporate process analysis into learner assessment. To address this issue, our research proposes a new assessment procedure termed “Sub-Map Scoring (SMS)”. A concept map is generally composed of several sub-maps with each sub-map representing a set of meanings. We hypothesize that if a learner comprehends the meaning of a sub-map, the learner will recompose the sub-map as a continuous activity. Therefore, SMS evaluates the recomposition process of each sub-map from the viewpoint of continuity, and the overall SMS score is derived from these evaluations. To verify the effectiveness of SMS, we compared SMS and FMS scores using data from a practical use of the KB framework. A multiple linear regression analysis confirmed that the SMS score was a more precise predictor of learning gain than the FMS score.
概念映射允许学习者通过连接节点(概念)和链接(概念之间的关系)来直观地表示他们的知识。kit-build (KB)概念图框架增强了这一过程,使学习者能够根据提供的节点和链接重新构建概念图,从而提高学习效果。此外,KB还采用了一种名为“全图评分”(Full Map Scoring, FMS)的自动评估方法,该方法基于重组的概念图来评估学习者的理解程度。然而,FMS只评估重组活动的最终产品,而忽略了过程本身。这是一个潜在的限制,因为导致相同结果的不同过程可能反映了学习者之间不同的理解水平。因此,将过程分析纳入学习者评估是至关重要的。为了解决这个问题,我们的研究提出了一种新的评估程序,称为“子地图评分(SMS)”。概念图通常由几个子图组成,每个子图代表一组含义。我们假设,如果学习者理解了子地图的意义,学习者将把子地图重新组合为一个持续的活动。因此,SMS从连续性的角度对每个子地图的重组过程进行评价,并从这些评价中得出SMS的总体得分。为了验证SMS的有效性,我们使用实际使用KB框架的数据比较了SMS和FMS分数。多元线性回归分析证实SMS分数比FMS分数更准确地预测学习增益。
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引用次数: 0
Online collaborative writing in an online EFL writing class 在线英语写作课中的在线协作写作
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-14 DOI: 10.58459/rptel.2024.19022
Burcu Ocak Kılınç, Hatice Gülru Yüksel
Most learners of English as a Foreign Language (EFL) consider writing a challenging task, and they experience difficulties such as organizing thoughts, selecting relevant words to represent their views, and producing rhetorical patterns specific to the target culture. Research into L2 writing suggests that collaboration in the classroom can assist students to set goals, generate ideas, write and edit, and reflect on the task. The effects of collaboration in online classes, however, remain unknown. This quasi-experimental study aims to examine the effect of online collaborative writing (OCW) in an online EFL writing class on students’ writing performance in terms of syntactic complexity, lexical complexity, and fluency. A four-week OCW intervention was carried out with 26 university students enrolled in an online English writing course at A2 level in the Common European Framework of Reference for Languages (CEFR). Data were collected using writing tasks administered as pre- and post-tests. Fluency, syntactic and lexical complexity were measured and analyzed across tasks. The results showed that OCW in an online EFL writing course improved the lexical complexity and fluency of the writings of students with an A2 level of English proficiency but had no effect on their syntactic complexity. Based on the findings, it is possible to conclude that OCW can be employed to promote students’ writing performance in online EFL classes.
大多数英语学习者都认为写作是一项具有挑战性的任务,他们在组织思想、选择相关的词汇来表达自己的观点以及产生针对目标文化的修辞模式等方面遇到了困难。对第二语言写作的研究表明,课堂上的合作可以帮助学生设定目标,产生想法,写作和编辑,并对任务进行反思。然而,在线课堂合作的效果仍然未知。本研究旨在探讨在线英语写作课堂上的在线协作写作对学生写作在句法复杂性、词汇复杂性和流畅性方面的影响。对26名参加欧洲共同语言参考框架(CEFR) A2级在线英语写作课程的大学生进行了为期四周的开放式课程干预。数据收集使用写作任务管理作为前和后测试。对不同任务的流畅性、句法和词汇复杂性进行了测量和分析。结果表明,开放式课程在在线英语写作课程中提高了A2水平学生写作的词汇复杂性和流畅性,但对其句法复杂性没有影响。基于这些发现,我们可以得出这样的结论:开放式课程可以在在线英语课程中促进学生的写作表现。
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引用次数: 0
Beyond recommendation acceptance: explanation’s learning effects in a math recommender system 超越推荐接受:数学推荐系统中解释的学习效果
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-12 DOI: 10.58459/rptel.2024.19020
Yiling Dai, Kyosuke Takami, Brendan Flanagan, Hiroaki Ogata
Recommender systems can provide personalized advice on learning for individual students. Providing explanations of those recommendations are expected to increase the transparency and persuasiveness of the system, thus improve students’ adoption of the recommendation. Little research has explored the explanations’ practical effects on learning performance except for the acceptance of recommended learning activities. The recommendation explanations can improve the learning performance if the explanations are designed to contribute to relevant learning skills. This study conducted a comparative experiment (N = 276) in high school classrooms, aiming to investigate whether the use of an explainable math recommender system improves students’ learning performance. We found that the presence of the explanations had positive effects on students’ learning improvement and perceptions of the systems, but not the number of solved quizzes during the learning task. These results imply the possibility that the recommendation explanations may affect students’ meta-cognitive skills and their perceptions, which further contribute to students’ learning improvement. When separating the students based on their prior math abilities, we found a significant correlation between the number of viewed recommendations and the final learning improvement for the students with lower math abilities. This indicates that the students with lower math abilities may benefit from reading their learning progress indicated in the explanations. For students with higher math abilities, their learning improvement was more related to the behavior to select and solve recommended quizzes, which indicates a necessity of more sophisticated and interactive recommender system.
推荐系统可以为个别学生提供个性化的学习建议。提供这些建议的解释,预计将增加系统的透明度和说服力,从而提高学生对建议的采纳。除了接受推荐学习活动外,很少有研究探讨这些解释对学习绩效的实际影响。如果推荐解释的设计有助于相关的学习技能,那么推荐解释可以提高学习成绩。本研究在高中课堂中进行了一项比较实验(N = 276),旨在探讨使用可解释的数学推荐系统是否能提高学生的学习成绩。我们发现,解释的存在对学生的学习改进和对系统的感知有积极影响,但对学习任务中解决的测验数量没有积极影响。这些结果表明,推荐解释可能会影响学生的元认知技能和知觉,进而促进学生的学习进步。当根据学生先前的数学能力将他们分开时,我们发现阅读推荐的数量与数学能力较低的学生的最终学习进步之间存在显著的相关性。这表明数学能力较低的学生可以从阅读解释中显示的学习进度中受益。对于数学能力较高的学生,他们的学习进步更多地与选择和解决推荐测验的行为有关,这表明需要更复杂和互动的推荐系统。
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引用次数: 1
The Digital Pedagogy Competence Scale (DiPeCoS): development and validation 数字教学能力量表(DiPeCoS):开发与验证
IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-28 DOI: 10.58459/rptel.2024.19018
S. Rawat, Shreya Tiwari, Mayank Sharma, Nandini Chatterjee Singh
Digital pedagogy is the intentional integration of technology into teaching and learning to build rich learning experiences. Given this potential and the pace of the digitization of education, it is important to define, assess and develop teachers’ digital pedagogical competence. Although there are several self-report measures that assess digital pedagogy competence, these do not include scenario-based tools. Scenario-based assessments allow the evaluation of knowledge and skills in real-world applications. We present here the Digital Pedagogy Competence Scale (DiPeCoS), a short, scenario-based tool that assesses a teacher’s digital pedagogy competence through choices made in real-world teaching and learning scenarios. An initial pool of ten items was reduced to create an eight-item scale using item response analysis, which was subsequently validated on 1,315 teachers in India. The DiPeCoS demonstrates unidimensionality, and its constituent items show acceptable levels of discrimination, difficulty and guessing parameters and reliability. Our results indicate that such a tool is valuable in assessing teachers’ digital pedagogy competence, and we hope it finds value in the field of digital pedagogical training and evaluation.
数字教学法是有意地将技术整合到教学和学习中,以建立丰富的学习体验。鉴于这种潜力和教育数字化的步伐,定义、评估和发展教师的数字化教学能力非常重要。尽管有几种评估数字化教学能力的自我报告措施,但这些措施不包括基于场景的工具。基于场景的评估允许在实际应用中对知识和技能进行评估。我们在此提出了数字教学能力量表(DiPeCoS),这是一个简短的、基于场景的工具,通过在现实世界的教学和学习场景中做出的选择来评估教师的数字教学能力。通过项目反应分析,将最初的10个项目缩减为8个项目的量表,随后在印度的1315名教师中进行了验证。DiPeCoS具有一定的单维性,其组成项目具有可接受的识别水平、难度和猜测参数和可靠性。我们的研究结果表明,该工具在评估教师的数字教学能力方面是有价值的,我们希望它在数字教学培训和评估领域找到价值。
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引用次数: 0
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