Pub Date : 2022-12-28DOI: 10.58459/rptel.2023.18029
Ecenaz Alemdag
Although it is prevalent to use embodied modes of information (e.g., instructors’ movements and gestures) in instructional videos, there is a lack of comprehensive review elucidating how this type of information is designed and investigated in research studies. This scoping review of the literature examined 55 empirical research articles with 71 separate studies regarding embodied instructional videos to reveal their characteristics and design factors and provide key findings regarding their effects. The results revealed that most videos included slides for the lecture and demonstration of science subjects. The following design factors were determined in embodied instructional videos: instructor demeanor, instructor visual presence, generative activities, learner characteristics, content, instructional media, and scene. The findings regarding their influence on learning supported existing embodiment principles. They also uncovered the contributing or moderating effect of instructors’ deictic gestures, facial expressions, and intimate behaviors, students’ prior knowledge and actions during learning, and the complexity of the video subject. Overall, this review provides helpful information for practitioners based on empirical evidence and indicates research gaps in the literature on embodied instructional videos.
{"title":"A scoping review of the literature on embodied instructional videos","authors":"Ecenaz Alemdag","doi":"10.58459/rptel.2023.18029","DOIUrl":"https://doi.org/10.58459/rptel.2023.18029","url":null,"abstract":"Although it is prevalent to use embodied modes of information (e.g., instructors’ movements and gestures) in instructional videos, there is a lack of comprehensive review elucidating how this type of information is designed and investigated in research studies. This scoping review of the literature examined 55 empirical research articles with 71 separate studies regarding embodied instructional videos to reveal their characteristics and design factors and provide key findings regarding their effects. The results revealed that most videos included slides for the lecture and demonstration of science subjects. The following design factors were determined in embodied instructional videos: instructor demeanor, instructor visual presence, generative activities, learner characteristics, content, instructional media, and scene. The findings regarding their influence on learning supported existing embodiment principles. They also uncovered the contributing or moderating effect of instructors’ deictic gestures, facial expressions, and intimate behaviors, students’ prior knowledge and actions during learning, and the complexity of the video subject. Overall, this review provides helpful information for practitioners based on empirical evidence and indicates research gaps in the literature on embodied instructional videos.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"25 1","pages":"29"},"PeriodicalIF":3.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74240457","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 : 2022-12-28DOI: 10.58459/rptel.2023.18028
Sho Yamamoto, Yuto Tobe, Yoshimasa Tawatsuji, T. Hirashima
Feedback on learning activities is one of the most important issues in achieving adaptive learning. In this study, we propose a mechanism for solving this problem by detecting the deadlock state of a learner during a learning activity and providing feedback to eliminate such a state. Feedback on the products of learning activities (we call it “after-process feedback”) has been implemented in numerous interactive and adaptive learning environments. However, feedback during an activity (we call it “in-process feedback”) has rarely been implemented. In-process feedback is considered to be much better than after-process feedback when learners have difficulty or become frustrated with the learning material during the learning process. The difficulty in implementing in-process feedback lies in the timing and content of the feedback. It has been pointed out that the detection of a deadlock must be achieved as early as possible; otherwise, it reduces the learning motivation of the learner. Therefore, we focused on electroencephalograph (EEG) data, which are difficult to cheat and can clearly detect the state of the learner. By combining EEG data with machine learning, we developed a model for detecting when a learner is stuck, allowing us to detect the timing. After that, we generate the proper feedback by estimating the knowledge state of the learner based on the knowledge structure and task response status. We implemented and evaluated the in-process feedback approach in a learning environment posing arithmetic word problems.
{"title":"In-process feedback by detecting deadlock based on EEG data in exercise of learning by problem- posing and its evaluation","authors":"Sho Yamamoto, Yuto Tobe, Yoshimasa Tawatsuji, T. Hirashima","doi":"10.58459/rptel.2023.18028","DOIUrl":"https://doi.org/10.58459/rptel.2023.18028","url":null,"abstract":"Feedback on learning activities is one of the most important issues in achieving adaptive learning. In this study, we propose a mechanism for solving this problem by detecting the deadlock state of a learner during a learning activity and providing feedback to eliminate such a state. Feedback on the products of learning activities (we call it “after-process feedback”) has been implemented in numerous interactive and adaptive learning environments. However, feedback during an activity (we call it “in-process feedback”) has rarely been implemented. In-process feedback is considered to be much better than after-process feedback when learners have difficulty or become frustrated with the learning material during the learning process. The difficulty in implementing in-process feedback lies in the timing and content of the feedback. It has been pointed out that the detection of a deadlock must be achieved as early as possible; otherwise, it reduces the learning motivation of the learner. Therefore, we focused on electroencephalograph (EEG) data, which are difficult to cheat and can clearly detect the state of the learner. By combining EEG data with machine learning, we developed a model for detecting when a learner is stuck, allowing us to detect the timing. After that, we generate the proper feedback by estimating the knowledge state of the learner based on the knowledge structure and task response status. We implemented and evaluated the in-process feedback approach in a learning environment posing arithmetic word problems.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"1 1","pages":"28"},"PeriodicalIF":3.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83283325","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 : 2022-12-12DOI: 10.58459/rptel.2023.18023
C. Looi, S. Wong, S. Kong, T. Chan, Ju-Ling Shih, B. Chang, Ying-Tien Wu, Chen-Chung Liu, Charles Y. C. Yeh, Zhi-Hong Chen, Tzu-Chao Chien, C. Chou, Hui-Chun Hung, Hercy N. H. Cheng, Calvin C. Y. Liao
Cognisant that the examination-driven culture in most Asian schools will hinder future educational innovation, a group of concerned Asian researchers started collaboration in 2014 to develop a theory to serve as a guide to design interest- driven learning activities. This endeavour then spawned the development of the Interest-Driven Creator (IDC) Theory. The theory postulates that when their learning is driven by interest, students can be engaged in knowledge creation. The continued practice of this creation process in their daily learning routines can lead students to excel in learning performance, develop 21st century competences and eventually form creation habits to be lifelong learners. This paper, therefore, adds on to the current articulation of IDC Theory by highlighting the implementation of an IDC experimental school in Taiwan and by presenting the story of how it embodies the spirit of IDC. The school curriculum prepares students to be lifelong readers and reflective writers with broad knowledge in the fields of Math, English Language, Science, and Interdisciplinary Social Studies. It emphasises not only students’ academic growth but also their physical wellness and character building. The endeavour intends to be a comprehensive example of practice-driven research, demonstrating how theory and practice can be bridged, and how a virtuous cycle of research improving practice and practice informing research can be developed. This paper also provides a glimpse of how IDC Theory can inspire the planning and integration of IDC-based education approaches in academic curricula beyond Taiwan. The paper ends with the call for a more concerted effort to create a sustainable alliance to share professional insights into IDC Theory through a non- governmental organisation.
{"title":"Interest-Driven Creator Theory: case study of embodiment in an experimental school in Taiwan","authors":"C. Looi, S. Wong, S. Kong, T. Chan, Ju-Ling Shih, B. Chang, Ying-Tien Wu, Chen-Chung Liu, Charles Y. C. Yeh, Zhi-Hong Chen, Tzu-Chao Chien, C. Chou, Hui-Chun Hung, Hercy N. H. Cheng, Calvin C. Y. Liao","doi":"10.58459/rptel.2023.18023","DOIUrl":"https://doi.org/10.58459/rptel.2023.18023","url":null,"abstract":"\u0000 \u0000 \u0000Cognisant that the examination-driven culture in most Asian schools will hinder future educational innovation, a group of concerned Asian researchers started collaboration in 2014 to develop a theory to serve as a guide to design interest- driven learning activities. This endeavour then spawned the development of the Interest-Driven Creator (IDC) Theory. The theory postulates that when their learning is driven by interest, students can be engaged in knowledge creation. The continued practice of this creation process in their daily learning routines can lead students to excel in learning performance, develop 21st century competences and eventually form creation habits to be lifelong learners. This paper, therefore, adds on to the current articulation of IDC Theory by highlighting the implementation of an IDC experimental school in Taiwan and by presenting the story of how it embodies the spirit of IDC. The school curriculum prepares students to be lifelong readers and reflective writers with broad knowledge in the fields of Math, English Language, Science, and Interdisciplinary Social Studies. It emphasises not only students’ academic growth but also their physical wellness and character building. The endeavour intends to be a comprehensive example of practice-driven research, demonstrating how theory and practice can be bridged, and how a virtuous cycle of research improving practice and practice informing research can be developed. This paper also provides a glimpse of how IDC Theory can inspire the planning and integration of IDC-based education approaches in academic curricula beyond Taiwan. The paper ends with the call for a more concerted effort to create a sustainable alliance to share professional insights into IDC Theory through a non- governmental organisation. \u0000 \u0000 \u0000","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"41 1","pages":"23"},"PeriodicalIF":3.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77200210","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 : 2022-12-12DOI: 10.58459/rptel.2023.18025
Tak-Wai Chan, C. Looi, S. Wong, Siu-Cheung Kong, Ju-Ling Shih
We thank the seven scholars who have provided commentaries to our paper on the Interest-Driven Creator (IDC) experimental school in Taiwan. We provide replies to their commentaries in the interest of continuing the productive discussions that we hope to see in the further pursuance and refinement of the IDC theories. We also use the opportunity here to provide replies to the commentaries written by Dillenbourg et al. (2019) and Roschelle and Burke (2019), specifically written for the original IDC paper (Chan et al., 2018).
{"title":"Replies to commentaries on IDC Theory in practice","authors":"Tak-Wai Chan, C. Looi, S. Wong, Siu-Cheung Kong, Ju-Ling Shih","doi":"10.58459/rptel.2023.18025","DOIUrl":"https://doi.org/10.58459/rptel.2023.18025","url":null,"abstract":"\u0000 \u0000 \u0000We thank the seven scholars who have provided commentaries to our paper on the Interest-Driven Creator (IDC) experimental school in Taiwan. We provide replies to their commentaries in the interest of continuing the productive discussions that we hope to see in the further pursuance and refinement of the IDC theories. We also use the opportunity here to provide replies to the commentaries written by Dillenbourg et al. (2019) and Roschelle and Burke (2019), specifically written for the original IDC paper (Chan et al., 2018). \u0000 \u0000 \u0000","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"1 1","pages":"25"},"PeriodicalIF":3.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90885949","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 : 2022-12-12DOI: 10.58459/rptel.2023.18024
Wenli Chen, Kampei Hayashi, Masnida Md. Khambari, Kinshuk, Jon Mason, L. Wong, Kui Xie
A total of seven scholars were invited to provide commentaries to the paper on the IDC experimental school in Taiwan. We collated their commentaries below, arranged in alphabetical order of the authors’ last names. We acknowledge and appreciate the excellent points raised by the commentators regarding the current and future directions of IDC Theory and the experimental school. We embrace their views and take heed of their suggestions to refine IDC Theory and our practices further.
{"title":"Commentaries on IDC Theory in practice","authors":"Wenli Chen, Kampei Hayashi, Masnida Md. Khambari, Kinshuk, Jon Mason, L. Wong, Kui Xie","doi":"10.58459/rptel.2023.18024","DOIUrl":"https://doi.org/10.58459/rptel.2023.18024","url":null,"abstract":"\u0000 \u0000 \u0000A total of seven scholars were invited to provide commentaries to the paper on the IDC experimental school in Taiwan. We collated their commentaries below, arranged in alphabetical order of the authors’ last names. We acknowledge and appreciate the excellent points raised by the commentators regarding the current and future directions of IDC Theory and the experimental school. We embrace their views and take heed of their suggestions to refine IDC Theory and our practices further. \u0000 \u0000 \u0000","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"69 1","pages":"24"},"PeriodicalIF":3.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81347106","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 : 2022-12-05DOI: 10.58459/rptel.2023.18022
Jeff Bender, Bingpu Zhao, Alex Dziena, Gail Kaiser
A literature review revealed that students learning computational thinking (CT) via Scratch often require substantial teacher support. We surveyed grade 6-9 teachers to learn their perceptions of student engagement with CT and how well their needs are met by existing CT learning systems. The results led us to extend the trend of balancing Scratch’s agency with structure to better serve learners and reduce burden on teachers aiming to learn and teach CT. In this paper, we review architecture and implementation strategies developed to integrate Parsons Programming Puzzles (PPPs) with Scratch, and then analyze their effects on adults, who crucially influence the education of their children. The results from our pilot study suggest PPPs catalyze CT motivation, reduce extraneous cognitive load, and increase learning efficiency without jeopardizing performance on transfer tasks.
{"title":"Integrating Parsons puzzles within Scratch enables efficient computational thinking learning","authors":"Jeff Bender, Bingpu Zhao, Alex Dziena, Gail Kaiser","doi":"10.58459/rptel.2023.18022","DOIUrl":"https://doi.org/10.58459/rptel.2023.18022","url":null,"abstract":"A literature review revealed that students learning computational thinking (CT) via Scratch often require substantial teacher support. We surveyed grade 6-9 teachers to learn their perceptions of student engagement with CT and how well their needs are met by existing CT learning systems. The results led us to extend the trend of balancing Scratch’s agency with structure to better serve learners and reduce burden on teachers aiming to learn and teach CT. In this paper, we review architecture and implementation strategies developed to integrate Parsons Programming Puzzles (PPPs) with Scratch, and then analyze their effects on adults, who crucially influence the education of their children. The results from our pilot study suggest PPPs catalyze CT motivation, reduce extraneous cognitive load, and increase learning efficiency without jeopardizing performance on transfer tasks.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"37 1","pages":"22"},"PeriodicalIF":3.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81078802","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 : 2022-12-05DOI: 10.58459/rptel.2023.18021
C. Chou, Tsu-Chi Shen, Tsu-Chuan Shen, C. Shen
The purpose of this study is to develop the ‘Teachers’ Efficacy Perceptions of the AI-based Teaching Applications (TEP-AITA) scale’ and to describe the analysis of the background variables and the differences between six factors in the application of an Artificial Intelligence (AI) teaching efficacy perceptions questionnaire. In total, 714 vocational senior high school teachers participated in random and cluster sampling in Taiwan. The results showed that the internal consistency reliability of the measure was .988 and that the reliability of the six subscales was .975, .971, .981, .976, .972, and .967. The results found that TEP-AITA scale included ‘Resource support’, ‘Innovative teaching’, ‘Cross-disciplinary’, ‘Professional learning’, ‘Learner demand’, and ‘Self-reflection’. ‘Cross-disciplinary’ and ‘Learner demand’ were highly rated, while ’Resource support’ was low. This study analyzed the differences in the perceived efficacy for AI-based teaching applications among teachers according to their background variables, such as their gender, current position, school attributes, teachers’ seniority, and application AI teaching experience. The research results on teacher background factors and the six factors of the TEP-AITA scale could be provided to education units for the active promotion of AI information technology teaching and training.
{"title":"The level of perceived efficacy from teachers to access AI-based teaching applications","authors":"C. Chou, Tsu-Chi Shen, Tsu-Chuan Shen, C. Shen","doi":"10.58459/rptel.2023.18021","DOIUrl":"https://doi.org/10.58459/rptel.2023.18021","url":null,"abstract":"The purpose of this study is to develop the ‘Teachers’ Efficacy Perceptions of the AI-based Teaching Applications (TEP-AITA) scale’ and to describe the analysis of the background variables and the differences between six factors in the application of an Artificial Intelligence (AI) teaching efficacy perceptions questionnaire. In total, 714 vocational senior high school teachers participated in random and cluster sampling in Taiwan. The results showed that the internal consistency reliability of the measure was .988 and that the reliability of the six subscales was .975, .971, .981, .976, .972, and .967. The results found that TEP-AITA scale included ‘Resource support’, ‘Innovative teaching’, ‘Cross-disciplinary’, ‘Professional learning’, ‘Learner demand’, and ‘Self-reflection’. ‘Cross-disciplinary’ and ‘Learner demand’ were highly rated, while ’Resource support’ was low. This study analyzed the differences in the perceived efficacy for AI-based teaching applications among teachers according to their background variables, such as their gender, current position, school attributes, teachers’ seniority, and application AI teaching experience. The research results on teacher background factors and the six factors of the TEP-AITA scale could be provided to education units for the active promotion of AI information technology teaching and training.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"105 1","pages":"21"},"PeriodicalIF":3.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88578128","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 : 2022-12-05DOI: 10.58459/rptel.2023.18020
Manuel B. Garcia, A. Yousef
When it comes to asynchronous online learning, the literature recommends multimedia content like videos of lectures and demonstrations. However, the lack of emotional connection and the absence of teacher support in these video materials can be detrimental to student success. We proposed incorporating talking heads and annotations to alleviate these weaknesses. In this study, we investigated the cognitive and affective effects of integrating these solutions in asynchronous video lectures. Guided by the theoretical lens of Cognitive Theory of Multimedia Learning and Cognitive-Affective Theory of Learning with Media, we produced a total of 72 videos (average = four videos per subtopic) with a mean duration of 258 seconds (range = 193 to 318 seconds). To comparatively assess our video treatments (i.e., regular videos, videos with face, videos with annotation, or videos with face and annotation), we conducted an educational-based cluster randomized controlled trial within a 14-week academic period with four cohorts of students enrolled in an introductory web design and development course. We recorded a total of 42,425 total page views (212.13 page views per student) for all web browsing activities within the online learning platform. Moreover, 39.92% (16,935 views) of these page views were attributed to the video pages accumulating a total of 47,665 minutes of watch time. Our findings suggest that combining talking heads and annotations in asynchronous video lectures yielded the highest learning performance, longest watch time, and highest satisfaction, engagement, and attitude scores. These discoveries have significant implications for designing video lectures for online education to support students’ activities and engagement. Therefore, we concluded that academic institutions, curriculum developers, instructional designers, and educators should consider these findings before relocating face-to-face courses to online learning systems to maximize the benefits of video-based learning.
{"title":"Cognitive and affective effects of teachers' annotations and talking heads on asynchronous video lectures in a web development course","authors":"Manuel B. Garcia, A. Yousef","doi":"10.58459/rptel.2023.18020","DOIUrl":"https://doi.org/10.58459/rptel.2023.18020","url":null,"abstract":"When it comes to asynchronous online learning, the literature recommends multimedia content like videos of lectures and demonstrations. However, the lack of emotional connection and the absence of teacher support in these video materials can be detrimental to student success. We proposed incorporating talking heads and annotations to alleviate these weaknesses. In this study, we investigated the cognitive and affective effects of integrating these solutions in asynchronous video lectures. Guided by the theoretical lens of Cognitive Theory of Multimedia Learning and Cognitive-Affective Theory of Learning with Media, we produced a total of 72 videos (average = four videos per subtopic) with a mean duration of 258 seconds (range = 193 to 318 seconds). To comparatively assess our video treatments (i.e., regular videos, videos with face, videos with annotation, or videos with face and annotation), we conducted an educational-based cluster randomized controlled trial within a 14-week academic period with four cohorts of students enrolled in an introductory web design and development course. We recorded a total of 42,425 total page views (212.13 page views per student) for all web browsing activities within the online learning platform. Moreover, 39.92% (16,935 views) of these page views were attributed to the video pages accumulating a total of 47,665 minutes of watch time. Our findings suggest that combining talking heads and annotations in asynchronous video lectures yielded the highest learning performance, longest watch time, and highest satisfaction, engagement, and attitude scores. These discoveries have significant implications for designing video lectures for online education to support students’ activities and engagement. Therefore, we concluded that academic institutions, curriculum developers, instructional designers, and educators should consider these findings before relocating face-to-face courses to online learning systems to maximize the benefits of video-based learning.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"17 1","pages":"20"},"PeriodicalIF":3.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81026965","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 : 2022-11-16DOI: 10.58459/rptel.2023.18017
Christian Schlusche, Lenka Schnaubert, Daniel Bodemer
Undergraduate students are expected to regulate their learning processes and overcome knowledge-related obstacles. Academic help-seeking (HS) is a social strategy to acquire missing information or explanations. As mobile devices are a popular means for communication between students, services on those devices are of interest for computer-mediated academic HS. The goal of the presented study is to determine requirements for the design of digital services that support asking for and receiving help. The article presents students’ perspectives on the knowledge-related obstacles that cause them to seek help through computer-mediated communication via mobile devices. Moreover, it presents respondents’ perceived inhibitions about asking peers for help. Finally, the perceived technical drawbacks of popular services are outlined. Data acquired from N = 59 semi-structured interviews were analyzed using qualitative content analysis. The students reported that they experience knowledge-related obstacles while working on assignments and that they avoid HS when they are worried about social humiliation. They also reported that a messenger service was used most frequently for HS. The results are valuable for designers and practitioners in the field of computer-mediated academic HS.
{"title":"Understanding students' academic help-seeking on digital devices - a qualitative analysis","authors":"Christian Schlusche, Lenka Schnaubert, Daniel Bodemer","doi":"10.58459/rptel.2023.18017","DOIUrl":"https://doi.org/10.58459/rptel.2023.18017","url":null,"abstract":"Undergraduate students are expected to regulate their learning processes and overcome knowledge-related obstacles. Academic help-seeking (HS) is a social strategy to acquire missing information or explanations. As mobile devices are a popular means for communication between students, services on those devices are of interest for computer-mediated academic HS. The goal of the presented study is to determine requirements for the design of digital services that support asking for and receiving help. The article presents students’ perspectives on the knowledge-related obstacles that cause them to seek help through computer-mediated communication via mobile devices. Moreover, it presents respondents’ perceived inhibitions about asking peers for help. Finally, the perceived technical drawbacks of popular services are outlined. Data acquired from N = 59 semi-structured interviews were analyzed using qualitative content analysis. The students reported that they experience knowledge-related obstacles while working on assignments and that they avoid HS when they are worried about social humiliation. They also reported that a messenger service was used most frequently for HS. The results are valuable for designers and practitioners in the field of computer-mediated academic HS.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"7 1","pages":"17"},"PeriodicalIF":3.2,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91266884","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 : 2022-11-16DOI: 10.58459/rptel.2023.18016
Feng-Kuang Chiang, Yicong Zhang, Yanan Lu
Many studies have examined the effects of robotics competitions, but few have investigated their effects on participants, especially from the perspectives of students, parents, and coaches. The researchers of this study developed and validated an instrument for exploring the impact of the World Robot Olympiad (WRO), a major international robotics competition, on participants from the perspectives of students, parents, and coaches. Through a literature review and expert discussion, the researchers proposed the first version of the questionnaire. After three years of data collection and three iterations as well as a reliability and validity analysis, factor analysis, and expert review, researchers developed an impact questionnaire for participants in WRO, which included 18 items in the following six dimensions: Learning Skill, Engineering Thinking, Emotional Engagement, Career Choice, Cooperative Solution, and Global Consciousness. Data from 636 valid responses revealed that the questionnaire has good reliability and validity and that students, parents, and coaches all highly valued the positive impact of WRO in 2019. Data analysis indicated that, by and large, students’ abilities have improved in various dimensions which were similar to those of previous research on robotics education and robotics competitions.
{"title":"Development and validation of a questionnaire for assessing perspectives of World Robot Olympiad on participants","authors":"Feng-Kuang Chiang, Yicong Zhang, Yanan Lu","doi":"10.58459/rptel.2023.18016","DOIUrl":"https://doi.org/10.58459/rptel.2023.18016","url":null,"abstract":"Many studies have examined the effects of robotics competitions, but few have investigated their effects on participants, especially from the perspectives of students, parents, and coaches. The researchers of this study developed and validated an instrument for exploring the impact of the World Robot Olympiad (WRO), a major international robotics competition, on participants from the perspectives of students, parents, and coaches. Through a literature review and expert discussion, the researchers proposed the first version of the questionnaire. After three years of data collection and three iterations as well as a reliability and validity analysis, factor analysis, and expert review, researchers developed an impact questionnaire for participants in WRO, which included 18 items in the following six dimensions: Learning Skill, Engineering Thinking, Emotional Engagement, Career Choice, Cooperative Solution, and Global Consciousness. Data from 636 valid responses revealed that the questionnaire has good reliability and validity and that students, parents, and coaches all highly valued the positive impact of WRO in 2019. Data analysis indicated that, by and large, students’ abilities have improved in various dimensions which were similar to those of previous research on robotics education and robotics competitions.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"15 12 1","pages":"16"},"PeriodicalIF":3.2,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86953469","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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