Pub Date : 2022-11-16DOI: 10.58459/rptel.2023.18019
Wenrui Zhang, Lei Gu
The present study aimed to examine the associations among digital reading achievement, computer game playing, and reading attitudes using the Hong Kong data taken from the Programme for International Student Assessment (PISA) 2018 dataset. Both confirmatory factor analysis and structural equal modeling were adopted: 1) to identify the correlation among the three latent factors (i.e., digital reading achievement, computer game playing, and reading attitudes), 2) to measure the mediating effects of reading attitudes, and 3) to investigate the mediation relationship after controlling for gender difference. The results confirmed the importance of computer game playing and reading attitudes towards digital reading achievement. Specifically, computer game playing negatively correlated with digital reading achievement and reading attitudes, whereas reading attitudes positively correlated with computer-mediated reading performance even after gender was controlled. Interestingly, reading attitudes were found to mediate the magnitude of the impact of computer game playing on digital reading achievement. Taken together, the findings suggest: 1) excessive time spent in playing computer games results in poor performance in digitally assessed reading, 2) positive reading attitudes attenuate the negative effects of playing computer games against digital reading achievement, 3) such offsetting effect is even larger when controlling for gender.
{"title":"The role of computer game playing and reading attitudes in digital reading achievement: evidence from Hong Kong 15-year-olds","authors":"Wenrui Zhang, Lei Gu","doi":"10.58459/rptel.2023.18019","DOIUrl":"https://doi.org/10.58459/rptel.2023.18019","url":null,"abstract":"The present study aimed to examine the associations among digital reading achievement, computer game playing, and reading attitudes using the Hong Kong data taken from the Programme for International Student Assessment (PISA) 2018 dataset. Both confirmatory factor analysis and structural equal modeling were adopted: 1) to identify the correlation among the three latent factors (i.e., digital reading achievement, computer game playing, and reading attitudes), 2) to measure the mediating effects of reading attitudes, and 3) to investigate the mediation relationship after controlling for gender difference. The results confirmed the importance of computer game playing and reading attitudes towards digital reading achievement. Specifically, computer game playing negatively correlated with digital reading achievement and reading attitudes, whereas reading attitudes positively correlated with computer-mediated reading performance even after gender was controlled. Interestingly, reading attitudes were found to mediate the magnitude of the impact of computer game playing on digital reading achievement. Taken together, the findings suggest: 1) excessive time spent in playing computer games results in poor performance in digitally assessed reading, 2) positive reading attitudes attenuate the negative effects of playing computer games against digital reading achievement, 3) such offsetting effect is even larger when controlling for gender.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"151 1","pages":"19"},"PeriodicalIF":3.2,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73712593","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.2023.18018
P. Palomino, A. Toda, Luiz Rodrigues, Wilk Oliveira, L. Nacke, Seiji Isotani
Gamification studies in the educational domain usually focus on motivating students to increase their learning performance by enhancing their motivation. Classifications of behavioural profiles are often used for this (referred to as “gamer” or “user types”), which support the personalization of students’ experiences. These classifications consider these profiles from gamers’ or non-gamers’ points of view. However, within education research, it is necessary to broadly inspect these behavioural profiles to create an instructional design based on learners’ intrinsic drivers and motivations. The relationship between these concepts is subjective, complex, and difficult to categorize, demanding research to bridge this gap. Therefore, in this article we present the design and evaluation of an application ontology that seeks to represent relationships between Jung’s archetypes (e.g., the Hero, the Outlaw and others) adapted for educational purposes, creating a new approach for modelling user profiles, a taxonomy of game elements specific for use in educational contexts, and Bloom’s revised taxonomy to classify learning activities types. This ontology enables personalized and instructional designs directly related to the learning activity type for students. We demonstrate that the proposed ontology can help create better gamification designs to support learning, and we envision it to be used both to create unplugged gamification strategies and personalized gamified educational systems.
{"title":"An ontology for modelling user' profiles and activities in gamified education","authors":"P. Palomino, A. Toda, Luiz Rodrigues, Wilk Oliveira, L. Nacke, Seiji Isotani","doi":"10.58459/rptel.2023.18018","DOIUrl":"https://doi.org/10.58459/rptel.2023.18018","url":null,"abstract":"Gamification studies in the educational domain usually focus on motivating students to increase their learning performance by enhancing their motivation. Classifications of behavioural profiles are often used for this (referred to as “gamer” or “user types”), which support the personalization of students’ experiences. These classifications consider these profiles from gamers’ or non-gamers’ points of view. However, within education research, it is necessary to broadly inspect these behavioural profiles to create an instructional design based on learners’ intrinsic drivers and motivations. The relationship between these concepts is subjective, complex, and difficult to categorize, demanding research to bridge this gap. Therefore, in this article we present the design and evaluation of an application ontology that seeks to represent relationships between Jung’s archetypes (e.g., the Hero, the Outlaw and others) adapted for educational purposes, creating a new approach for modelling user profiles, a taxonomy of game elements specific for use in educational contexts, and Bloom’s revised taxonomy to classify learning activities types. This ontology enables personalized and instructional designs directly related to the learning activity type for students. We demonstrate that the proposed ontology can help create better gamification designs to support learning, and we envision it to be used both to create unplugged gamification strategies and personalized gamified educational systems.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"39 1","pages":"18"},"PeriodicalIF":3.2,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74605199","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 : 2022-10-24DOI: 10.58459/rptel.2023.18014
Ryan A. Ebardo, M. Suarez
Transitioning to mobile learning or M-Learning in medical education has been challenging due to its subscription to the clinical-based method of knowledge transfer. This shift was accelerated despite the challenges of COVID-19 in what research refers to as Emergency Remote Teaching or ERT. While this modality supported learning continuity, it was evident that online classes have become avenues for students to socially engage with others to meet various psychological needs to buffer pandemic stress. We hypothesized that cognitive, affective, and social needs positively influence learners’ attitude towards M-Learning, which leads to its adoption. Given that peers highly influence medical professionals, we further hypothesized that the beliefs of others or social norms have a positive influence on the behavioral intention to use M-Learning. We added psychological needs as influencing factors to Theory of Reasoned Action constructs to develop a structural model, deployed an online survey, and analyzed 219 responses from healthcare students in the Philippines using Partial Least Squares – Structural Equation Modeling or PLS-SEM. We confirm that cognitive, affective, and social needs are psychological factors that influence students’ attitude towards mobile learning. While attitude can lead to the behavioral intention to adopt mobile learning, social norms do not exhibit a positive influence at a significant level. We discuss our results from the perspective of a developing economy during a pandemic and provide the implications of its findings to theory, academe, and technology.
{"title":"Do cognitive, affective and social needs influence mobile learning adoption in emergency remote teaching?","authors":"Ryan A. Ebardo, M. Suarez","doi":"10.58459/rptel.2023.18014","DOIUrl":"https://doi.org/10.58459/rptel.2023.18014","url":null,"abstract":"Transitioning to mobile learning or M-Learning in medical education has been challenging due to its subscription to the clinical-based method of knowledge transfer. This shift was accelerated despite the challenges of COVID-19 in what research refers to as Emergency Remote Teaching or ERT. While this modality supported learning continuity, it was evident that online classes have become avenues for students to socially engage with others to meet various psychological needs to buffer pandemic stress. We hypothesized that cognitive, affective, and social needs positively influence learners’ attitude towards M-Learning, which leads to its adoption. Given that peers highly influence medical professionals, we further hypothesized that the beliefs of others or social norms have a positive influence on the behavioral intention to use M-Learning. We added psychological needs as influencing factors to Theory of Reasoned Action constructs to develop a structural model, deployed an online survey, and analyzed 219 responses from healthcare students in the Philippines using Partial Least Squares – Structural Equation Modeling or PLS-SEM. We confirm that cognitive, affective, and social needs are psychological factors that influence students’ attitude towards mobile learning. While attitude can lead to the behavioral intention to adopt mobile learning, social norms do not exhibit a positive influence at a significant level. We discuss our results from the perspective of a developing economy during a pandemic and provide the implications of its findings to theory, academe, and technology.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"2 1","pages":"14"},"PeriodicalIF":3.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83029351","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 : 2022-10-24DOI: 10.58459/rptel.2023.18012
Nils Malzahn, Veronica Schwarze, S. Eimler, Farbod Aprin, Sarah Moder, H. Hoppe
Learning scenarios building on disagreement in a learning group or a whole classroom are well established in modern pedagogy. In the specific tradition of collaborative learning, such approaches have been traced back to theories of socio-cognitive conflict and have been associated with argumentative learning interactions. An important premise for these types of learning scenarios is the identification of disagreement. In the spirit of learning analytics, this calls for analytic tools and mechanisms to detect and measure disagreement in learning groups.Our mathematical analysis of several methods shows that methods of different origin are largely equivalent, only differing in the normalization factors and ensuing scaling properties. We have selected a measure that scales best and applied it to a target scenario in which learners judged types and levels of “toxicity” of social media content using an interactive tagging tool. Due restrictions imposed by the pandemic, we had to replace the originally envisaged classroom scenario by online experiments. We report on two consecutive experiments involving 42 students in the first and 89 subjects in the second instance. The results corroborate the adequacy of the measure in combination with the interactive, game-based approach to collecting judgements. We also saw that a revision of categories after the first study reduced the ambiguity. In addition to applying the disagreement measure to the learner judgements, we also assessed several personality traits, such as authoritarianism and social closeness. Regarding the dependency of the learner judgements on personality traits, we could only observe a weak influence of authoritarianism.
{"title":"How to measure disagreement as a premise for learning from controversy in a social media context","authors":"Nils Malzahn, Veronica Schwarze, S. Eimler, Farbod Aprin, Sarah Moder, H. Hoppe","doi":"10.58459/rptel.2023.18012","DOIUrl":"https://doi.org/10.58459/rptel.2023.18012","url":null,"abstract":"Learning scenarios building on disagreement in a learning group or a whole classroom are well established in modern pedagogy. In the specific tradition of collaborative learning, such approaches have been traced back to theories of socio-cognitive conflict and have been associated with argumentative learning interactions. An important premise for these types of learning scenarios is the identification of disagreement. In the spirit of learning analytics, this calls for analytic tools and mechanisms to detect and measure disagreement in learning groups.Our mathematical analysis of several methods shows that methods of different origin are largely equivalent, only differing in the normalization factors and ensuing scaling properties. We have selected a measure that scales best and applied it to a target scenario in which learners judged types and levels of “toxicity” of social media content using an interactive tagging tool. Due restrictions imposed by the pandemic, we had to replace the originally envisaged classroom scenario by online experiments. We report on two consecutive experiments involving 42 students in the first and 89 subjects in the second instance. The results corroborate the adequacy of the measure in combination with the interactive, game-based approach to collecting judgements. We also saw that a revision of categories after the first study reduced the ambiguity. In addition to applying the disagreement measure to the learner judgements, we also assessed several personality traits, such as authoritarianism and social closeness. Regarding the dependency of the learner judgements on personality traits, we could only observe a weak influence of authoritarianism.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"17 1","pages":"12"},"PeriodicalIF":3.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83493385","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 : 2022-10-24DOI: 10.58459/rptel.2023.18015
Dana Bates, Jessica Moore
High-fidelity simulation can contribute to healthcare education as an adjunct to real-world simulated experiences in a safe learning environment. While high-fidelity simulation has been widely used in healthcare for training and professional education, application in athletic training education remains primarily at the undergraduate level. Using an interpretive phenomenological approach, the purpose of this paper is to gain a further understanding of entry-level master athletic training students’ perceptions following high-fidelity simulation when used to amplify real-world student educational experiences. Focus group interviews were conducted and gathered students’ perceptions of the experience. Eighteen participants (17 female, 1 male) completed focus group interviews. Data were analyzed through reading transcriptions, then summarizing data into codes which formed categories leading to the themes of master athletic training students’ perception of the high-fidelity educational experience. Trustworthiness was established using informal member-checking, prolonged engagement, rich thick description, and investigator triangulation. Four themes emerge from the participants’ experience: (1) skill application; (2) learning environment; (3) competence challenge; (4) communication and collaboration. High-fidelity simulation can be a valuable adjunct to an athletic training program’s skill practice and development leading to improvements in students’ confidence, communication and self-efficacy.
{"title":"High-fidelity simulation for graduate athletic training students and impact on students' learning experience","authors":"Dana Bates, Jessica Moore","doi":"10.58459/rptel.2023.18015","DOIUrl":"https://doi.org/10.58459/rptel.2023.18015","url":null,"abstract":"High-fidelity simulation can contribute to healthcare education as an adjunct to real-world simulated experiences in a safe learning environment. While high-fidelity simulation has been widely used in healthcare for training and professional education, application in athletic training education remains primarily at the undergraduate level. Using an interpretive phenomenological approach, the purpose of this paper is to gain a further understanding of entry-level master athletic training students’ perceptions following high-fidelity simulation when used to amplify real-world student educational experiences. Focus group interviews were conducted and gathered students’ perceptions of the experience. Eighteen participants (17 female, 1 male) completed focus group interviews. Data were analyzed through reading transcriptions, then summarizing data into codes which formed categories leading to the themes of master athletic training students’ perception of the high-fidelity educational experience. Trustworthiness was established using informal member-checking, prolonged engagement, rich thick description, and investigator triangulation. Four themes emerge from the participants’ experience: (1) skill application; (2) learning environment; (3) competence challenge; (4) communication and collaboration. High-fidelity simulation can be a valuable adjunct to an athletic training program’s skill practice and development leading to improvements in students’ confidence, communication and self-efficacy.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"38 1","pages":"15"},"PeriodicalIF":3.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89474860","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 : 2022-10-24DOI: 10.58459/rptel.2023.18013
Ben Haas, Z. Lavicza, Yves Kreis
In reaction to the COVID-19 pandemic, the government of Luxembourg suspended in-school teaching and learning towards remote teaching. A survey conducted by the Ministry of Education after three weeks of confinement, showed that more than half of the parents faced difficulties when using remote teaching with their students. To tackle this new challenge, we adapted our research to the use of augmented reality, digital and physical mathematical modelling in remote mathematics education for elementary schools. The elementary school students (aged 5 to 12) created cultural artifacts (i.e., Easter egg cups) during the confinement. In this paper, we will describe mathematical modelling in remote teaching and further concentrate on parents’ perspectives, who played an essential role in assisting their children. Moreover, we will discuss different didactical principles that emerged from the task design during the study through parents’ eyes. Thus, understanding parents’ perspectives became highly important in enabling us to improve task designs and related pedagogical approaches in remote teaching. The data collected in this study included semi-structured interviews with students, parents, and teachers as well as questionnaires and field notes. We followed an exploratory stance with our data analyses, primarily utilizing grounded theory (Corbin & Strauss, 1990, 2014) approaches. Through the insights we gained from our findings, we aim to explain how the parents perceived teaching and learning mathematical modelling in our experiments, how they scaffolded the given tasks, and what support they required and would need in future remote teaching.
{"title":"Parent's experience in remote learning during COVID-19 with digital and physical mathematical modelling","authors":"Ben Haas, Z. Lavicza, Yves Kreis","doi":"10.58459/rptel.2023.18013","DOIUrl":"https://doi.org/10.58459/rptel.2023.18013","url":null,"abstract":"In reaction to the COVID-19 pandemic, the government of Luxembourg suspended in-school teaching and learning towards remote teaching. A survey conducted by the Ministry of Education after three weeks of confinement, showed that more than half of the parents faced difficulties when using remote teaching with their students. To tackle this new challenge, we adapted our research to the use of augmented reality, digital and physical mathematical modelling in remote mathematics education for elementary schools. The elementary school students (aged 5 to 12) created cultural artifacts (i.e., Easter egg cups) during the confinement. In this paper, we will describe mathematical modelling in remote teaching and further concentrate on parents’ perspectives, who played an essential role in assisting their children. Moreover, we will discuss different didactical principles that emerged from the task design during the study through parents’ eyes. Thus, understanding parents’ perspectives became highly important in enabling us to improve task designs and related pedagogical approaches in remote teaching. The data collected in this study included semi-structured interviews with students, parents, and teachers as well as questionnaires and field notes. We followed an exploratory stance with our data analyses, primarily utilizing grounded theory (Corbin & Strauss, 1990, 2014) approaches. Through the insights we gained from our findings, we aim to explain how the parents perceived teaching and learning mathematical modelling in our experiments, how they scaffolded the given tasks, and what support they required and would need in future remote teaching.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"73 1","pages":"13"},"PeriodicalIF":3.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85700610","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 : 2022-10-06DOI: 10.58459/rptel.2023.18010
Ramón Tirado-Morueta, Rosa García-Ruiz, Ángel Hernando-Gómez, Paloma Contreras-Pulido, Ignacio Aguaded
The presence of the technology in the lives of young students does not guarantee that they know how to use it as a learning resource. Likewise, doubts remain about the role of teacher support in the digital literacy of their students. Assuming the moderating capacity of educational level, the aim of this study was to understand to what extent teacher support can determine students’ ability to use technology as a learning resource. In order to respond to this objective, the Model for Developing Effective e-Learners (MDEeL) was used. A multigroup analysis with structural equations and a simple quota sample of secondary education (N = 300) and higher education (N = 300) students in Spain were used. The results showed that the influence of teaching support on basic digital skills associated with the use of the Internet as a learning resource was moderated by educational level. The study provides an approach that allows teacher support for digital literacy to be evaluated in the context of student learning practices.
{"title":"The role of teacher support in the acquisition of digital skills associated with technology-based learning activities: the moderation of the educational level","authors":"Ramón Tirado-Morueta, Rosa García-Ruiz, Ángel Hernando-Gómez, Paloma Contreras-Pulido, Ignacio Aguaded","doi":"10.58459/rptel.2023.18010","DOIUrl":"https://doi.org/10.58459/rptel.2023.18010","url":null,"abstract":"The presence of the technology in the lives of young students does not guarantee that they know how to use it as a learning resource. Likewise, doubts remain about the role of teacher support in the digital literacy of their students. Assuming the moderating capacity of educational level, the aim of this study was to understand to what extent teacher support can determine students’ ability to use technology as a learning resource. In order to respond to this objective, the Model for Developing Effective e-Learners (MDEeL) was used. A multigroup analysis with structural equations and a simple quota sample of secondary education (N = 300) and higher education (N = 300) students in Spain were used. The results showed that the influence of teaching support on basic digital skills associated with the use of the Internet as a learning resource was moderated by educational level. The study provides an approach that allows teacher support for digital literacy to be evaluated in the context of student learning practices.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"AES-3 1","pages":"10"},"PeriodicalIF":3.2,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84468098","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 : 2022-10-06DOI: 10.58459/rptel.2023.18008
Markus H. Hefter, Julian Roelle, A. Renkl, Kirsten Berthold
Learning from instructional explanations is one of the most established, prevalent, and obvious ways of learning—but it carries the risk of shallow processing. Unlike previous research that focused on providing digital just-in-time support measures for learning with explanations, we strived to prepare learners on how to make the most of upcoming explanations. We thus developed a short-term computer-based training intervention on the focused processing of instructional explanations. In two experiments (N1 = 47, N2 = 42), we tested its effects on learning processes and outcomes of a subsequent learning phase. Our results revealed that the training intervention fostered domain-general knowledge about explanations. Furthermore, it enabled learners to benefit from future instructional explanations in other domains (inter-domain transfer for university students, Experiment 1) or at least on other topics (intra-domain transfer for primary school fourth graders, Experiment 2). The digital training intervention did not trigger more cognitive load in the subsequent learning phase. All in all, we describe an initial promising step toward a generic training effect that has the potential advantage of enhancing learning from explanations without altering the actual learning material.
{"title":"Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention","authors":"Markus H. Hefter, Julian Roelle, A. Renkl, Kirsten Berthold","doi":"10.58459/rptel.2023.18008","DOIUrl":"https://doi.org/10.58459/rptel.2023.18008","url":null,"abstract":"Learning from instructional explanations is one of the most established, prevalent, and obvious ways of learning—but it carries the risk of shallow processing. Unlike previous research that focused on providing digital just-in-time support measures for learning with explanations, we strived to prepare learners on how to make the most of upcoming explanations. We thus developed a short-term computer-based training intervention on the focused processing of instructional explanations. In two experiments (N1 = 47, N2 = 42), we tested its effects on learning processes and outcomes of a subsequent learning phase. Our results revealed that the training intervention fostered domain-general knowledge about explanations. Furthermore, it enabled learners to benefit from future instructional explanations in other domains (inter-domain transfer for university students, Experiment 1) or at least on other topics (intra-domain transfer for primary school fourth graders, Experiment 2). The digital training intervention did not trigger more cognitive load in the subsequent learning phase. All in all, we describe an initial promising step toward a generic training effect that has the potential advantage of enhancing learning from explanations without altering the actual learning material.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"55 44 1","pages":"8"},"PeriodicalIF":3.2,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80720400","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 : 2022-10-06DOI: 10.58459/rptel.2023.18011
C. Ong, Vahid Aryadoust
Digital storytelling (DS) is an innovative approach to language learning and teaching. Generally, DS refers to the form of storytelling that utilizes digital technology for expression. Scholars have established the value of DS in both traditional and non-traditional (online) classrooms as a tool to teach and learn languages. However, the research methods and standards of such studies continue to be overlooked even though the robustness of these studies needs to be established for the implementation of DS into the language curriculum for children. Thus, the present research conducted a systematic investigation of research methods, design and reliability in DS studies on children’s language learning. We identified and extracted 50 documents from the Scopus database that satisfied the criteria of inclusion. In the initial evaluation, we coded every paper for (a) the research method applied, (b) research design and (c) reliability investigation of the instruments. We observed that most studies in the dataset used qualitative methods (n = 24, 48%) and most examined the effect of DS on children’s written abilities (n = 25, 50%). The abilities of children to speak (n = 15, 30%) and read a specific language (n = 10, 20%) were investigated to a lesser extent. Yet, none of these studies investigated listening skills. Notably, more than 92% of DS studies on children language learning provided no evidence of reliability investigation. While we coded for eight reliability statistics in the DS dataset, only two of the indexes were identified. Among these methods, Cronbach’s α was most often used to examine internal reliability, whereas correlation coefficient was applied to establish external reliability. Based on these findings, we offer some suggestions and guidelines for future DS research.
{"title":"A review of digital storytelling in language learning in children: methods, design and reliability","authors":"C. Ong, Vahid Aryadoust","doi":"10.58459/rptel.2023.18011","DOIUrl":"https://doi.org/10.58459/rptel.2023.18011","url":null,"abstract":"Digital storytelling (DS) is an innovative approach to language learning and teaching. Generally, DS refers to the form of storytelling that utilizes digital technology for expression. Scholars have established the value of DS in both traditional and non-traditional (online) classrooms as a tool to teach and learn languages. However, the research methods and standards of such studies continue to be overlooked even though the robustness of these studies needs to be established for the implementation of DS into the language curriculum for children. Thus, the present research conducted a systematic investigation of research methods, design and reliability in DS studies on children’s language learning. We identified and extracted 50 documents from the Scopus database that satisfied the criteria of inclusion. In the initial evaluation, we coded every paper for (a) the research method applied, (b) research design and (c) reliability investigation of the instruments. We observed that most studies in the dataset used qualitative methods (n = 24, 48%) and most examined the effect of DS on children’s written abilities (n = 25, 50%). The abilities of children to speak (n = 15, 30%) and read a specific language (n = 10, 20%) were investigated to a lesser extent. Yet, none of these studies investigated listening skills. Notably, more than 92% of DS studies on children language learning provided no evidence of reliability investigation. While we coded for eight reliability statistics in the DS dataset, only two of the indexes were identified. Among these methods, Cronbach’s α was most often used to examine internal reliability, whereas correlation coefficient was applied to establish external reliability. Based on these findings, we offer some suggestions and guidelines for future DS research.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"11 1","pages":"11"},"PeriodicalIF":3.2,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85252448","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 : 2022-10-06DOI: 10.58459/rptel.2023.18009
Vahid Aryadoust, Stacy Foo
Through the use of eye-tracking technology and a while-listening performance (WLP) test, this study examined the differences in gaze behaviors and measured listening performances on test items (across various stages of the test) and compared them between native English-speaking (E-L1) and non-native English-speaking (E-L2) candidates. One hundred students from a public university in Singapore participated in the study. A series of Mann-Whitney U tests indicated that E-L1 candidates outperformed E-L2 candidates in the test with higher test scores. Using stringent data processing cutoffs (presence≥80% gaze data) and a series of non-parametric multivariate analyses, the study further found that the dynamicity of gaze behaviors on the test items across various stages of the test was similar between E-L1 and E-L2 candidates. However, there were distinctive differences in gaze behaviors between the two groups. For E-L1 candidates, none of the gaze behaviors on the test items across the different stages of the test predicted their overall listening test scores. In contrast, the overall listening test scores for E-L2 candidates was predicted by the average proportion of time that they had dwelled on the test items while simultaneously answering them and listening to the auditory text. The study is the first to show that keyword matching on the test items during the while-listening stage significantly contributes to WLP test performance for E-L2 candidates. These results suggest that the focal construct of the listening test is confounded by group-specific reading behaviors on the test items. In line with previous research, the use of the WLP test format for assessing second language listening comprehension is not recommended.
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