Victoria I. Marín, Bárbara de Benito Crosetti, A. Darder
From an educational perspective, student agency is a construct that refers to external and internal factors involved in taking responsibility for learning and the possibility of making choices in learning. Although there are studies that back the idea of using educational technologies to support the development of student agency in higher education, there is still a lack of frameworks that relate student agency with technology-enhanced learning. In this study we present a systematic literature review addressing this gap, with emphasis on educational sciences. The results from the mapping of 29 studies show a focus on the micro level of learning design and clear relationships with other concepts, such as ownership of learning or self-regulated learning. The analysis of the results enabled us to develop an own model approach connecting student agency and technology-enhanced learning. Future work will involve iterative phases of revision and validation of the developed model through empirical studies.
{"title":"Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review","authors":"Victoria I. Marín, Bárbara de Benito Crosetti, A. Darder","doi":"10.55612/s-5002-045-001","DOIUrl":"https://doi.org/10.55612/s-5002-045-001","url":null,"abstract":"From an educational perspective, student agency is a construct that refers to external and internal factors involved in taking responsibility for learning and the possibility of making choices in learning. Although there are studies that back the idea of using educational technologies to support the development of student agency in higher education, there is still a lack of frameworks that relate student agency with technology-enhanced learning. In this study we present a systematic literature review addressing this gap, with emphasis on educational sciences. The results from the mapping of 29 studies show a focus on the micro level of learning design and clear relationships with other concepts, such as ownership of learning or self-regulated learning. The analysis of the results enabled us to develop an own model approach connecting student agency and technology-enhanced learning. Future work will involve iterative phases of revision and validation of the developed model through empirical studies.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124202201","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}
Personal Learning Environments as a learning approach are strongly connected to idea of the development of the conditions and resources for fostering the learners' enacting of agency. In this study, some PLE-related pedagogical designs have been analysed in light of how they implement resources and opportunities for students to practise/enact their individual, relational, and contextual agency. The final sample includes the most cited PLE-related pedagogical experiences in the last decade in which the PLE concept is explicitly mentioned. Conclusions remark on the importance of going further in the implementation of more relational resources, as well as the contextual opportunities that give students more open choices to help them to develop a deeper sense of agency and enact it as a way for managing and enriching their PLE.
{"title":"Resources and Opportunities for Agency in PLE-Related Pedagogical Designs","authors":"Linda J. Castañeda, G. Tur","doi":"10.55612/s-5002-045-002","DOIUrl":"https://doi.org/10.55612/s-5002-045-002","url":null,"abstract":"Personal Learning Environments as a learning approach are strongly connected to idea of the development of the conditions and resources for fostering the learners' enacting of agency. In this study, some PLE-related pedagogical designs have been analysed in light of how they implement resources and opportunities for students to practise/enact their individual, relational, and contextual agency. The final sample includes the most cited PLE-related pedagogical experiences in the last decade in which the PLE concept is explicitly mentioned. Conclusions remark on the importance of going further in the implementation of more relational resources, as well as the contextual opportunities that give students more open choices to help them to develop a deeper sense of agency and enact it as a way for managing and enriching their PLE.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127885312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on the findings of a user study on the design ideas for the Sarawak Digital Cultural Heritage Progressive Web App (PWA). The study elucidates the integration of User-Centered Design (UCD) in the Agile software development methodology. Five users were instructed to map their ideas on how they envisioned the application and the features it would have based on a brief description of the system as a one-stop center cultural heritage information for the general public in Sarawak while encouraging conservation and preservation of material culture. The study found that users prefer a simple and pleasing design with an emphasis on visual representation, and a straight forward and intuitive navigation to minimize cognitive load, Further study should explore the effectiveness of the integration of UCD for the Cultural Heritage Information System from the design stage to the evaluation stage.
{"title":"Integrating User-Centered Design with the Agile Software Development Methodology for a Cultural Heritage Information System","authors":"Nurfarahani Norman Anuar, M. K. Othman","doi":"10.55612/s-5002-045-009","DOIUrl":"https://doi.org/10.55612/s-5002-045-009","url":null,"abstract":"This paper reports on the findings of a user study on the design ideas for the Sarawak Digital Cultural Heritage Progressive Web App (PWA). The study elucidates the integration of User-Centered Design (UCD) in the Agile software development methodology. Five users were instructed to map their ideas on how they envisioned the application and the features it would have based on a brief description of the system as a one-stop center cultural heritage information for the general public in Sarawak while encouraging conservation and preservation of material culture. The study found that users prefer a simple and pleasing design with an emphasis on visual representation, and a straight forward and intuitive navigation to minimize cognitive load, Further study should explore the effectiveness of the integration of UCD for the Cultural Heritage Information System from the design stage to the evaluation stage.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123607865","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}
Psychological ownership has been connected to agency, engagement and control. In technology-enhanced learning, this means that the technology design aids learners to get involved, make choices and feel responsible for their learning. In this paper we present a design case in which we explore how self-monitoring tools might support ownership of learning from two perspectives: from the technology design and from the learners’ experiences when using a prototype that uses self-monitoring technology. We describe the design process of a prototype that incorporates self-monitoring of physiological data and analyze the results of the tests conducted with the version 2.0 of the prototype in order to assess to what extent the prototype supports different dimensions of self-regulated learning. Based on the research results, we claim that ownership should be regarded as a process that can be fostered through participatory design approaches and by supporting reflection when using the tools.
{"title":"Ownership of learning in monitoring technology","authors":"Eva Durall, M. Virnes, Teemu Leinonen, B. Gros","doi":"10.55612/s-5002-045-006","DOIUrl":"https://doi.org/10.55612/s-5002-045-006","url":null,"abstract":"Psychological ownership has been connected to agency, engagement and control. In technology-enhanced learning, this means that the technology design aids learners to get involved, make choices and feel responsible for their learning. In this paper we present a design case in which we explore how self-monitoring tools might support ownership of learning from two perspectives: from the technology design and from the learners’ experiences when using a prototype that uses self-monitoring technology. We describe the design process of a prototype that incorporates self-monitoring of physiological data and analyze the results of the tests conducted with the version 2.0 of the prototype in order to assess to what extent the prototype supports different dimensions of self-regulated learning. Based on the research results, we claim that ownership should be regarded as a process that can be fostered through participatory design approaches and by supporting reflection when using the tools.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131597615","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}
Theory and research show that psychological ownership has an important impact on how individuals engage, react to change and invest themselves into activities. Drawing on the theory of psychological ownership and self-regulated learning, this study explores the role of psychological ownership for selfregulated learning in context of technology-enhanced learning in four courses at two universities in Germany and Spain. We employ a research model which explains the route from perceived control of the learning environment to psychological ownership and from psychological ownership to self-regulated learning, drawing on previous research in Personal Learning Environments. We examine differences in learning designs and explore how these may be related to different perceptions of control and ownership. This study helps to apply and extend the theory of psychological ownership to the field of technology-enhanced learning with focus on e-portfolio practices in higher education while providing practical insights for creating and implementing learning designs which promote learner control, ownership and self-regulated learning.
{"title":"The role of learner control and psychological ownership for self-regulated learning in technology-enhanced learning designs","authors":"I. Buchem, G. Tur, Tobias Hölterhof","doi":"10.55612/s-5002-045-005","DOIUrl":"https://doi.org/10.55612/s-5002-045-005","url":null,"abstract":"Theory and research show that psychological ownership has an important impact on how individuals engage, react to change and invest themselves into activities. Drawing on the theory of psychological ownership and self-regulated learning, this study explores the role of psychological ownership for selfregulated learning in context of technology-enhanced learning in four courses at two universities in Germany and Spain. We employ a research model which explains the route from perceived control of the learning environment to psychological ownership and from psychological ownership to self-regulated learning, drawing on previous research in Personal Learning Environments. We examine differences in learning designs and explore how these may be related to different perceptions of control and ownership. This study helps to apply and extend the theory of psychological ownership to the field of technology-enhanced learning with focus on e-portfolio practices in higher education while providing practical insights for creating and implementing learning designs which promote learner control, ownership and self-regulated learning.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126058523","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}
Michaela R. Reisinger, Johann Schrammel, Stefan Suette, Peter Fröhlich
End-user programming concepts are increasingly employed in smart home research to address the growing complexity of controlling smart home environments. Different approaches and visual styles of end-user programming have been proposed and implemented within this context. Smart home control does however not only necessitate end-user programming but also understanding and modifying existing program structures. In this study, we compare three different approaches regarding their suitability for this application context with a specific focus on intelligibility and modification performance. We conducted an empirical study with 39 users performing three types of tasks (understanding, configuring, and programming), using three different approaches for end-user programming (form-filling, data-flow, and grid-canvas). The results of our study found no significant differences regarding the intelligibility of the three different implementations but clear differences in the subjective preference of users as well as configuration and programming performance.
{"title":"Home Smart Home: Approachable Interfaces for Intelligibility, Modification, and End-User Programming","authors":"Michaela R. Reisinger, Johann Schrammel, Stefan Suette, Peter Fröhlich","doi":"10.55612/s-5002-045-010","DOIUrl":"https://doi.org/10.55612/s-5002-045-010","url":null,"abstract":"End-user programming concepts are increasingly employed in smart home research to address the growing complexity of controlling smart home environments. Different approaches and visual styles of end-user programming have been proposed and implemented within this context. Smart home control does however not only necessitate end-user programming but also understanding and modifying existing program structures. In this study, we compare three different approaches regarding their suitability for this application context with a specific focus on intelligibility and modification performance. We conducted an empirical study with 39 users performing three types of tasks (understanding, configuring, and programming), using three different approaches for end-user programming (form-filling, data-flow, and grid-canvas). The results of our study found no significant differences regarding the intelligibility of the three different implementations but clear differences in the subjective preference of users as well as configuration and programming performance.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117343133","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}
K. Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, F. Depaepe
Digital personalised learning is on the agenda in national educational policy programmes across the world. In Flanders, (Belgium), it is the central goal of the i-Learn programme. One of the educational challenges of this form of learning is to develop pupils with a sense of ownership over their learning. As part of the i-Learn programme, a user-friendly portal is being developed to give pupils and teachers in primary and secondary schools in Flanders access to tools supporting personalized learning. Using educational design research [1], this article presents the first iterative loop in the design of the i-Learn portal. This study gives insight into teacher perceptions on the design of a portal supporting personalised learning, the design conjectures of the i-Learn portal and an evaluation framework for the pilot phase on teacher and learner control, motivation and psychological ownership.
{"title":"Designing personalised learning support for K12 education","authors":"K. Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, F. Depaepe","doi":"10.55612/s-5002-045-007","DOIUrl":"https://doi.org/10.55612/s-5002-045-007","url":null,"abstract":"Digital personalised learning is on the agenda in national educational policy programmes across the world. In Flanders, (Belgium), it is the central goal of the i-Learn programme. One of the educational challenges of this form of learning is to develop pupils with a sense of ownership over their learning. As part of the i-Learn programme, a user-friendly portal is being developed to give pupils and teachers in primary and secondary schools in Flanders access to tools supporting personalized learning. Using educational design research [1], this article presents the first iterative loop in the design of the i-Learn portal. This study gives insight into teacher perceptions on the design of a portal supporting personalised learning, the design conjectures of the i-Learn portal and an evaluation framework for the pilot phase on teacher and learner control, motivation and psychological ownership.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130905442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is focused on understanding if the use of interactive activities based on problem solving and automatic formative assessment in a blended learning environment can promote the development of engagement in Mathematics for students of grade 8. In this context, engagement is characterized as a multidimensional construct composed of an emotional component, a cognitive component and a behavioral one. The discussion is based on the results of a didactic experimentation conducted with 299 students of grade 8 who, during one entire school year, had access to an online platform rich in interactive learning materials used in blended modality. Through an initial and a final questionnaire, evolutions in their engagement levels were measured. We found that the initially most disengaged students and those coming from lowest social classes are those who mainly benefitted of the interactive activities in order to improve their engagement levels.
{"title":"An interactive learning environment to empower engagement in Mathematics","authors":"A. Barana, M. Marchisio","doi":"10.55612/s-5002-045-014","DOIUrl":"https://doi.org/10.55612/s-5002-045-014","url":null,"abstract":"This paper is focused on understanding if the use of interactive activities based on problem solving and automatic formative assessment in a blended learning environment can promote the development of engagement in Mathematics for students of grade 8. In this context, engagement is characterized as a multidimensional construct composed of an emotional component, a cognitive component and a behavioral one. The discussion is based on the results of a didactic experimentation conducted with 299 students of grade 8 who, during one entire school year, had access to an online platform rich in interactive learning materials used in blended modality. Through an initial and a final questionnaire, evolutions in their engagement levels were measured. We found that the initially most disengaged students and those coming from lowest social classes are those who mainly benefitted of the interactive activities in order to improve their engagement levels.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121657509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is one of the first investigations conducted within the Italian school system to capture teachers’ perspective, experiences and perceptions about the impact of the COVID-19 pandemic on school education. It was performed two months after the beginning of lockdown, when online teaching and learning processes were fully in place and had reached a steady state. The paper reports a descriptive analysis together with a network analysis, and the search for causal relationships among the variables that have been investigated. Generally, respondents reported that the reactions of educational institutions and individual teachers were satisfactory, preventing the collapse of the education system in spite of loss of contact with 6-10% of the student population and a significant teacher workload increase that posed individual time management challenges. Although teachers tended to adopt teaching strategies that reproduced standard classroom dynamics, the possibility of operating in this comfort zone generated a positive feeling about using technologies, a perception of increased digital skills mastery and a change in mindset about educational processes. In turn, this led to an increase in the perceived sustainability of online education, with about a third of the teachers expressing the wish to adopt a blended configuration for future teaching activities. Almost all participants recognized the significance of a digital pedagogy and the need to include it in the training curricula to prepare future teachers.
{"title":"The Effects of the Covid-19 Pandemic on Italian Learning Ecosystems: the School Teachers' Perspective at the steady state","authors":"C. Giovannella, M. Passarelli, D. Persico","doi":"10.55612/s-5002-045-012","DOIUrl":"https://doi.org/10.55612/s-5002-045-012","url":null,"abstract":"This study is one of the first investigations conducted within the Italian school system to capture teachers’ perspective, experiences and perceptions about the impact of the COVID-19 pandemic on school education. It was performed two months after the beginning of lockdown, when online teaching and learning processes were fully in place and had reached a steady state. The paper reports a descriptive analysis together with a network analysis, and the search for causal relationships among the variables that have been investigated. Generally, respondents reported that the reactions of educational institutions and individual teachers were satisfactory, preventing the collapse of the education system in spite of loss of contact with 6-10% of the student population and a significant teacher workload increase that posed individual time management challenges. Although teachers tended to adopt teaching strategies that reproduced standard classroom dynamics, the possibility of operating in this comfort zone generated a positive feeling about using technologies, a perception of increased digital skills mastery and a change in mindset about educational processes. In turn, this led to an increase in the perceived sustainability of online education, with about a third of the teachers expressing the wish to adopt a blended configuration for future teaching activities. Almost all participants recognized the significance of a digital pedagogy and the need to include it in the training curricula to prepare future teachers.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130380814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses on the early design phase in architectural design and aims to examine how participants transform their knowledge to make the initial decisions regarding design. A total of 100 volunteers, 50 architects and 50 non-architects, participated in the study. Architect and non-architect participants were to make mobile phone designs, while brain activities were being monitored during the research. All designs were rated by an independent group of 12 people. Supporting architectural education methods relating to the study; the aim is to make conclusions that help explain the early design stage and the overall design process which effects how the design ideas begin to take form. The study reveals the contribution of the early stages of design regarding architectural education and also that architects versus non-architects begin to create more meaningful designs during/at this stage.
{"title":"Early Design Stage Analysis with Brain Imaging Method","authors":"Ilker Erkan","doi":"10.55612/s-5002-044-003","DOIUrl":"https://doi.org/10.55612/s-5002-044-003","url":null,"abstract":"This study focuses on the early design phase in architectural design and aims to examine how participants transform their knowledge to make the initial decisions regarding design. A total of 100 volunteers, 50 architects and 50 non-architects, participated in the study. Architect and non-architect participants were to make mobile phone designs, while brain activities were being monitored during the research. All designs were rated by an independent group of 12 people. Supporting architectural education methods relating to the study; the aim is to make conclusions that help explain the early design stage and the overall design process which effects how the design ideas begin to take form. The study reveals the contribution of the early stages of design regarding architectural education and also that architects versus non-architects begin to create more meaningful designs during/at this stage.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121466266","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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