This study combines ChatGPT, Apple’s Shortcuts, and LINE to create the ChatGPT-based Intelligent Learning Aid (CILA), aiming to enhance self-regulation progress and knowledge construction in blended learning. CILA offers real-time, convergent information to learners’ inquiries, as opposed to traditional Google search engine that provide divergent information. By addressing questions promptly, CILA minimizes interruptions during the performance phase of self-regulation progress. The tool records learners’ questions and answers, aiding self-reflection in self-regulation progress. We evaluated self-regulation progress using motivation, engagement, and self-efficacy as indicators. Findings show that CILA’s intervention effectively improves self-regulation progress and knowledge construction, offering benefits over divergent information in blended learning contexts with respect to amotivation, intrinsic motivation, and behavioral engagement. This research highlights the potential of incorporating large language models like ChatGPT in educational settings to support teachers and students.
{"title":"Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid","authors":"Ting-Ting Wu, Hsin-Yu Lee, Pin-Hui Li, Chia-Nan Huang, Yueh-Min Huang","doi":"10.1177/07356331231191125","DOIUrl":"https://doi.org/10.1177/07356331231191125","url":null,"abstract":"This study combines ChatGPT, Apple’s Shortcuts, and LINE to create the ChatGPT-based Intelligent Learning Aid (CILA), aiming to enhance self-regulation progress and knowledge construction in blended learning. CILA offers real-time, convergent information to learners’ inquiries, as opposed to traditional Google search engine that provide divergent information. By addressing questions promptly, CILA minimizes interruptions during the performance phase of self-regulation progress. The tool records learners’ questions and answers, aiding self-reflection in self-regulation progress. We evaluated self-regulation progress using motivation, engagement, and self-efficacy as indicators. Findings show that CILA’s intervention effectively improves self-regulation progress and knowledge construction, offering benefits over divergent information in blended learning contexts with respect to amotivation, intrinsic motivation, and behavioral engagement. This research highlights the potential of incorporating large language models like ChatGPT in educational settings to support teachers and students.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47940061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language learning has increasingly benefited from Computer-Assisted Language Learning (CALL) technologies, especially with Artificial Intelligence involved in recent years. CALL in writing learning acknowledged as the core of language learning is being realized by technologies like Automated Writing Evaluation (AWE), and Automated Essay Scoring (AES), which have developed considerably in both computer and language education fields. AWE has effectively enhanced EFL students’ writing performance to some extent, but such technology can only provide an evaluation in the form of scores, the majority of which are based on holistic scoring, resulting in the inability to provide comprehensive and detailed content-based feedback. In order to provide not only the writing multiple trait-specific evaluation scores, but also detailed writing feedback, we proposed a computer-assisted EFL writing learning system incorporating the neural network models and a couple of semantic-based NLP techniques, MsCAEWL, which fully meets the requirements of writing feedback theory, i.e., multiple, continuous, timely, clear, and multi-aspect guidance interactive feedback. The results of comparison experiments with the AWE baseline models and human raters demonstrated the superiority and the high correlation contained by the proposed system. The independent-sample t-test and paired-sample t-test results of the experiments on MsCAEWL effect validation suggested the significant impact of our proposed system in enhancing students’ EFL writing proficiency.
{"title":"A Multi-Strategy Computer-Assisted EFL Writing Learning System With Deep Learning Incorporated and Its Effects on Learning: A Writing Feedback Perspective","authors":"Binbin Chen, Lina Bao, Rui Zhang, Jingyu Zhang, Feng Liu, Shuai Wang, Mingjiang Li","doi":"10.1177/07356331231189294","DOIUrl":"https://doi.org/10.1177/07356331231189294","url":null,"abstract":"Language learning has increasingly benefited from Computer-Assisted Language Learning (CALL) technologies, especially with Artificial Intelligence involved in recent years. CALL in writing learning acknowledged as the core of language learning is being realized by technologies like Automated Writing Evaluation (AWE), and Automated Essay Scoring (AES), which have developed considerably in both computer and language education fields. AWE has effectively enhanced EFL students’ writing performance to some extent, but such technology can only provide an evaluation in the form of scores, the majority of which are based on holistic scoring, resulting in the inability to provide comprehensive and detailed content-based feedback. In order to provide not only the writing multiple trait-specific evaluation scores, but also detailed writing feedback, we proposed a computer-assisted EFL writing learning system incorporating the neural network models and a couple of semantic-based NLP techniques, MsCAEWL, which fully meets the requirements of writing feedback theory, i.e., multiple, continuous, timely, clear, and multi-aspect guidance interactive feedback. The results of comparison experiments with the AWE baseline models and human raters demonstrated the superiority and the high correlation contained by the proposed system. The independent-sample t-test and paired-sample t-test results of the experiments on MsCAEWL effect validation suggested the significant impact of our proposed system in enhancing students’ EFL writing proficiency.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49161615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.1177/07356331231158759
Jun Wang, S. Jin, Zheng Zhong, Sijia Feng, Yaxin Deng, Ruining Li
Immersive Virtual Environments can provide users with a sense of spatial presence and experience. But learners with Color Vision Deficiency cannot receive information entirely in the environments because they are difficult to distinguish some or all colors. This study selects learners with red-green color blindness as the sample, and designs three kinds of barrier-free Teaching Resources based on a color scheme and color contrast to explore their impacts on spatial cognition and learning experience. The experimental results show that the Color Adjusted Teaching Resources has significant differences both in learning satisfaction and technology acceptance, and the Contrast Adjusted Teaching Resources performs an important role in improving spatial cognition and technology acceptance. In addition, the Color and Contrast Adjusted Teaching Resources is significantly different from the Color Adjusted Teaching Resources in spatial cognition. Therefore, the findings indicated that the barrier-free color scheme and higher contrast of Teaching Resources can significantly improve spatial cognition, learning satisfaction, and technology acceptance of learners with red-green color blindness. To some extent, the research results can contribute to the design of barrier-free Teaching Resources about red-green color blindness.
{"title":"Spatial Cognition Effects of IVE Teaching Resources on Red-Green Color Blindness","authors":"Jun Wang, S. Jin, Zheng Zhong, Sijia Feng, Yaxin Deng, Ruining Li","doi":"10.1177/07356331231158759","DOIUrl":"https://doi.org/10.1177/07356331231158759","url":null,"abstract":"Immersive Virtual Environments can provide users with a sense of spatial presence and experience. But learners with Color Vision Deficiency cannot receive information entirely in the environments because they are difficult to distinguish some or all colors. This study selects learners with red-green color blindness as the sample, and designs three kinds of barrier-free Teaching Resources based on a color scheme and color contrast to explore their impacts on spatial cognition and learning experience. The experimental results show that the Color Adjusted Teaching Resources has significant differences both in learning satisfaction and technology acceptance, and the Contrast Adjusted Teaching Resources performs an important role in improving spatial cognition and technology acceptance. In addition, the Color and Contrast Adjusted Teaching Resources is significantly different from the Color Adjusted Teaching Resources in spatial cognition. Therefore, the findings indicated that the barrier-free color scheme and higher contrast of Teaching Resources can significantly improve spatial cognition, learning satisfaction, and technology acceptance of learners with red-green color blindness. To some extent, the research results can contribute to the design of barrier-free Teaching Resources about red-green color blindness.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49631277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1177/07356331231187285
Wei-Tsong Wang, Mega Kartika Sari
The designs of gamification platforms are diverse and constantly evolving. Excessive use of various game mechanisms in learning platforms can distract from the learning process. However, the fit of game mechanisms is still uncertain. Thus, this study investigates the effect of achieving fit when implementing game mechanisms on learning outcomes by applying the well-known task-technology fit theory (TTF). TTF is frequently employed to improve fit between tasks to be completed and the technology applied. The findings indicate that achieving gamification fit can reduce the cognitive load of students and result in enhanced learning performance in terms of learning outcomes. Data collected from 266 participants were analyzed using the technique of the partial least squares to validate the developed research model. The findings of this study can aid educators and educational technology designers in identifying the design mechanisms and characteristics that can be used to ensure design fit on gamification platforms.
{"title":"Examining the Effect of the Task-Technology Fit of Game Mechanisms on Learning Outcomes in Online Gamification Platforms","authors":"Wei-Tsong Wang, Mega Kartika Sari","doi":"10.1177/07356331231187285","DOIUrl":"https://doi.org/10.1177/07356331231187285","url":null,"abstract":"The designs of gamification platforms are diverse and constantly evolving. Excessive use of various game mechanisms in learning platforms can distract from the learning process. However, the fit of game mechanisms is still uncertain. Thus, this study investigates the effect of achieving fit when implementing game mechanisms on learning outcomes by applying the well-known task-technology fit theory (TTF). TTF is frequently employed to improve fit between tasks to be completed and the technology applied. The findings indicate that achieving gamification fit can reduce the cognitive load of students and result in enhanced learning performance in terms of learning outcomes. Data collected from 266 participants were analyzed using the technique of the partial least squares to validate the developed research model. The findings of this study can aid educators and educational technology designers in identifying the design mechanisms and characteristics that can be used to ensure design fit on gamification platforms.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47861493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1177/07356331231183450
Stephanie Torres Jiménez, J. J. Ramírez-Echeverry, Felipe Restrepo-Calle
This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programming. We provide a comprehensive overview of the identification of learning strategies in the existing literature, the design and development of preliminary questionnaire items, the refinement of item wording, and the examination of the internal structure and reliability of the final instrument. The construction of the items was based on the educational theory of Self-Regulated Learning. The final version of the questionnaire, called the Computer Programming Learning Strategies Questionnaire (CEAPC), was administered to 647 students enrolled in computer programming courses. The data collected from the participants were used to examine the construct validity and reliability of the questionnaire. The CEAPC consists of 13 subscales, each corresponding to a different type of learning strategy, and a total of 89 items. Statistical analyses of the data indicate that the CEAPC has adequate construct validity. In addition, the results of the internal consistency analysis indicate satisfactory reliability across the different subscales of the instrument. This study contributes to the field of educational research, particularly in the area of self-regulated learning in computer programming.
{"title":"The Development and Validation of the Questionnaire to Characterize Learning Strategies in Computer Programming (CEAPC)","authors":"Stephanie Torres Jiménez, J. J. Ramírez-Echeverry, Felipe Restrepo-Calle","doi":"10.1177/07356331231183450","DOIUrl":"https://doi.org/10.1177/07356331231183450","url":null,"abstract":"This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programming. We provide a comprehensive overview of the identification of learning strategies in the existing literature, the design and development of preliminary questionnaire items, the refinement of item wording, and the examination of the internal structure and reliability of the final instrument. The construction of the items was based on the educational theory of Self-Regulated Learning. The final version of the questionnaire, called the Computer Programming Learning Strategies Questionnaire (CEAPC), was administered to 647 students enrolled in computer programming courses. The data collected from the participants were used to examine the construct validity and reliability of the questionnaire. The CEAPC consists of 13 subscales, each corresponding to a different type of learning strategy, and a total of 89 items. Statistical analyses of the data indicate that the CEAPC has adequate construct validity. In addition, the results of the internal consistency analysis indicate satisfactory reliability across the different subscales of the instrument. This study contributes to the field of educational research, particularly in the area of self-regulated learning in computer programming.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46468681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-14DOI: 10.1177/07356331231178948
Jingsi Ma, Yi Zhang, Zhifang Zhu, Sunan Zhao, Qiyun Wang
Computational thinking (CT) education has drawn increasing attention from educators and researchers. This study conducted a meta-analysis of 27 empirical studies to examine the effectiveness of game-based learning (GBL) for fostering students’ CT. The effects of various factors on the learning process for acquiring CT were also examined. The results showed that (a) conducting GBL can foster students’ CT, and the overall effect was at the upper-middle level (Hedges’ g = .600, 95% CI [.465, .735], p < .001). (b) Furthermore, conducting GBL can improve students’ CT concepts (Hedges’ g = .916, 95% CI [.410, 1.423], p < .001), CT skills (Hedges’ g = .494, 95% CI [.389, .600], p < .001), and CT perspectives (Hedges’ g = .927, 95% CI [.039, 1.816], p < .05). (c) Additionally, game mode, teaching context, and participant characteristics have positive effects on CT. Based on the findings, it is suggested that using more unplugged games and video games, designing collaborative game activities, and tailoring approaches according to gender difference and programming experience can effectively promote CT. The results have significance for fostering students’ CT in GBL; it is further suggested that instruction processes be rationally designed.
计算思维教育越来越受到教育工作者和研究者的关注。本研究对27项实证研究进行了荟萃分析，以检验游戏学习(GBL)对培养学生认知能力的有效性。本研究还探讨了各种因素对CT学习过程的影响。结果表明:(a)开展GBL可以促进学生的CT，总体效果处于中上水平(Hedges’g = .600, 95% CI[。][465， .735]， p < .001]。(b)此外，进行GBL可以提高学生的CT概念(Hedges’g = .916, 95% CI[。]410,1.423]， p < .001)， CT技能(Hedges ' g = .494, 95% CI[。389， .600]， p < .001)， CT透视(Hedges ' g = .927, 95% CI[。[039, 1.816]， p < 0.05]。(c)此外，游戏模式、教学情境、参与者特征对CT有正向影响。基于上述研究结果，建议采用更多的不插电游戏和视频游戏，设计协作游戏活动，根据性别差异和编程经验定制方法，可以有效促进CT的发展。结果对培养GBL学生的CT有一定意义;建议合理设计教学过程。
{"title":"Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis","authors":"Jingsi Ma, Yi Zhang, Zhifang Zhu, Sunan Zhao, Qiyun Wang","doi":"10.1177/07356331231178948","DOIUrl":"https://doi.org/10.1177/07356331231178948","url":null,"abstract":"Computational thinking (CT) education has drawn increasing attention from educators and researchers. This study conducted a meta-analysis of 27 empirical studies to examine the effectiveness of game-based learning (GBL) for fostering students’ CT. The effects of various factors on the learning process for acquiring CT were also examined. The results showed that (a) conducting GBL can foster students’ CT, and the overall effect was at the upper-middle level (Hedges’ g = .600, 95% CI [.465, .735], p < .001). (b) Furthermore, conducting GBL can improve students’ CT concepts (Hedges’ g = .916, 95% CI [.410, 1.423], p < .001), CT skills (Hedges’ g = .494, 95% CI [.389, .600], p < .001), and CT perspectives (Hedges’ g = .927, 95% CI [.039, 1.816], p < .05). (c) Additionally, game mode, teaching context, and participant characteristics have positive effects on CT. Based on the findings, it is suggested that using more unplugged games and video games, designing collaborative game activities, and tailoring approaches according to gender difference and programming experience can effectively promote CT. The results have significance for fostering students’ CT in GBL; it is further suggested that instruction processes be rationally designed.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48450084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1177/07356331231178873
F. Orji, Julita Vassileva
There is a dearth of knowledge on how persuasiveness of influence strategies affects students’ behaviours when using online educational systems. Persuasiveness is a term used in describing a system’s capability to motivate desired behaviour. Most existing approaches for assessing the persuasiveness of a system are based on subjective measures (questionnaires) which are static and do not allow for automatic measurement of systems persuasiveness at run-time. Being able to automatically predict a system’s persuasiveness at run-time is essential for dynamic and continuous adaptation of the system to reflect each individual user’s state. In this study, we investigate the links between persuasiveness of influence strategies and students’ behaviour in an online educational system for a course. We implemented and tested Machine Learning (ML) classification models to determine whether persuasiveness had a significant impact on students’ usage of a learning system. Our findings revealed that students learning data can be applied to predict the persuasiveness of different influence strategies. The implications are that by using machine learning classifiers powered with learning sessions data, online educational systems would be able to automatically adapt their persuasive strategies to improve students’ engagement and learning.
{"title":"Predicting the Persuasiveness of Influence Strategies From Student Online Learning Behaviour Using Machine Learning Methods","authors":"F. Orji, Julita Vassileva","doi":"10.1177/07356331231178873","DOIUrl":"https://doi.org/10.1177/07356331231178873","url":null,"abstract":"There is a dearth of knowledge on how persuasiveness of influence strategies affects students’ behaviours when using online educational systems. Persuasiveness is a term used in describing a system’s capability to motivate desired behaviour. Most existing approaches for assessing the persuasiveness of a system are based on subjective measures (questionnaires) which are static and do not allow for automatic measurement of systems persuasiveness at run-time. Being able to automatically predict a system’s persuasiveness at run-time is essential for dynamic and continuous adaptation of the system to reflect each individual user’s state. In this study, we investigate the links between persuasiveness of influence strategies and students’ behaviour in an online educational system for a course. We implemented and tested Machine Learning (ML) classification models to determine whether persuasiveness had a significant impact on students’ usage of a learning system. Our findings revealed that students learning data can be applied to predict the persuasiveness of different influence strategies. The implications are that by using machine learning classifiers powered with learning sessions data, online educational systems would be able to automatically adapt their persuasive strategies to improve students’ engagement and learning.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"1 1","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41709830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.1177/07356331231176741
Qingding Yu, Kun Yu
Body movements are regarded as part of the learning process. With the evolution of motion-sensing technology (MST) (e.g., Kinect, Xtion Pro, and Leap Motion), educational researchers try to explore the effect of MST on learning. However, the effect of MST on learning performance is still unclear. This is the first meta-analysis that aims to examine the effectiveness of MST on students’ learning. A total of 48 effect sizes from 37 independent and high-quality studies are analyzed, and the result suggests that MST has an upper-medium effect on learning (SMD = .574, 95% CI = [.450, .698], p < .001), particularly in the affective domain (SMD = .822). Moreover, three of eleven moderators (i.e., the subject, site of learning, and region) have moderating effects. The moderator analysis indicates that the following conditions are more conducive to MST-assisted learning: (1) 31∼50 students, (2) middle school, (3) >1 month, (4) No-STEM subjects, (5) game-based learning, (6) small group + individual learning, (7) high embodied level, (8) classroom, and (9) Asia and Europe. Finally, the discussions, implications, limitations, and future research directions are put forward.
身体动作被认为是学习过程的一部分。随着体感技术(如Kinect、Xtion Pro和Leap Motion)的发展，教育研究者试图探索体感技术对学习的影响。然而，MST对学习绩效的影响尚不清楚。这是第一个旨在检验MST对学生学习有效性的元分析。我们对来自37个独立高质量研究的48个效应量进行了分析，结果表明MST对学习具有中上效应(SMD = .574, 95% CI =[])。450, 0.698]， p < 0.001)，尤其是在情感领域(SMD = 0.822)。此外，11个调节因子中有3个(即，主题、学习地点和地区)具有调节作用。调节因子分析表明，以下条件更有利于mst辅助学习:(1)31 ~ 50名学生，(2)中学，(3)>1个月，(4)无stem科目，(5)基于游戏的学习，(6)小组+个人学习，(7)高体现水平，(8)课堂，(9)亚洲和欧洲。最后，提出了本文的讨论、启示、局限性和未来的研究方向。
{"title":"Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis","authors":"Qingding Yu, Kun Yu","doi":"10.1177/07356331231176741","DOIUrl":"https://doi.org/10.1177/07356331231176741","url":null,"abstract":"Body movements are regarded as part of the learning process. With the evolution of motion-sensing technology (MST) (e.g., Kinect, Xtion Pro, and Leap Motion), educational researchers try to explore the effect of MST on learning. However, the effect of MST on learning performance is still unclear. This is the first meta-analysis that aims to examine the effectiveness of MST on students’ learning. A total of 48 effect sizes from 37 independent and high-quality studies are analyzed, and the result suggests that MST has an upper-medium effect on learning (SMD = .574, 95% CI = [.450, .698], p < .001), particularly in the affective domain (SMD = .822). Moreover, three of eleven moderators (i.e., the subject, site of learning, and region) have moderating effects. The moderator analysis indicates that the following conditions are more conducive to MST-assisted learning: (1) 31∼50 students, (2) middle school, (3) >1 month, (4) No-STEM subjects, (5) game-based learning, (6) small group + individual learning, (7) high embodied level, (8) classroom, and (9) Asia and Europe. Finally, the discussions, implications, limitations, and future research directions are put forward.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1177/07356331231174929
K. Woo, Garry Falloon
Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students’ multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students’ conceptual development in computer science.
{"title":"The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities","authors":"K. Woo, Garry Falloon","doi":"10.1177/07356331231174929","DOIUrl":"https://doi.org/10.1177/07356331231174929","url":null,"abstract":"Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students’ multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students’ conceptual development in computer science.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46474690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1177/07356331231176022
Gülay Çeti̇ntav, Ramazan Yılmaz
This study aimed to investigate the effects of augmented reality (AR) applications in geometry teaching on academic achievement, self-regulated learning skills (SRLS), and motivation of secondary school students. The research was carried out on students in the eighth grade at a state secondary school in Turkey. The research was carried out according to the quasi-experimental design with the pretest-posttest control group, including 20 students in the experimental group (EG) and 20 in the control group (CG). While geometry teaching supported by AR applications was carried out with the EG students, traditional education was carried out with the CG students. Within the scope of the mathematics course, the achievements of the three-dimensional geometric objects unit in the curriculum were discussed. As a result of the analysis, it was determined that the difference in achievement test, self-regulated learning scale, and motivation scale scores between the groups was statistically significant in favor of the EG students. The study’s qualitative findings show that the AR application is fun and interesting for the students and positively affects academic achievement and active participation in the lesson. The research results were discussed according to the results in the literature, and suggestions were made for new research and applications.
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