Journal of Computer Assisted Learning最新文献

{"title":"Effects of Digital Game-Based Learning on Student's Problem-Solving Ability: A Three-Level Meta-Analysis","authors":"Zhihui Cai,&nbsp;Xin Zhang,&nbsp;Caiyan Liu,&nbsp;Jieni Zhan","doi":"10.1111/jcal.70002","DOIUrl":"https://doi.org/10.1111/jcal.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Problem-solving ability is an important skill for students to develop in the 21st century. Many previous studies have focused on the impact of diverse digital educational games on problem-solving ability. However, there is inconsistency in the findings, with some studies reporting positive effects of digital game-based learning (DGBL) on problem-solving ability, while others either found no significant improvement or reported negative effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objective of this study was to conduct a three-level meta-analysis to investigate the influence of DGBL on problem-solving ability. Additionally, the study aimed to examine various moderating factors to explore the potential sources of inconsistency among the primary studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Through a systematic literature search, 21 primary studies were identified, encompassing a total of 60 effect sizes. The analysis involved assessing the effectiveness of DGBL in enhancing students' problem-solving ability and examining heterogeneity among the studies. Moderator analysis was also conducted to explore the impact of different factors on the effectiveness of DGBL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that DGBL could effectively enhance students' problem-solving ability (<i>g</i> = 0.654), with significant heterogeneity observed among studies (<i>Q</i> = 858.358, <i>p</i> &lt; 0.001). Furthermore, our findings suggested that studies focusing on the perception of problem-solving ability (<i>g</i> = 1.498) yielded significantly larger effect size compared to studies focused on problem-solving skill (<i>g</i> = 0.440). Moreover, combining relevant teaching strategies with DGBL (<i>g</i> = 1.246) resulted in a significantly better effect compared to using DGBL alone (<i>g</i> = 0.399). The analysis of moderating factors revealed that the effect size was significantly influenced by teaching strategy and problem-solving construct. Other examined moderating factors did not show significant effects on the inconsistent findings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389001","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}

{"title":"Fostering EFL Learners' Speaking Skills and Flow Experience With Video-Dubbing Tasks: A Flow Theory Perspective","authors":"Gwo-Jen Hwang,&nbsp;Jalil Fathi,&nbsp;Masoud Rahimi","doi":"10.1111/jcal.13120","DOIUrl":"https://doi.org/10.1111/jcal.13120","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The utilisation of video-dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video-dubbing tasks can lead to more innovative and effective speaking techniques in language courses. Whilst a growing body of research has examined the effectiveness of video-dubbing tasks in terms of fostering English language learners' speaking skills, further empirical studies are required to explore their effectiveness specifically in the English as a foreign language (EFL) context.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;To address this deficiency in the current literature, this study adopted a sequential explanatory mixed-methods research design to explore the impact of video-dubbing tasks on EFL learners' speaking skills, such as pronunciation, fluency, grammatical accuracy, vocabulary use, and flow experience.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Sixty EFL learners at a language institute were randomly assigned to a dubbing class with 30 EFL learners and a comparison class with the same number of EFL learners. The learners in the dubbing class collectively chose videos on the internet, deleted their soundtracks, practised the speeches and conversations, developed an alternate soundtrack, incorporated the videos with their own soundtracks, submitted the dubbed videos for feedback, and presented the video-dubbing tasks in the class. The comparison group engaged in in-class viewing and discussion of English films. A speaking test and flow experience questionnaire were utilised to collect the necessary quantitative data, and an individual semi-structured interview was conducted to gather the required qualitative data.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results and Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Two-way repeated measures analysis of variance (ANOVA), a parametric test used to compare group means over time, was applied to analyse the quantitative data. The results revealed that both the dubbing and comparison classes improved the EFL learners' speaking skills; however, the dubbing group demonstrated significantly greater improvement than the comparison group. Moreover, the EFL learners reported experiencing a positive flow state—a deep state of focus and enjoyment—whilst completing the video-dubbing tasks. The qualitative data, which corroborated the quantitative findings, further indicated that the learners perceived the video-dubbing tasks as engaging, motivating, and beneficial for improving their speaking skills.&lt;/p&gt;\u0000 ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389379","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}

{"title":"Ecological Analysis of Technology Use Among Children in Collaborative Design Contexts","authors":"Dhvani Toprani,&nbsp;Marcela Borge","doi":"10.1111/jcal.13119","DOIUrl":"https://doi.org/10.1111/jcal.13119","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In this paper, we extend findings from previous iterations of a design-based project called ThinkerSpaces design studios that promotes human-centred design among children. ThinkerSpaces design studios is a play-based afterschool club that follows principles of embedded design by prioritising learner agency, exploration and ongoing reflection for the purpose of improvement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this study, we wanted to examine the difference in collaborative interactions across different technological conditions and the learning outcomes these conditions provided. Thus, we created three comparative technology conditions, that is, physical, screen and mixed technologies, each of which represented a collaborative learning environment dominated by a particular kind of technology. We ran three different sections of the club to vary these technology conditions and control when we introduced them. We use a mixed-methods approach to analyse the data and capture distinct aspects of the learning ecology to understand the following questions: (RQ1) How do collaborative interactions differ as young learners engage with different technologies; and (RQ2) What does productive and unproductive talk looked like across conditions and what learning opportunities do they provide. Our population included 36 third to seventh grade learners enrolled across three club section. Learners were placed into four triads in each section for a period of 14–18 weeks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>We found that physical technologies produced the most productive talk, followed by the mixed technology condition. Screen-based technologies produced the most unproductive talk. However, when we further investigated unproductive talk, we discovered that unproductive talk supported different forms of agency and creativity that facilitated learners' ability to develop digital fluency. Students also learned how to regulate collaborative activity around technology. We use these findings to propose changes in technology integration approaches in teaching and learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contribution</h3>\u0000 \u0000 <p>We end the paper by proposing a collective technology integration framework that helps facilitators design learning environments that promote learner agency in the process of technology integration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143362885","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}

{"title":"Knowledge (Co-)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community","authors":"Fangzhou Jin,&nbsp;Xiangmei Peng,&nbsp;Lanfang Sun,&nbsp;Zicong Song,&nbsp;Keyi Zhou,&nbsp;Chin-Hsi Lin","doi":"10.1111/jcal.70004","DOIUrl":"https://doi.org/10.1111/jcal.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There are various challenges to teachers' use of generative artificial intelligence (GenAI) for professional learning. Although GenAI is expected to play a transformative role in teachers' learning, its impact on them remains subtle.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Guided by community of practice, this paper examines the integration of GenAI into an online professional learning community (OPLC) to facilitate knowledge co-construction among GenAI, novice teachers and experienced teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a mixed-methods approach that included topic modelling and sentiment analysis on the quantitative side and content analysis for the qualitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified the top three latent themes in the OPLC's discourse—(1) generating instructional material, (2) assessment, and (3) pedagogy—and six distinct teacher-GenAI interaction profiles. For novice teachers, these included ‘engaged AI explorers’, ‘selective satisfiers’ and ‘silent strategists’; and among experienced teachers, we discerned ‘careful critics’, ‘reflective realists’ and ‘cautious contemplators’. Novice teachers exhibited technological adaptivity, while experienced ones engaged reflectively with content and focused more on students, and GenAI proved effective at providing instructional materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings demonstrate how GenAI can contribute to knowledge co-construction, as a facilitator of rather than a replacement for human interaction.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143362884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Less Knowledge, Better Experience’: Examining the Expertise Reversal Effect in Learning With Instructor-Generated Drawings","authors":"Yuan Tian,&nbsp;Zhongjian Liu,&nbsp;Hainuo Liu,&nbsp;Min Fang","doi":"10.1111/jcal.13121","DOIUrl":"https://doi.org/10.1111/jcal.13121","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Online videos featuring human-generated drawing are increasingly popular in education. However, their effectiveness may vary depending on learners' prior knowledge, and further research is needed to confirm their advantages over other common instructional videos.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary goal of this study is to investigate the impact of instructional video formats on learners' outcomes and experiences, and to further explore the interaction between video formats and prior knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a 2 × 3 between-subjects design, 144 college students were divided into two groups based on their (high vs. low) prior knowledge levels and then randomly assigned to different video format conditions. Students listened to oral explanations from the instructor while viewing either dynamic instructor hand-drawn diagrams (instructor-generated visuals), dynamic PowerPoint diagrams (PPT visuals), or static diagrams identical to the PPT visuals (static visuals). Finally, we measured learners' outcomes (i.e., retention and transfer scores) and experiences (i.e., emotion and cognitive load).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Viewing dynamic visuals have a significant facilitating effect on learning compared to static visuals. Moreover, the expertise reversal effect was confirmed. Specifically, for learners with low prior knowledge, the retention test scores and learning experiences of students viewing instructor-generated dynamic visuals outperformed those viewing dynamic PPT visuals and static visuals. For learners with high levels of prior knowledge, no significant differences are observed between the groups. Finally, we found that students' emotional experiences significantly mediated the relationship between instructor-generated visuals and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results indicate that the choice of instructional videos should align with learners' prior knowledge and emphasises the importance of learning experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143362397","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}

{"title":"Measuring Saudi Arabian Students' Engagement in Synchronous Online Learning of Chinese as a Foreign Language","authors":"Peijian Paul Sun,&nbsp;Zeqi Ren,&nbsp;Xian Zhao","doi":"10.1111/jcal.70000","DOIUrl":"https://doi.org/10.1111/jcal.70000","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Student engagement has been conceptualised and operationalised in various learning environments. However, there is currently a lack of established scales to measure student engagement in synchronous online learning. One possible reason is the existence of the conceptual and structural ambiguity regarding student engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>With its context situated in Saudi Arabian students' synchronous online learning of Chinese as a foreign language (L2 Chinese), this study attempts to find out the best representation and measure of synchronous online engagement based on four competing statistical modelling methods, including confirmatory factor analysis (CFA), exploratory structural equation modelling (ESEM), bi-factor CFA (B-CFA) and bi-factor ESEM (B-ESEM).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 167 Saudi Arabian students voluntarily participated in this online questionnaire-based study. A 19-item online questionnaire was adaptively developed to measure students' engagement in synchronous online learning of L2 Chinese from behavioural, cognitive, affective and social dimensions. CFA, ESEM, B-CFA and B-ESEM were employed to determine the optimal structure model for representing students' synchronous online engagement in L2 Chinese learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The results revealed that the B-ESEM model was the best structure model for both measuring and accounting for the generality and specificity of students' engagement in synchronous online learning of L2 Chinese. More specifically, student online engagement was found to be a general unity with four distinctive subdimensions including behavioural, cognitive, affective and social engagement. This study not only reconciles the construct inconsistency of student engagement in the literature from the synchronous online learning perspective but also provides an optimal representation for measuring students' synchronous online engagement in L2 learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Systematic Review of the Recent Research on the Usefulness of Chatbots for Language Education","authors":"Aysel Şahin Kızıl,&nbsp;Blanka Klimova,&nbsp;Marcel Pikhart,&nbsp;Antigoni Parmaxi","doi":"10.1111/jcal.70001","DOIUrl":"https://doi.org/10.1111/jcal.70001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The rise of intelligent chatbots powered by artificial intelligence and machine learning has ignited interest in their potential for revolutionising second language (L2) acquisition and foreign language learning (FLL). While their potential seems vast, understanding their actual impact on learning outcomes requires comprehensive analysis. Also required is the continuous evaluation of this technology due to the rapid pace of advancements in chatbots, highlighting the need for a fresh look using the latest research. This systematic review aims to address this need by investigating the effectiveness of modern chatbots in L2 learning and FLL, offering valuable insights for language educators and researchers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study systematically reviews existing research to assess the usefulness of chatbots in L2 acquisition and FLL, identifying key areas of improvement and future research directions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following the PRISMA methodology, 33 relevant studies published between 2020 and May 2024 were analysed. Thematic analysis was employed to identify key themes related to chatbot applications, language skills impacted, and learning outcomes achieved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students' learning outcomes by using chatbots, while pointing out insufficient research in this area. The results also show major benefits of chatbots for FLL, such as individualised learning, immediate feedback, enhancing willingness to communicate, and increased interaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This systematic review highlights specific practical implications and suggestions that have a direct impact on the usefulness of chatbots in FLL and L2 acquisition, and a need to investigate further variables such as age, language skills, personality traits, or teacher's role with respect to the use of chatbots in foreign language classes. Further implications are also raised in terms of learning design considerations when such a technology is incorporated in the FLL classroom.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248475","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}

{"title":"Correction to “Does Teacher Enthusiasm Facilitate Students' Chemistry Learning in Video Lectures Regardless of Students' Prior Chemistry Knowledge Levels?”","authors":"","doi":"10.1111/jcal.70003","DOIUrl":"https://doi.org/10.1111/jcal.70003","url":null,"abstract":"<p>\u0000 <span>Huangfu, Q.</span>, <span>Q. He</span>, <span>S. Luo</span>, <span>W. Huang</span>, and <span>Y. Yang</span>. <span>2025</span>. “ <span>Does Teacher Enthusiasm Facilitate Students' Chemistry Learning in Video Lectures Regardless of Students' Prior Chemistry Knowledge Levels?</span>” <i>Journal of Computer Assisted Learning</i> <span>1</span>, no. <span>1</span>: e13116.\u0000 </p><p>The funding information was published as: This work was supported by the National Social Science Fund of China, CSA240318 and the 14th Five-Year Plan Research Project of Chongqing Education Science, K23YB2020027. This should have been: This work was supported by the National Social Science Fund of China, CSA240318.</p><p>We apologise for this error.</p>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does Instructors' and Students' On-Camera Presence Enhance Learning?","authors":"Jiang Xiaxia,&nbsp;Li Yahong,&nbsp;Kuang Ziyi,&nbsp;Yu Jiajun","doi":"10.1111/jcal.13122","DOIUrl":"https://doi.org/10.1111/jcal.13122","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Video conferencing technology has moved online education into a new stage of real-time video interaction. However, shortcomings such as students' lack of concentration and substantive engagement during video conferencing greatly limit the improvement of online learning effectiveness. According to social presence theory and the community of inquiry model, the on-camera presence of instructors and students may effectively enhance the learning outcomes in video conferencing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The effects of instructors' and students' on-camera presence on social presence, learning satisfaction and learning performance in video conferencing were investigated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We selected 244 university students as participants and employed a between-subject experimental design with two levels of instructors' camera (on/off) and two levels of students' camera (on/off).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>(1) Learning performance was better when students turned on their cameras compared to when they did not. (2) The level of social presence was higher when students turned on their cameras than when they did not. The interaction effect between instructors' and students' camera use was significant, indicating that when instructors turned off their cameras, students' social presence was higher when they themselves turned on their cameras compared to when they did not. However, when instructors turned on their cameras, students' use of cameras did not significantly impact social presence. (3) Learning satisfaction was higher under the condition where students turned on their cameras compared to when they turned them off. It is recommended that students appear on camera during video conferencing, as this can increase social presence and learning satisfaction, ultimately improving their learning performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143118108","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}

{"title":"Scaffolding Coding Instruction Through Literacy via the Compose and Code Digital Platform and Curriculum","authors":"Amy Hutchison,&nbsp;Qi Si,&nbsp;Jamie Colwell,&nbsp;Erdogan Kaya,&nbsp;Eileen Jakeway,&nbsp;Brittany Miller,&nbsp;Kristie Gutierrez,&nbsp;Kelly Regan,&nbsp;Anna Evmenova","doi":"10.1111/jcal.13115","DOIUrl":"https://doi.org/10.1111/jcal.13115","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Accordingly, this paper reports on the design and implementation of an inclusive digital learning platform and accompanying curriculum for scaffolding and integrating coding into writing instruction for elementary-aged students (approximately ages 9–12). In this paper, we report on teachers' uses of the Compose and Code (CoCo) platform and curriculum, how students used its features, and its influence on students' computational thinking skills and attitudes about coding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Data analysed in this mixed-methods study come from 11 teachers and 595 students in Grades 3–6. Data sources included teacher reflections and interviews, an assessment of computational thinking for students, and a coding attitudes survey for students. Quantitative data were analysed descriptively and using paired sample <i>t</i>-tests. Qualitative data were analysed inductively using open coding to determine emergent categories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Findings indicate that (1) a majority of students effectively used the CoCo platform to plan their work and code in Scratch, with a smaller percentage using the self-evaluation and self-monitoring features, (2) teachers indicated overall positive perceptions of the CoCo platform and curriculum, with strong support for using it in the future, (3) students' computational thinking skills improved over the course of the project, with results indicating a large effect size (<i>g</i> = 1.24), and (4) student attitudinal results were mixed, providing insights to the barriers that students face when learning to code. Overall, this study indicates that the CoCo platform and curriculum show promise as a scaffolded, structured, and integrated tool for teaching elementary computer science to elementary grade students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117269","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}