Kim Holflod, Carlo De Gaetano, Conceição Costa, Filipe Luz, Maarten Groen, Rikke Toft Nørgård
Background
Game-making has the potential to foster cultural participation and empowerment, yet its role as a form of culture-making remains underexplored. Existing approaches to cultural engagement often overlook the creative and participatory possibilities of game-making for addressing pressing cultural challenges and promoting youth inclusivity and empowerment in cultural heritage. This study highlights the importance of game-making as a meaningful strategy for cultural preservation and transformation.
Objectives
The article investigates how game-making, particularly through cultural game jams, can promote cultural participation, youth empowerment and support cultural innovation.
Methods
The study is grounded in a design-based research methodology and examines the design, development and implementation of three cultural game jams within the EPIC-WE project. It employs a case study approach, analysing game jam practices through the lens of cultural participation, empowerment and diversity/inclusivity, while exploring connections to youth citizens' engagement in cultural heritage.
Results and Conclusions
The findings show that cultural game jams can inspire and empower youth citizens to engage with cultural and societal issues through game-making. This paper contributes to the ongoing dialogue on leveraging games and game-making to transform culture and society by discussing the significant role of game-making in promoting cultural awareness, value-based imagination and youth engagement with cultural and societal issues.
{"title":"Game-Making for Cultural Change and Empowered Youth Participation","authors":"Kim Holflod, Carlo De Gaetano, Conceição Costa, Filipe Luz, Maarten Groen, Rikke Toft Nørgård","doi":"10.1002/jcal.70197","DOIUrl":"10.1002/jcal.70197","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Game-making has the potential to foster cultural participation and empowerment, yet its role as a form of culture-making remains underexplored. Existing approaches to cultural engagement often overlook the creative and participatory possibilities of game-making for addressing pressing cultural challenges and promoting youth inclusivity and empowerment in cultural heritage. This study highlights the importance of game-making as a meaningful strategy for cultural preservation and transformation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The article investigates how game-making, particularly through cultural game jams, can promote cultural participation, youth empowerment and support cultural innovation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study is grounded in a design-based research methodology and examines the design, development and implementation of three cultural game jams within the EPIC-WE project. It employs a case study approach, analysing game jam practices through the lens of cultural participation, empowerment and diversity/inclusivity, while exploring connections to youth citizens' engagement in cultural heritage.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings show that cultural game jams can inspire and empower youth citizens to engage with cultural and societal issues through game-making. This paper contributes to the ongoing dialogue on leveraging games and game-making to transform culture and society by discussing the significant role of game-making in promoting cultural awareness, value-based imagination and youth engagement with cultural and societal issues.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146129973","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}
The proliferation of generative artificial intelligence (AI) has popularised AI-Mediated Informal Digital Learning of English (AI-IDLE). Whilst research in this area is growing, social influencing factors, especially the role of parents as significant others, remain underexplored.
Objectives
Guided by the Situational Expectancy-Value Theory (SEVT), this study aims to investigate the impact of parental AI investment behaviours on students' engagement in AI-IDLE. It specifically examines the mediating roles of Perceived AI Value and Effort Expectancy for AI in this relationship.
Methods
A questionnaire survey was administered to 2346 primary and secondary school students in China. The collected data were analysed using structural equation modelling (SEM) to test the proposed direct and mediating effects.
Results
The findings revealed that parental AI investment behaviours directly promoted students' AI-IDLE engagement. Furthermore, they exerted significant indirect effects through the separate mediating roles of Perceived AI Value and Effort Expectancy for AI, as well as through their chain mediation pathway.
Conclusions
This research enriches the application of SEVT by extending it to informal, self-regulated, and technology-enhanced language learning contexts. It underscores the crucial role parents play in out-of-class learning and offers practical insights for guiding children to use AI tools effectively for English proficiency development.
{"title":"Parental AI Investment Behaviours and AI-Mediated Informal Digital Learning of English: The Chain Mediating Role of Children's Perceived AI Value and Effort Expectancy for AI","authors":"Honggang Liu","doi":"10.1002/jcal.70198","DOIUrl":"https://doi.org/10.1002/jcal.70198","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The proliferation of generative artificial intelligence (AI) has popularised AI-Mediated Informal Digital Learning of English (AI-IDLE). Whilst research in this area is growing, social influencing factors, especially the role of parents as significant others, remain underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Guided by the Situational Expectancy-Value Theory (SEVT), this study aims to investigate the impact of parental AI investment behaviours on students' engagement in AI-IDLE. It specifically examines the mediating roles of Perceived AI Value and Effort Expectancy for AI in this relationship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A questionnaire survey was administered to 2346 primary and secondary school students in China. The collected data were analysed using structural equation modelling (SEM) to test the proposed direct and mediating effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed that parental AI investment behaviours directly promoted students' AI-IDLE engagement. Furthermore, they exerted significant indirect effects through the separate mediating roles of Perceived AI Value and Effort Expectancy for AI, as well as through their chain mediation pathway.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This research enriches the application of SEVT by extending it to informal, self-regulated, and technology-enhanced language learning contexts. It underscores the crucial role parents play in out-of-class learning and offers practical insights for guiding children to use AI tools effectively for English proficiency development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136021","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}
The proliferation of generative artificial intelligence (AI) has popularised AI-Mediated Informal Digital Learning of English (AI-IDLE). Whilst research in this area is growing, social influencing factors, especially the role of parents as significant others, remain underexplored.
Objectives
Guided by the Situational Expectancy-Value Theory (SEVT), this study aims to investigate the impact of parental AI investment behaviours on students' engagement in AI-IDLE. It specifically examines the mediating roles of Perceived AI Value and Effort Expectancy for AI in this relationship.
Methods
A questionnaire survey was administered to 2346 primary and secondary school students in China. The collected data were analysed using structural equation modelling (SEM) to test the proposed direct and mediating effects.
Results
The findings revealed that parental AI investment behaviours directly promoted students' AI-IDLE engagement. Furthermore, they exerted significant indirect effects through the separate mediating roles of Perceived AI Value and Effort Expectancy for AI, as well as through their chain mediation pathway.
Conclusions
This research enriches the application of SEVT by extending it to informal, self-regulated, and technology-enhanced language learning contexts. It underscores the crucial role parents play in out-of-class learning and offers practical insights for guiding children to use AI tools effectively for English proficiency development.
{"title":"Parental AI Investment Behaviours and AI-Mediated Informal Digital Learning of English: The Chain Mediating Role of Children's Perceived AI Value and Effort Expectancy for AI","authors":"Honggang Liu","doi":"10.1002/jcal.70198","DOIUrl":"10.1002/jcal.70198","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The proliferation of generative artificial intelligence (AI) has popularised AI-Mediated Informal Digital Learning of English (AI-IDLE). Whilst research in this area is growing, social influencing factors, especially the role of parents as significant others, remain underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Guided by the Situational Expectancy-Value Theory (SEVT), this study aims to investigate the impact of parental AI investment behaviours on students' engagement in AI-IDLE. It specifically examines the mediating roles of Perceived AI Value and Effort Expectancy for AI in this relationship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A questionnaire survey was administered to 2346 primary and secondary school students in China. The collected data were analysed using structural equation modelling (SEM) to test the proposed direct and mediating effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed that parental AI investment behaviours directly promoted students' AI-IDLE engagement. Furthermore, they exerted significant indirect effects through the separate mediating roles of Perceived AI Value and Effort Expectancy for AI, as well as through their chain mediation pathway.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This research enriches the application of SEVT by extending it to informal, self-regulated, and technology-enhanced language learning contexts. It underscores the crucial role parents play in out-of-class learning and offers practical insights for guiding children to use AI tools effectively for English proficiency development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146135777","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}
Asynchronous Online Discussion (AOD) has been frequently employed in higher education as a vital component of online learning activities. However, previous research has highlighted that students in AODs often exhibit a lack of frequent interaction and high-quality dialogues.
Objectives
This research seeks to address the aforementioned shortcomings by introducing the think-pair-share (TPS) cooperative learning structure as a potential instructional solution. The objectives of the study are twofold: firstly, to ascertain whether a cohort engaging in TPS AODs performs better than one participating in traditional AODs; and secondly, to glean insights into students' perspectives on the newly implemented TPS AOD design, thereby facilitating its further refinement.
Methods
Through integrating a TPS structure into a set of AODs, the research team used an explanatory sequential design comprising both a quantitative content analysis and a qualitative content analysis. Quantitatively, 3520 postings created by two student cohorts (21 students for each cohort) were analysed to explore the students' AOD performance differences. Qualitatively, the research team interviewed eight students from the TPS cohort to understand their perspectives on the TPS AOD design.
Results and Conclusions
The TPS AOD cohort significantly outperformed the non-TPS AOD cohort regarding their cognitive engagement and knowledge construction. However, there were no significant differences detected between the two groups on their interaction frequency, informational length, and social presence. The interviewed students' perspectives demonstrated the successes and weaknesses of this instructional solution, which could enlighten researchers to ameliorate the TPS AODs in the future.
{"title":"Applying a Think-Pair-Share (TPS) Structure to Asynchronous Online Discussions (AODs): A Mixed Methods Study","authors":"Tianxiao Yang, Jing Lei, Zhijuan Niu","doi":"10.1002/jcal.70194","DOIUrl":"https://doi.org/10.1002/jcal.70194","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Asynchronous Online Discussion (AOD) has been frequently employed in higher education as a vital component of online learning activities. However, previous research has highlighted that students in AODs often exhibit a lack of frequent interaction and high-quality dialogues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research seeks to address the aforementioned shortcomings by introducing the think-pair-share (TPS) cooperative learning structure as a potential instructional solution. The objectives of the study are twofold: firstly, to ascertain whether a cohort engaging in TPS AODs performs better than one participating in traditional AODs; and secondly, to glean insights into students' perspectives on the newly implemented TPS AOD design, thereby facilitating its further refinement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Through integrating a TPS structure into a set of AODs, the research team used an explanatory sequential design comprising both a quantitative content analysis and a qualitative content analysis. Quantitatively, 3520 postings created by two student cohorts (21 students for each cohort) were analysed to explore the students' AOD performance differences. Qualitatively, the research team interviewed eight students from the TPS cohort to understand their perspectives on the TPS AOD design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The TPS AOD cohort significantly outperformed the non-TPS AOD cohort regarding their cognitive engagement and knowledge construction. However, there were no significant differences detected between the two groups on their interaction frequency, informational length, and social presence. The interviewed students' perspectives demonstrated the successes and weaknesses of this instructional solution, which could enlighten researchers to ameliorate the TPS AODs in the future.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136877","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}
Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students. Yet, undergraduates struggle to employ effective summarising strategies, thus needing support.
Objective
We aim to investigate the effectiveness of automated formative feedback versus instructional prompts based on reciprocal teaching in improving summarising skills. We also explore if combining both feedback and prompts offers any additional benefits in enhancing these skills.
Methods
N = 254 elementary education students were asked to summarise six scientific texts, with one group (N = 87) receiving automated formative feedback, one group (N = 75) receiving instructional prompts based on reciprocal teaching and one group (N = 92) receiving a combination of both.
Results and Conclusion
Automated formative feedback outperformed instructional prompts based on reciprocal teaching in supporting the development of summarising skills. Combining the two did not have a significant additional effect. At first sight, this may indicate that learning potential is maximised with automated formative feedback. However, students in the combination group requested slightly less feedback, which indicates a possible substitution effect between automated formative feedback and instructional prompts.
{"title":"The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills","authors":"Veronika Barkela, Miriam Leuchter","doi":"10.1002/jcal.70193","DOIUrl":"https://doi.org/10.1002/jcal.70193","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students. Yet, undergraduates struggle to employ effective summarising strategies, thus needing support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>We aim to investigate the effectiveness of automated formative feedback versus instructional prompts based on reciprocal teaching in improving summarising skills. We also explore if combining both feedback and prompts offers any additional benefits in enhancing these skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p><i>N</i> = 254 elementary education students were asked to summarise six scientific texts, with one group (<i>N</i> = 87) receiving automated formative feedback, one group (<i>N</i> = 75) receiving instructional prompts based on reciprocal teaching and one group (<i>N</i> = 92) receiving a combination of both.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Automated formative feedback outperformed instructional prompts based on reciprocal teaching in supporting the development of summarising skills. Combining the two did not have a significant additional effect. At first sight, this may indicate that learning potential is maximised with automated formative feedback. However, students in the combination group requested slightly less feedback, which indicates a possible substitution effect between automated formative feedback and instructional prompts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136828","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}
Asynchronous Online Discussion (AOD) has been frequently employed in higher education as a vital component of online learning activities. However, previous research has highlighted that students in AODs often exhibit a lack of frequent interaction and high-quality dialogues.
Objectives
This research seeks to address the aforementioned shortcomings by introducing the think-pair-share (TPS) cooperative learning structure as a potential instructional solution. The objectives of the study are twofold: firstly, to ascertain whether a cohort engaging in TPS AODs performs better than one participating in traditional AODs; and secondly, to glean insights into students' perspectives on the newly implemented TPS AOD design, thereby facilitating its further refinement.
Methods
Through integrating a TPS structure into a set of AODs, the research team used an explanatory sequential design comprising both a quantitative content analysis and a qualitative content analysis. Quantitatively, 3520 postings created by two student cohorts (21 students for each cohort) were analysed to explore the students' AOD performance differences. Qualitatively, the research team interviewed eight students from the TPS cohort to understand their perspectives on the TPS AOD design.
Results and Conclusions
The TPS AOD cohort significantly outperformed the non-TPS AOD cohort regarding their cognitive engagement and knowledge construction. However, there were no significant differences detected between the two groups on their interaction frequency, informational length, and social presence. The interviewed students' perspectives demonstrated the successes and weaknesses of this instructional solution, which could enlighten researchers to ameliorate the TPS AODs in the future.
{"title":"Applying a Think-Pair-Share (TPS) Structure to Asynchronous Online Discussions (AODs): A Mixed Methods Study","authors":"Tianxiao Yang, Jing Lei, Zhijuan Niu","doi":"10.1002/jcal.70194","DOIUrl":"10.1002/jcal.70194","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Asynchronous Online Discussion (AOD) has been frequently employed in higher education as a vital component of online learning activities. However, previous research has highlighted that students in AODs often exhibit a lack of frequent interaction and high-quality dialogues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research seeks to address the aforementioned shortcomings by introducing the think-pair-share (TPS) cooperative learning structure as a potential instructional solution. The objectives of the study are twofold: firstly, to ascertain whether a cohort engaging in TPS AODs performs better than one participating in traditional AODs; and secondly, to glean insights into students' perspectives on the newly implemented TPS AOD design, thereby facilitating its further refinement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Through integrating a TPS structure into a set of AODs, the research team used an explanatory sequential design comprising both a quantitative content analysis and a qualitative content analysis. Quantitatively, 3520 postings created by two student cohorts (21 students for each cohort) were analysed to explore the students' AOD performance differences. Qualitatively, the research team interviewed eight students from the TPS cohort to understand their perspectives on the TPS AOD design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The TPS AOD cohort significantly outperformed the non-TPS AOD cohort regarding their cognitive engagement and knowledge construction. However, there were no significant differences detected between the two groups on their interaction frequency, informational length, and social presence. The interviewed students' perspectives demonstrated the successes and weaknesses of this instructional solution, which could enlighten researchers to ameliorate the TPS AODs in the future.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136827","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}
Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students. Yet, undergraduates struggle to employ effective summarising strategies, thus needing support.
Objective
We aim to investigate the effectiveness of automated formative feedback versus instructional prompts based on reciprocal teaching in improving summarising skills. We also explore if combining both feedback and prompts offers any additional benefits in enhancing these skills.
Methods
N = 254 elementary education students were asked to summarise six scientific texts, with one group (N = 87) receiving automated formative feedback, one group (N = 75) receiving instructional prompts based on reciprocal teaching and one group (N = 92) receiving a combination of both.
Results and Conclusion
Automated formative feedback outperformed instructional prompts based on reciprocal teaching in supporting the development of summarising skills. Combining the two did not have a significant additional effect. At first sight, this may indicate that learning potential is maximised with automated formative feedback. However, students in the combination group requested slightly less feedback, which indicates a possible substitution effect between automated formative feedback and instructional prompts.
{"title":"The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills","authors":"Veronika Barkela, Miriam Leuchter","doi":"10.1002/jcal.70193","DOIUrl":"https://doi.org/10.1002/jcal.70193","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students. Yet, undergraduates struggle to employ effective summarising strategies, thus needing support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>We aim to investigate the effectiveness of automated formative feedback versus instructional prompts based on reciprocal teaching in improving summarising skills. We also explore if combining both feedback and prompts offers any additional benefits in enhancing these skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p><i>N</i> = 254 elementary education students were asked to summarise six scientific texts, with one group (<i>N</i> = 87) receiving automated formative feedback, one group (<i>N</i> = 75) receiving instructional prompts based on reciprocal teaching and one group (<i>N</i> = 92) receiving a combination of both.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Automated formative feedback outperformed instructional prompts based on reciprocal teaching in supporting the development of summarising skills. Combining the two did not have a significant additional effect. At first sight, this may indicate that learning potential is maximised with automated formative feedback. However, students in the combination group requested slightly less feedback, which indicates a possible substitution effect between automated formative feedback and instructional prompts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136478","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}
Umit Deniz Ulusar, Deniz Ozel, Kayra Kursun, Mert Bayraktar, Riza Gabdyssalyk
<div> <section> <h3> Background</h3> <p>The use of innovative technologies in education has consistently driven improved learning experiences. The metaverse, a virtual space combining augmented reality and persistent virtual environments, is increasingly being recognised for its potential in education. Especially in engineering, where hands-on experience and immersive learning are essential, the metaverse can offer interactive and engaging opportunities. However, its impact on learning outcomes and its acceptance by students, particularly in mechanical engineering, still needs more investigation.</p> </section> <section> <h3> Purpose</h3> <p>This study aimed to assess the influence of the metaverse on learning outcomes and the level of acceptance and usage of this new technology among mechanical engineering students.</p> </section> <section> <h3> Method</h3> <p>Participants were randomly assigned to two groups: a control group receiving traditional education and an experimental group that received both traditional education and supplementary training in the metaverse environment. Pre-test and post-test assessments were conducted to assess the change in knowledge levels between the two groups. Furthermore, students' technology acceptance and usage were evaluated using a Turkish valid and reliable scale based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model (1,2).</p> </section> <section> <h3> Findings</h3> <p>The results indicated a substantial improvement in learning outcomes for the experimental group. A key novel finding of this study is the direct correlation between the increase in test scores and the effort expectancy subscale of the UTAUT scale. This study offers a systematic evaluation of metaverse-based instruction specifically in mechanical engineering, an area that has been underexplored. Its primary contribution lies in simultaneously measuring both learning outcomes and technology acceptance, therefore bridging theoretical knowledge and practical application, highlighting how metaverse environments can complement traditional methods. The findings contribute empirical evidence to guide educators, policymakers, and developers in effectively integrating metaverse-based tools, ultimately enriching mechanical engineering curricula and enhancing students' learning experiences.</p> </section> <section> <h3> Conclusion</h3> <p>The findings of this study contribute to our understanding of the potential benefits of the metaverse in enhancing learning outcomes and its adoption in engineering education.</p> </section
{"title":"Evaluation of Metaverse as a Learning Environment and Level of Technology Acceptance: An Engineering Example","authors":"Umit Deniz Ulusar, Deniz Ozel, Kayra Kursun, Mert Bayraktar, Riza Gabdyssalyk","doi":"10.1002/jcal.70195","DOIUrl":"https://doi.org/10.1002/jcal.70195","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The use of innovative technologies in education has consistently driven improved learning experiences. The metaverse, a virtual space combining augmented reality and persistent virtual environments, is increasingly being recognised for its potential in education. Especially in engineering, where hands-on experience and immersive learning are essential, the metaverse can offer interactive and engaging opportunities. However, its impact on learning outcomes and its acceptance by students, particularly in mechanical engineering, still needs more investigation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aimed to assess the influence of the metaverse on learning outcomes and the level of acceptance and usage of this new technology among mechanical engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Participants were randomly assigned to two groups: a control group receiving traditional education and an experimental group that received both traditional education and supplementary training in the metaverse environment. Pre-test and post-test assessments were conducted to assess the change in knowledge levels between the two groups. Furthermore, students' technology acceptance and usage were evaluated using a Turkish valid and reliable scale based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model (1,2).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The results indicated a substantial improvement in learning outcomes for the experimental group. A key novel finding of this study is the direct correlation between the increase in test scores and the effort expectancy subscale of the UTAUT scale. This study offers a systematic evaluation of metaverse-based instruction specifically in mechanical engineering, an area that has been underexplored. Its primary contribution lies in simultaneously measuring both learning outcomes and technology acceptance, therefore bridging theoretical knowledge and practical application, highlighting how metaverse environments can complement traditional methods. The findings contribute empirical evidence to guide educators, policymakers, and developers in effectively integrating metaverse-based tools, ultimately enriching mechanical engineering curricula and enhancing students' learning experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings of this study contribute to our understanding of the potential benefits of the metaverse in enhancing learning outcomes and its adoption in engineering education.</p>\u0000 </section","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136616","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}
Umit Deniz Ulusar, Deniz Ozel, Kayra Kursun, Mert Bayraktar, Riza Gabdyssalyk
<div> <section> <h3> Background</h3> <p>The use of innovative technologies in education has consistently driven improved learning experiences. The metaverse, a virtual space combining augmented reality and persistent virtual environments, is increasingly being recognised for its potential in education. Especially in engineering, where hands-on experience and immersive learning are essential, the metaverse can offer interactive and engaging opportunities. However, its impact on learning outcomes and its acceptance by students, particularly in mechanical engineering, still needs more investigation.</p> </section> <section> <h3> Purpose</h3> <p>This study aimed to assess the influence of the metaverse on learning outcomes and the level of acceptance and usage of this new technology among mechanical engineering students.</p> </section> <section> <h3> Method</h3> <p>Participants were randomly assigned to two groups: a control group receiving traditional education and an experimental group that received both traditional education and supplementary training in the metaverse environment. Pre-test and post-test assessments were conducted to assess the change in knowledge levels between the two groups. Furthermore, students' technology acceptance and usage were evaluated using a Turkish valid and reliable scale based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model (1,2).</p> </section> <section> <h3> Findings</h3> <p>The results indicated a substantial improvement in learning outcomes for the experimental group. A key novel finding of this study is the direct correlation between the increase in test scores and the effort expectancy subscale of the UTAUT scale. This study offers a systematic evaluation of metaverse-based instruction specifically in mechanical engineering, an area that has been underexplored. Its primary contribution lies in simultaneously measuring both learning outcomes and technology acceptance, therefore bridging theoretical knowledge and practical application, highlighting how metaverse environments can complement traditional methods. The findings contribute empirical evidence to guide educators, policymakers, and developers in effectively integrating metaverse-based tools, ultimately enriching mechanical engineering curricula and enhancing students' learning experiences.</p> </section> <section> <h3> Conclusion</h3> <p>The findings of this study contribute to our understanding of the potential benefits of the metaverse in enhancing learning outcomes and its adoption in engineering education.</p> </section
{"title":"Evaluation of Metaverse as a Learning Environment and Level of Technology Acceptance: An Engineering Example","authors":"Umit Deniz Ulusar, Deniz Ozel, Kayra Kursun, Mert Bayraktar, Riza Gabdyssalyk","doi":"10.1002/jcal.70195","DOIUrl":"10.1002/jcal.70195","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The use of innovative technologies in education has consistently driven improved learning experiences. The metaverse, a virtual space combining augmented reality and persistent virtual environments, is increasingly being recognised for its potential in education. Especially in engineering, where hands-on experience and immersive learning are essential, the metaverse can offer interactive and engaging opportunities. However, its impact on learning outcomes and its acceptance by students, particularly in mechanical engineering, still needs more investigation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aimed to assess the influence of the metaverse on learning outcomes and the level of acceptance and usage of this new technology among mechanical engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Participants were randomly assigned to two groups: a control group receiving traditional education and an experimental group that received both traditional education and supplementary training in the metaverse environment. Pre-test and post-test assessments were conducted to assess the change in knowledge levels between the two groups. Furthermore, students' technology acceptance and usage were evaluated using a Turkish valid and reliable scale based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model (1,2).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The results indicated a substantial improvement in learning outcomes for the experimental group. A key novel finding of this study is the direct correlation between the increase in test scores and the effort expectancy subscale of the UTAUT scale. This study offers a systematic evaluation of metaverse-based instruction specifically in mechanical engineering, an area that has been underexplored. Its primary contribution lies in simultaneously measuring both learning outcomes and technology acceptance, therefore bridging theoretical knowledge and practical application, highlighting how metaverse environments can complement traditional methods. The findings contribute empirical evidence to guide educators, policymakers, and developers in effectively integrating metaverse-based tools, ultimately enriching mechanical engineering curricula and enhancing students' learning experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings of this study contribute to our understanding of the potential benefits of the metaverse in enhancing learning outcomes and its adoption in engineering education.</p>\u0000 </section","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136841","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}
Shreyashi Halder, Jamie N. Mikeska, Devon Kinsey, Pavneet Kaur Bharaj, Pamela S. Lottero-Perdue
Background
This study examined elementary pre-service teachers' (PSTs') responsiveness to students when facilitating a simulated scientific argumentation discussion about the identity of a mystery powder based on its properties.
Objectives
This study explored PSTs' responsiveness during a digital simulated classroom discussion as PSTs made moves to support argument construction and critique before and after participating in an intervention involving their engagement in three digital simulations that aimed to support them in learning how to facilitate scientific argumentation discussions.
Methods
The study participants were 34 PSTs enrolled across three elementary science methods courses. Using existing frameworks from the literature and qualitative content analysis of pre-and post-discussion transcripts, we identified instances of PSTs prompting argument construction and critique and coded the level of responsiveness for each instance. We used the Wilcoxon matched-pairs test to compare pre-post data.
Results and Conclusion
Findings show that PSTs used significantly more: (a) prompts to elicit evidence to construct ideas and to encourage argument critique in post versus pre-discussions and (b) high-level responsiveness prompts that encourage students to make sense of other students' ideas in post-discussions when prompting argument construction or critique. This study highlights the value of using digital simulations in teacher preparation to enhance teachers' responsiveness to facilitate productive discussions.
{"title":"Elementary Pre-Service Teachers' Responsiveness to Students Ideas When Facilitating Scientific Argumentation Discussions: Before and After Simulated Practice","authors":"Shreyashi Halder, Jamie N. Mikeska, Devon Kinsey, Pavneet Kaur Bharaj, Pamela S. Lottero-Perdue","doi":"10.1002/jcal.70188","DOIUrl":"https://doi.org/10.1002/jcal.70188","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study examined elementary pre-service teachers' (PSTs') responsiveness to students when facilitating a simulated scientific argumentation discussion about the identity of a mystery powder based on its properties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study explored PSTs' responsiveness during a digital simulated classroom discussion as PSTs made moves to support argument construction and critique before and after participating in an intervention involving their engagement in three digital simulations that aimed to support them in learning how to facilitate scientific argumentation discussions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study participants were 34 PSTs enrolled across three elementary science methods courses. Using existing frameworks from the literature and qualitative content analysis of pre-and post-discussion transcripts, we identified instances of PSTs prompting argument construction and critique and coded the level of responsiveness for each instance. We used the Wilcoxon matched-pairs test to compare pre-post data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Findings show that PSTs used significantly more: (a) prompts to elicit evidence to construct ideas and to encourage argument critique in post versus pre-discussions and (b) high-level responsiveness prompts that encourage students to make sense of other students' ideas in post-discussions when prompting argument construction or critique. This study highlights the value of using digital simulations in teacher preparation to enhance teachers' responsiveness to facilitate productive discussions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146058040","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号