This paper represents an empirical study that examines the impact of specific teaching methods on the effectiveness of preschool music education.
Objectives
The current study seeks to determine whether the integration of digital technology improves the music learning outcomes of preschoolers.
Methods
The author compared the learning outcomes of junior (3–4 years) and senior (5–6 years) preschoolers and established the most effective teaching methods. The sample consisted of 90 children who attended a children's music education centre in Shanghai. The study used the observation method as well as specially developed criteria for assessing three main aspects of children's development: musical knowledge, emotional involvement, and creativity.
Results and Conclusions
The findings of the study can be applied to preschool education settings, providing a basis for curriculum and educational policy development.
{"title":"Children's Enlightenment Music Education Based on Digital Technology","authors":"Lixin Wang","doi":"10.1111/jcal.70022","DOIUrl":"https://doi.org/10.1111/jcal.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper represents an empirical study that examines the impact of specific teaching methods on the effectiveness of preschool music education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The current study seeks to determine whether the integration of digital technology improves the music learning outcomes of preschoolers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The author compared the learning outcomes of junior (3–4 years) and senior (5–6 years) preschoolers and established the most effective teaching methods. The sample consisted of 90 children who attended a children's music education centre in Shanghai. The study used the observation method as well as specially developed criteria for assessing three main aspects of children's development: musical knowledge, emotional involvement, and creativity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings of the study can be applied to preschool education settings, providing a basis for curriculum and educational policy development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632992","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}
Héctor Galindo-Domínguez, Nahia Delgado, María-Victoria Urruzola, Jose-María Etxabe, Lucía Campo
Background
With the integration of artificial intelligence into educational processes, its impact remains to be discovered.
Objective
The aim of the present study was to determine whether, after a 7-month intervention in which a subject of artificial intelligence was taught, students improved their psychological needs for competence, autonomy and relatedness, potentially leading to an increase in their intrinsic motivation towards learning. Additionally, the study examined the impact of students' use of ICT and the influence of gender along the intervention.
Methods
This longitudinal study included a total of 50 adolescents from Secondary Education, who responded to a series of scales to measure the main constructs of perceived competence, autonomy, relatedness and intrinsic motivation at two different times (T1 and T2).
Results
The results showed that, regardless of gender and the frequency of academic or non-academic use of ICT, statistically significant improvements were observed only in the need for relatedness. Likewise, an analysis of structural equation models revealed that students' initial competence (T1) was the main predictor of their initial motivation (T1), and having this initial motivation was essential for further improving motivation after the intervention (T2). Similarly, each basic psychological need at its initial time point (T1) significantly predicted that same psychological need at its final time point (T2), with considerably high explained variances.
Conclusions
These results shed some light on the potential effect that AI-based interventions can have on the basic psychological needs of secondary education students.
{"title":"Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self-Determination Theory","authors":"Héctor Galindo-Domínguez, Nahia Delgado, María-Victoria Urruzola, Jose-María Etxabe, Lucía Campo","doi":"10.1111/jcal.70020","DOIUrl":"https://doi.org/10.1111/jcal.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With the integration of artificial intelligence into educational processes, its impact remains to be discovered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The aim of the present study was to determine whether, after a 7-month intervention in which a subject of artificial intelligence was taught, students improved their psychological needs for competence, autonomy and relatedness, potentially leading to an increase in their intrinsic motivation towards learning. Additionally, the study examined the impact of students' use of ICT and the influence of gender along the intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This longitudinal study included a total of 50 adolescents from Secondary Education, who responded to a series of scales to measure the main constructs of perceived competence, autonomy, relatedness and intrinsic motivation at two different times (T1 and T2).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed that, regardless of gender and the frequency of academic or non-academic use of ICT, statistically significant improvements were observed only in the need for relatedness. Likewise, an analysis of structural equation models revealed that students' initial competence (T1) was the main predictor of their initial motivation (T1), and having this initial motivation was essential for further improving motivation after the intervention (T2). Similarly, each basic psychological need at its initial time point (T1) significantly predicted that same psychological need at its final time point (T2), with considerably high explained variances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results shed some light on the potential effect that AI-based interventions can have on the basic psychological needs of secondary education students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632987","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}
Lars de Vreugd, Anouschka van Leeuwen, Marieke van der Schaaf
Background
University students need to self-regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal-setting and self-motivation within self-regulated learning elicits behaviour when using an LAD.
Objectives
This study's purpose is exploring reference frames’ influence on goal setting, LAD elements’ influence on student motivation, and the predictive value of goal setting and motivation on behaviour, adding to our understanding of the factors predicting task attainment and the role of reference frames.
Methods
In an experimental survey design, university students (n = 88) used an LAD with a peer reference frame (Condition 1) or without one (Condition 2), set a goal, determined goal difficulty, self-assessed motivation and LAD elements' influence on motivation. Researchers coded goal specificity. Four weeks later, students self-assessed task attainment, task satisfaction, time on task, and task frequency. T-tests and MANOVA explored effects of the reference frame. Regression analyses determined predictive potential of goal difficulty, goal specificity, and motivation on goal attainment.
Results and Conclusions
Results showed no difference between conditions on goal specificity, difficulty, or motivation. The peer reference frame's perceived influence on motivation was small. LAD elements’ influence on motivation varied but were mainly positive. Regression models were not predictive, except the task satisfaction exploratory model. Most participants (77%) attained their goals. Reference frame integration should be carefully considered, given potential negative effects. Students may require educators’ support when setting goals, but the support should balance students’ autonomy.
{"title":"Students' Use of a Learning Analytics Dashboard and Influence of Reference Frames: Goal Setting, Motivation, and Performance","authors":"Lars de Vreugd, Anouschka van Leeuwen, Marieke van der Schaaf","doi":"10.1111/jcal.70015","DOIUrl":"https://doi.org/10.1111/jcal.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>University students need to self-regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal-setting and self-motivation within self-regulated learning elicits behaviour when using an LAD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study's purpose is exploring reference frames’ influence on goal setting, LAD elements’ influence on student motivation, and the predictive value of goal setting and motivation on behaviour, adding to our understanding of the factors predicting task attainment and the role of reference frames.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In an experimental survey design, university students (<i>n</i> = 88) used an LAD with a peer reference frame (Condition 1) or without one (Condition 2), set a goal, determined goal difficulty, self-assessed motivation and LAD elements' influence on motivation. Researchers coded goal specificity. Four weeks later, students self-assessed task attainment, task satisfaction, time on task, and task frequency. <i>T</i>-tests and MANOVA explored effects of the reference frame. Regression analyses determined predictive potential of goal difficulty, goal specificity, and motivation on goal attainment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results showed no difference between conditions on goal specificity, difficulty, or motivation. The peer reference frame's perceived influence on motivation was small. LAD elements’ influence on motivation varied but were mainly positive. Regression models were not predictive, except the task satisfaction exploratory model. Most participants (77%) attained their goals. Reference frame integration should be carefully considered, given potential negative effects. Students may require educators’ support when setting goals, but the support should balance students’ autonomy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612390","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}
Mohamed Ali Nagy Elmaadaway, Mohamed Elsayed El-Naggar, Mohamed Radwan Ibrahim Abouhashesh
Background
Artificial intelligence (AI) made substantial progress with language recognition. Proficiency in spoken English reading is a prerequisite for fluency in written English. However, research on its use, especially for non-native speakers, is lacking despite increased usage.
Objectives
This study aimed to enhance the oral reading fluency abilities of fourth graders using the AI voice chatbot ‘Alexa’, the purpose being to examine the effects of Alexa on fourth graders' oral reading fluency skills.
Methods
Ninety students were evenly divided into experimental and control groups. We developed, reviewed and administered pre- and post-tests and interviews.
Results and Conclusion
Students' reading comprehension and oral reading fluency are enhanced when they use Alexa in the classroom. Many students turn to Alexa to help them with reading and English grammar. This study offers suggestions for future research.
{"title":"Improving Primary School Students' Oral Reading Fluency Through Voice Chatbot-Based AI","authors":"Mohamed Ali Nagy Elmaadaway, Mohamed Elsayed El-Naggar, Mohamed Radwan Ibrahim Abouhashesh","doi":"10.1111/jcal.70019","DOIUrl":"https://doi.org/10.1111/jcal.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence (AI) made substantial progress with language recognition. Proficiency in spoken English reading is a prerequisite for fluency in written English. However, research on its use, especially for non-native speakers, is lacking despite increased usage.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to enhance the oral reading fluency abilities of fourth graders using the AI voice chatbot ‘Alexa’, the purpose being to examine the effects of Alexa on fourth graders' oral reading fluency skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ninety students were evenly divided into experimental and control groups. We developed, reviewed and administered pre- and post-tests and interviews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Students' reading comprehension and oral reading fluency are enhanced when they use Alexa in the classroom. Many students turn to Alexa to help them with reading and English grammar. This study offers suggestions for future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612503","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}
Peidi Gu, Zui Cheng, Cheng Miaoting, John Poggio, Yan Dong
Background
Today, the importance of STEM (Science, Technology, Engineering and Mathematics) education and training is widely recognised and accepted. Computer programming courses have become essential in higher education to nurture students' programming, analysis and computational skills, which are vital for success in all STEM fields and areas.
Objectives
This study evaluated an integrated pedagogical method that combined Project-Based Learning (PBL) and Self-Regulated Learning (SRL) to enhance college students' motivation when learning C programming. While PBL promotes learner-centred environments, it does not automatically foster SRL, which is critical for sustaining engagement and motivation in cognitively demanding programming courses. Although research highlights the importance of both PBL and SRL, studies explicitly combining these frameworks to support motivation, emotion regulation, and learning satisfaction are limited. Our study addresses this gap by integrating SRL scaffolding into the PBL framework, hypothesising that this combination would positively impact students' learning motivation.
Methods
The study used a pre- and post-test quasi-experimental design. A total of 173 students volunteered to participate. Students were randomly assigned to one of three pedagogical design groups: the PBL group, the PBL + SRL group or a control (traditional instruction) group. A one-way analysis of covariance (ANCOVA) was the principal method for data analysis.
Results and Conclusions
The study's findings demonstrated that the proposed PBL + SRL approach effectively enhanced students' intrinsic motivation. This is evidenced by the heightened interest and perceived value of the learning method and reduced tension and pressure throughout the learning process compared to both the standalone PBL and traditional approaches. Furthermore, students in the PBL + SRL group reported the highest self-efficacy and course satisfaction levels.
Contribution
This study pioneered the provision of empirical evidence supporting SRL scaffolding as an effective and timely intervention to improve students' learning motivation beyond using the PBL strategy alone in computer programming courses.
{"title":"Integrating Project-Based Learning With Self-Regulated Learning to Enhance Programming Learning Motivation","authors":"Peidi Gu, Zui Cheng, Cheng Miaoting, John Poggio, Yan Dong","doi":"10.1111/jcal.70011","DOIUrl":"https://doi.org/10.1111/jcal.70011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Today, the importance of STEM (Science, Technology, Engineering and Mathematics) education and training is widely recognised and accepted. Computer programming courses have become essential in higher education to nurture students' programming, analysis and computational skills, which are vital for success in all STEM fields and areas.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study evaluated an integrated pedagogical method that combined Project-Based Learning (PBL) and Self-Regulated Learning (SRL) to enhance college students' motivation when learning C programming. While PBL promotes learner-centred environments, it does not automatically foster SRL, which is critical for sustaining engagement and motivation in cognitively demanding programming courses. Although research highlights the importance of both PBL and SRL, studies explicitly combining these frameworks to support motivation, emotion regulation, and learning satisfaction are limited. Our study addresses this gap by integrating SRL scaffolding into the PBL framework, hypothesising that this combination would positively impact students' learning motivation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study used a pre- and post-test quasi-experimental design. A total of 173 students volunteered to participate. Students were randomly assigned to one of three pedagogical design groups: the PBL group, the PBL + SRL group or a control (traditional instruction) group. A one-way analysis of covariance (ANCOVA) was the principal method for data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The study's findings demonstrated that the proposed PBL + SRL approach effectively enhanced students' intrinsic motivation. This is evidenced by the heightened interest and perceived value of the learning method and reduced tension and pressure throughout the learning process compared to both the standalone PBL and traditional approaches. Furthermore, students in the PBL + SRL group reported the highest self-efficacy and course satisfaction levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contribution</h3>\u0000 \u0000 <p>This study pioneered the provision of empirical evidence supporting SRL scaffolding as an effective and timely intervention to improve students' learning motivation beyond using the PBL strategy alone in computer programming courses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595321","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}
Yin-Rong Zhang, Zhong-Mei Han, Tao He, Chang-Qin Huang, Fan Jiang, Gang Yang, Xue-Mei Wu
Background
Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance.
Objectives
This study customises a three-stage fade-out scaffolding in collaborative programming to reduce scaffolding dependence and improve students' programming achievement, self-efficacy and programming behaviour.
Methods
A quasi-experimental study lasting 18 weeks was conducted at a middle school. One hundred twenty-one eighth-grade students participated in the study; they were randomly assigned into the experimental group with three-stage fade-out scaffolding (N = 62) and the control group with conventional scaffolding (N = 59). Then, this study adopted an analysis of covariance (ANCOVA), independent samples t test, and lag sequential analysis to analyse the data.
Results and Conclusions
The results indicated that the programming achievement, self-efficacy, and programming behaviour patterns of the students in the experimental group outperformed those of the control group. Additionally, boy-dominated groups display more positive and active programming behaviour patterns than girl-dominated groups.
Implications
This study designs a three-stage fade-out scaffolding approach for collaborative programming and provides diverse empirical evidence, offering valuable suggestions for the design of programming instruction and the analysis of learning processes.
{"title":"Customising a Three-Stage Fade-Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self-Efficacy and Programming Behaviour","authors":"Yin-Rong Zhang, Zhong-Mei Han, Tao He, Chang-Qin Huang, Fan Jiang, Gang Yang, Xue-Mei Wu","doi":"10.1111/jcal.70012","DOIUrl":"https://doi.org/10.1111/jcal.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study customises a three-stage fade-out scaffolding in collaborative programming to reduce scaffolding dependence and improve students' programming achievement, self-efficacy and programming behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental study lasting 18 weeks was conducted at a middle school. One hundred twenty-one eighth-grade students participated in the study; they were randomly assigned into the experimental group with three-stage fade-out scaffolding (<i>N</i> = 62) and the control group with conventional scaffolding (<i>N</i> = 59). Then, this study adopted an analysis of covariance (ANCOVA), independent samples <i>t</i> test, and lag sequential analysis to analyse the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that the programming achievement, self-efficacy, and programming behaviour patterns of the students in the experimental group outperformed those of the control group. Additionally, boy-dominated groups display more positive and active programming behaviour patterns than girl-dominated groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study designs a three-stage fade-out scaffolding approach for collaborative programming and provides diverse empirical evidence, offering valuable suggestions for the design of programming instruction and the analysis of learning processes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581414","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}
Rhythm is the fundamental element of music and one of the indispensable aspects of training in music education, making it highly valued. However, due to the limitations of teaching hours and the large number of students in each class, it is difficult to foster the rhythm ability of elementary school students.
Objectives
Hence, this study developed a Dynamic Assessment-Based Mobile Technology-Assisted Rhythm Teaching System (hereafter, the Dynamic System) and a Conventional Mobile Technology-Assisted Rhythm Teaching System (hereafter, the Conventional System) which were applied to third graders' music rhythm learning in the hopes of promoting their rhythm ability.
Methods
A quasi-experimental design was carried out. The experimental group used the Dynamic System, while the control group adopted the Conventional System. The learning activities lasted for 3 weeks. After the learning activities, we examined the effects of learning achievement, learning motivation and cognitive load.
Results and Conclusions
The results showed that the experimental group had significantly better rhythm learning achievement and intrinsic motivation than the control group. Both groups' intrinsic motivation was enhanced, and their cognitive load was similar. It is suggested that future research can incorporate different teaching strategies or elements of music in the Dynamic System for students' music rhythm learning to achieve the greatest value and contribution to mobile technology learning.
{"title":"Impact of Mobile Technology-Integrated Dynamic Assessment on Students' Music Rhythm Learning","authors":"Chorng-Shiuh Koong, Chih-Hung Chen, Yu-Tzu Chen, Gwo-Haur Hwang","doi":"10.1111/jcal.70018","DOIUrl":"https://doi.org/10.1111/jcal.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Rhythm is the fundamental element of music and one of the indispensable aspects of training in music education, making it highly valued. However, due to the limitations of teaching hours and the large number of students in each class, it is difficult to foster the rhythm ability of elementary school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Hence, this study developed a Dynamic Assessment-Based Mobile Technology-Assisted Rhythm Teaching System (hereafter, the Dynamic System) and a Conventional Mobile Technology-Assisted Rhythm Teaching System (hereafter, the Conventional System) which were applied to third graders' music rhythm learning in the hopes of promoting their rhythm ability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental design was carried out. The experimental group used the Dynamic System, while the control group adopted the Conventional System. The learning activities lasted for 3 weeks. After the learning activities, we examined the effects of learning achievement, learning motivation and cognitive load.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that the experimental group had significantly better rhythm learning achievement and intrinsic motivation than the control group. Both groups' intrinsic motivation was enhanced, and their cognitive load was similar. It is suggested that future research can incorporate different teaching strategies or elements of music in the Dynamic System for students' music rhythm learning to achieve the greatest value and contribution to mobile technology learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554385","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}
Virtual laboratories are used to supplement or even replace physical laboratories in engineering education. Although these virtual laboratories allow students to learn foundational experimental skills, they do not provide the learners with the chance to develop higher-order thinking skills (HOTS). Computational thinking (CT) is an approach to problem-solving. Incorporating the CT approach into virtual laboratories to enhance problem-solving skills and critical thinking skills is still understudied.
Objectives
This study investigated the effect of incorporating the CT approach into virtual laboratories on the learning motivation, engagement, and HOTS of students.
Methods
A quasi-experimental study was conducted to investigate the impact of the proposed approach. Forty-eight undergraduate electrical engineering students participated in this study. Pre- and post-test questionnaire data on learning motivation, engagement, and HOTS were collected from both an experimental group that utilised virtual laboratories and a computational thinking approach and a control group that used virtual laboratories only.
Results and Conclusions
The result of the quantitative analysis revealed that incorporating the CT approach into virtual laboratories resulted in a significant difference in learning motivation, engagement, and HOTS between the experimental and control groups. These findings point out that incorporating the CT approach into virtual laboratories positively affects the learning motivation, engagement, and HOTS of learners who are enrolled in practical courses.
{"title":"Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher-Order Thinking Skills","authors":"Ting-Ting Wu, Edi Sarwono, Yueh-Min Huang","doi":"10.1111/jcal.70017","DOIUrl":"https://doi.org/10.1111/jcal.70017","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Virtual laboratories are used to supplement or even replace physical laboratories in engineering education. Although these virtual laboratories allow students to learn foundational experimental skills, they do not provide the learners with the chance to develop higher-order thinking skills (HOTS). Computational thinking (CT) is an approach to problem-solving. Incorporating the CT approach into virtual laboratories to enhance problem-solving skills and critical thinking skills is still understudied.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigated the effect of incorporating the CT approach into virtual laboratories on the learning motivation, engagement, and HOTS of students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental study was conducted to investigate the impact of the proposed approach. Forty-eight undergraduate electrical engineering students participated in this study. Pre- and post-test questionnaire data on learning motivation, engagement, and HOTS were collected from both an experimental group that utilised virtual laboratories and a computational thinking approach and a control group that used virtual laboratories only.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The result of the quantitative analysis revealed that incorporating the CT approach into virtual laboratories resulted in a significant difference in learning motivation, engagement, and HOTS between the experimental and control groups. These findings point out that incorporating the CT approach into virtual laboratories positively affects the learning motivation, engagement, and HOTS of learners who are enrolled in practical courses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554439","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}
Daniela Olea-Ibarra, Christian Hartmann, Maria Bannert
<div> <section> <h3> Background</h3> <p>Enjoyment and epistemic emotions are essential in education as they drive learners to actively and persistently engage with learning material. Augmented Reality (hereinafter referred to as AR) is an emerging educational tool that offers unique opportunities for immersive learning experiences. By incorporating AR into the learning process, educators can create an immersive environment that potentially stimulates learners' enjoyment and facilitates a deeper understanding of the subject matter.</p> </section> <section> <h3> Objectives</h3> <p>Especially for younger learners, however, there is a lack of research on how AR affects enjoyment, emotions and learning. Therefore, we examine the impact of enjoyment in learning with AR and further explore which role epistemic emotions play in this process.</p> </section> <section> <h3> Methods</h3> <p>A quasi-experimental field study collected data from <i>N</i> = 47 middle school students. Students were assigned to two conditions and either learned about the solar system with AR or with static images, both on a tablet. We collected data through pre- and post-tests to assess knowledge, as well as repeated measures of enjoyment and epistemic emotions during the learning process. Descriptive statistics, Bayesian <i>t</i>-tests and repeated measures ANOVA were used to analyse differences between conditions and over time. A mediation analysis examined whether enjoyment mediated the relationship between AR use and learning gains.</p> </section> <section> <h3> Results and Conclusions</h3> <p>The results show that AR triggered learners' enjoyment and epistemic emotions. However, students in the control condition gained more knowledge than those in the AR condition. While AR significantly enhanced students' enjoyment, the mediation analysis indicated that enjoyment did not significantly mediate the relationship between AR use and learning gains. One possible explanation is that AR appears to have produced affective overload, whereas the control condition facilitated more productive engagement. However, our data suggest a more complex relationship that requires further investigation.</p> </section> <section> <h3> Implications</h3> <p>These findings provide insights into the impact of immersive technology on student learning in the context of authentic school activities with younger learners. An exciting avenue for future research is to focus more on the relationship between affec
{"title":"The Role of Enjoyment and Epistemic Emotions in Middle School AR Learning: A Quasi-Experimental Field Study","authors":"Daniela Olea-Ibarra, Christian Hartmann, Maria Bannert","doi":"10.1111/jcal.70016","DOIUrl":"https://doi.org/10.1111/jcal.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Enjoyment and epistemic emotions are essential in education as they drive learners to actively and persistently engage with learning material. Augmented Reality (hereinafter referred to as AR) is an emerging educational tool that offers unique opportunities for immersive learning experiences. By incorporating AR into the learning process, educators can create an immersive environment that potentially stimulates learners' enjoyment and facilitates a deeper understanding of the subject matter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Especially for younger learners, however, there is a lack of research on how AR affects enjoyment, emotions and learning. Therefore, we examine the impact of enjoyment in learning with AR and further explore which role epistemic emotions play in this process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental field study collected data from <i>N</i> = 47 middle school students. Students were assigned to two conditions and either learned about the solar system with AR or with static images, both on a tablet. We collected data through pre- and post-tests to assess knowledge, as well as repeated measures of enjoyment and epistemic emotions during the learning process. Descriptive statistics, Bayesian <i>t</i>-tests and repeated measures ANOVA were used to analyse differences between conditions and over time. A mediation analysis examined whether enjoyment mediated the relationship between AR use and learning gains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that AR triggered learners' enjoyment and epistemic emotions. However, students in the control condition gained more knowledge than those in the AR condition. While AR significantly enhanced students' enjoyment, the mediation analysis indicated that enjoyment did not significantly mediate the relationship between AR use and learning gains. One possible explanation is that AR appears to have produced affective overload, whereas the control condition facilitated more productive engagement. However, our data suggest a more complex relationship that requires further investigation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These findings provide insights into the impact of immersive technology on student learning in the context of authentic school activities with younger learners. An exciting avenue for future research is to focus more on the relationship between affec","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554438","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}
Yang Jiang, Beata Beigman Klebanov, Jiangang Hao, Paul Deane, Oren E. Livne
Background
Writing is integral to educational success at all levels and to success in the workplace. However, low literacy is a global challenge, and many students lack sufficient skills to be good writers. With the rapid advance of technology, computer-based tools that provide automated feedback are being increasingly developed. However, mixed results have been obtained so far on the effects of writing feedback, and little is known about how various types of feedback are used by users who access feedback with different goals.
Objectives
Leveraging both process and response data, the present study investigated students' interactions with feedback in Writing Mentor (WM), an app designed to support academic writing through automated feedback and NLP techniques.
Methods
We identified 1857 documents submitted by middle- and high-school students among users-in-the-wild and explored the activities that students engaged in while using WM and the quality of their submitted written products. Students' interaction processes and behaviours were compared across groups of students with different goals for using WM. In addition, sequential pattern mining was applied to identify interesting sequential patterns of student interactions with the writing feedback features that are differentially frequent across goal groups.
Results and Conclusions
Results indicated that students with different goals for using WM displayed different patterns of interaction. Furthermore, the effects of the various types of feedback on writing quality vary by students' purposes for using the tool. Findings from this study shed light on the design of computer-based writing tools and automated writing feedback for learners of various needs.
{"title":"Unveiling Patterns of Interaction With Automated Feedback in Writing Mentor and Their Relationships With Use Goals and Writing Outcomes","authors":"Yang Jiang, Beata Beigman Klebanov, Jiangang Hao, Paul Deane, Oren E. Livne","doi":"10.1111/jcal.70014","DOIUrl":"https://doi.org/10.1111/jcal.70014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Writing is integral to educational success at all levels and to success in the workplace. However, low literacy is a global challenge, and many students lack sufficient skills to be good writers. With the rapid advance of technology, computer-based tools that provide automated feedback are being increasingly developed. However, mixed results have been obtained so far on the effects of writing feedback, and little is known about how various types of feedback are used by users who access feedback with different goals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Leveraging both process and response data, the present study investigated students' interactions with feedback in Writing Mentor (WM), an app designed to support academic writing through automated feedback and NLP techniques.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We identified 1857 documents submitted by middle- and high-school students among <i>users-in-the-wild</i> and explored the activities that students engaged in while using WM and the quality of their submitted written products. Students' interaction processes and behaviours were compared across groups of students with different goals for using WM. In addition, sequential pattern mining was applied to identify interesting sequential patterns of student interactions with the writing feedback features that are differentially frequent across goal groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results indicated that students with different goals for using WM displayed different patterns of interaction. Furthermore, the effects of the various types of feedback on writing quality vary by students' purposes for using the tool. Findings from this study shed light on the design of computer-based writing tools and automated writing feedback for learners of various needs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143489892","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}
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