Journal of Computer Assisted Learning最新文献

Incorporating online writing resources into self-regulated learning strategy-based instruction: An intervention study 将在线写作资源纳入基于自我调节学习策略的教学：干预研究

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-10 DOI: 10.1111/jcal.13081

Tomoko Yabukoshi, Atsushi Mizumoto

Background

While self-regulated learning (SRL) strategy-based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy-based writing instruction, despite the availability of various online platforms.

Objectives

This study proposed an SRL strategy-based instruction for technology-assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self-efficacy beliefs and perceived acceptance of technology.

Methods

The research design used was a pre-experimental pre-test, post-test and delayed post-test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8-week period, these students received SRL strategy-based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self-efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post-hoc tests, and examination of the effect sizes.

Results and Conclusion

The results showed statistically significant improvements in students' writing performance, SRL strategy use, self-efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology-enhanced writing environment.

背景虽然在英语作为外语（EFL）的课堂上已经提出了以自我调节学习（SRL）策略为基础的写作教学，但在日本的 EFL 学习者中却没有足够的证据，而且尽管有各种在线平台，但关于将在线资源纳入以 SRL 策略为基础的写作教学的讨论却很少。本研究提出了一种基于 SRL 策略的技术辅助写作教学，并探讨了它对日本高等院校 EFL 学习者的写作成绩、报告的 SRL 策略使用情况、自我效能信念和对技术的感知接受程度的直接和持续影响。研究方法研究设计采用了实验前预测试、实验后测试和延迟后测试设计，并采用便利抽样的定量方法。参与者为日本一所大学学术写作课程的 44 名学生。在为期8周的时间里，这些学生接受了基于SRL策略的写作指导，并得到了在线写作资源的支持。研究工具包括写作测试和调查问卷，分别在干预开始时（时间1）、干预结束后（时间2）和干预结束1个月后（时间3）对SRL策略、自我效能感和技术接受度进行评估。数据分析方法包括方差分析、事后检验和效应大小检验。结果与结论结果表明，从时间 1 到时间 2，学生的写作成绩、自学能力策略使用、自我效能感和技术接受度都有了统计学意义上的显著提高，并且在时间 3 时仍有持续影响，这表明该干预措施具有提高 EFL 写作水平的潜力。本研究通过探讨在技术强化的写作环境中教授自学能力策略的直接和持续影响，为 EFL 写作教学法做出了贡献。

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引用次数: 0

Using knowledge building and flipped learning to enhance students' learning performance in a hands-on STEM activity 利用知识建构和翻转学习提高学生在 STEM 实践活动中的学习成绩

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-08 DOI: 10.1111/jcal.13069

Jyun-Chen Chen, Chia-Yu Liu

Background

Society requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education.

Objectives and Methods

We utilised a moderately rigorous design to investigate the effects of combining a hands-on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote-controlled car using a remote-control module and electrical circuit, followed by the task of putting balls into a basket.

Results

After the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post-test only when the students' learning motivation pre-test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group.

Conclusions

The potential benefits of combining active learning approaches with hands-on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education.

背景社会要求个人具备综合不同来源知识的能力，这种能力通常是通过科学、技术、工程和数学（STEM）教育获得的。目标和方法我们采用适度严谨的设计，研究了将 STEM 实践活动与知识建构（KB）和翻转学习等主动学习方法相结合对 188 名高年级学生学习成绩的影响。学生需要以小组为单位，利用遥控模块和电路制作一辆遥控汽车，然后完成将球放入篮子的任务。结果活动结束后，所有参与者的 STEM 知识、学习动力和创造力都有所提高。在 STEM 知识方面，接受综合知识库和翻转学习法的学生（E2 组）的成绩优于只接受知识库的学生（E1 组），而 E1 组的成绩优于接受讲座的学生（对照组）。在学习动机方面，E1 组优于对照组。只有当学生的学习动机前测分数较低时，E2 组才会在后测成绩上优于对照组，这表明两种主动学习方法都很有效。在创造力方面，E1 和 E2 组的表现均优于对照组。结论将主动学习法与动手实践 STEM 活动相结合，在 STEM 知识、学习动机和创造力方面都有潜在的益处。令人惊讶的是，在激发无心向学的学生对 STEM 教育的兴趣方面，结合法最为有效。

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引用次数: 0

Desktop-based virtual reality social platforms versus video conferencing platforms for online synchronous learning in higher education: An experimental study to evaluate students' learning gains and user experience 基于桌面的虚拟现实社交平台与视频会议平台在高等教育在线同步学习中的对比：评估学生学习收获和用户体验的实验研究

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-06 DOI: 10.1111/jcal.13075

Anna Flavia Di Natale, Claudia Repetto, Daniela Villani

Background

Online synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes.

Objectives

This study examined the effectiveness of desktop-based virtual reality (VR) social platforms compared to video conferencing (VC) platforms in enhancing students' learning gains and experiences in online synchronous learning.

Methods

The study used a within-subject design, involving 34 college students in two online lecture modules, one via a VR social platform and another through a VC platform. Knowledge assessments occurred pre- and post-modules and after 1 week. Students also completed post-module questionnaires to evaluate their learning experience, in terms of social presence, easiness of use and perceived emotions. In-depth interviews provided further insights into their experiences with both platforms.

Results

The study showed that using VR social platforms for online synchronous learning enhanced immediate knowledge, especially in students less interested in the content, yet it did not notably impact long-term knowledge retention. Despite no significant findings in social presence from questionnaires, interviews indicated that the VR's heightened interactivity might be offset by the effect of not seeing others' real appearances in promoting social presence. Furthermore, the VC platform was found to be easier to use, attributed to its familiarity and user-friendliness. Finally, students experienced increased fun, awe and interest, along with reduced boredom, when using the VR social platform.

Conclusion

The findings highlight the potential of VR to enrich online learning while underscoring the need for effective strategies facilitating a smooth integration into educational settings.

背景高等教育中的在线同步学习经常难以克服社交存在感方面的差距，从而导致学生不满意和学习效果不佳。目的本研究考察了基于桌面的虚拟现实（VR）社交平台与视频会议（VC）平台相比，在提高学生在线同步学习的收获和体验方面的有效性。研究方法该研究采用主体内设计，34 名大学生参与了两个在线讲座模块，一个通过 VR 社交平台，另一个通过 VC 平台。知识评估在模块前、模块后和一周后进行。学生们还完成了模块后的问卷调查，从社交存在感、易用性和感知情绪等方面评估他们的学习体验。通过深入访谈，学生们进一步了解了使用这两个平台的体验。结果研究表明，在在线同步学习中使用虚拟现实社交平台能增强即时知识，尤其是对内容不太感兴趣的学生，但这对长期知识保留并无明显影响。尽管问卷调查在社交存在感方面没有明显发现，但访谈表明，VR 增强的互动性可能会被看不到他人真实面貌的影响所抵消，从而促进社交存在感。此外，由于 VC 平台的熟悉性和用户友好性，学生发现 VC 平台更容易使用。最后，学生们在使用 VR 社交平台时体验到了更多的乐趣、敬畏感和兴趣，同时也减少了无聊感。结论研究结果凸显了 VR 在丰富在线学习方面的潜力，同时也强调了需要制定有效的策略，促进 VR 与教育环境的顺利融合。

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引用次数: 0

Duration versus accuracy—what matters for computerised adaptive testing in schools? 持续时间与准确性--学校电脑适应性测试的关键是什么？

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-06 DOI: 10.1111/jcal.13074

Nikola Ebenbeck, Morten Bastian, Andreas Mühling, Markus Gebhardt

Background

Computerised adaptive tests (CATs) are tests that provide personalised, efficient and accurate measurement while reducing testing time, depending on the desired level of precision. Schools have different types of assessments that can benefit from a significant reduction in testing time to varying degrees, depending on the area of application, but for which the loss of measurement accuracy has a different impact. The implementation of CAT can take several approaches, each of which can potentially affect the resulting test length and accuracy.

Objectives

We compare the methods of estimation-based CAT and binary-search-based CAT to determine the extent to which they are suitable for school assessment in terms of their length and accuracy.

Methods

This study uses simulations based on empirical data from a cohort of pupils with and without special needs (n = 400) to examine the effects of probabilistic estimation-based CAT and deterministic binary-search-based CAT on the length and accuracy of an adaptive reading test for pupils with different ability levels.

Results and Conclusions

Estimation-based CAT leads to a 40% test reduction with an average accuracy of r = 0.96, while binary-search-based CAT leads to a test reduction of up to 88% with an average accuracy of r = 0.83. Both methods demonstrate the applicability of CAT in educational environments. Practical advantages and disadvantages of both methods for learning environments are discussed, as well as which method is best suited for specific assessment needs.

背景计算机化自适应测验（CAT）是一种能提供个性化、高效和精确测量的测验，同时还能根据所需的精确程度缩短测验时间。根据应用领域的不同，学校有不同类型的评估，这些评估可以在不同程度上受益于测试时间的大幅缩短，但测量精确度的损失会对这些评估产生不同的影响。实施计算机辅助测试可以采用多种方法，每种方法都可能影响测试时间和准确性。目的我们比较了基于估算的计算机辅助测验和基于二元搜索的计算机辅助测验两种方法，以确定它们在测验长度和准确性方面适合学校评估的程度。方法本研究以一组有特殊需要和无特殊需要的学生（n = 400）的经验数据为基础进行模拟，研究基于概率估计的计算机辅助阅读和基于确定性二元搜索的计算机辅助阅读对不同能力水平学生的适应性阅读测试的长度和准确性的影响。结果和结论基于估算的计算机辅助学习可使测试时间缩短 40%，平均准确率为 r = 0.96；基于二元搜索的计算机辅助学习可使测试时间缩短 88%，平均准确率为 r = 0.83。这两种方法都证明了 CAT 在教育环境中的适用性。本文讨论了这两种方法在学习环境中的实际优缺点，以及哪种方法最适合特定的评估需求。

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引用次数: 0

The use of leaderboards in education: A systematic review of empirical evidence in higher education 在教育中使用排行榜：对高等教育实证证据的系统回顾

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-04 DOI: 10.1111/jcal.13077

Chunqi Li, Lishi Liang, Luke K. Fryer, Alex Shum

Background

Leaderboards are among the most popular gamification elements in education. Some studies have implemented leaderboards and reported their individual effects on students' learning. Despite the emergence of relevant empirical studies, most of the existing reviews have only investigated the holistic impact of gamification. No previous systematic reviews were identified examining the individual use of leaderboards.

Objective

To address this gap, this review aims to systematically synthesise the existing empirical evidence concerning leaderboard use in education, examine their designs and effectiveness, and propose leaderboard design recommendations in gamified educational settings.

Method

This systematic review drew upon 20 articles (22 studies; 29 interventions) published from 2014 to 2023.

Results

The results found that using leaderboards can have a beneficial influence on students' learning motivation, engagement, and performance, but their effectiveness largely depends on their designs. Thus, this review examined the effectiveness of specific leaderboard design practices on students' learning and proposed four corresponding leaderboard design recommendations based on well-established educational and motivational theories as well as pertinent empirical studies.

Discussions and Conclusions

Notably, this review found that all included studies were undertaken in higher education and around half of them had short durations (less than or equal to 1 h). More longitudinal studies in other educational levels (e.g., primary and secondary schools) are thus called for to examine the validity and generalisability of the recommendations proposed.

背景排行榜是教育领域最流行的游戏化元素之一。一些研究已经实施了排行榜，并报告了排行榜对学生学习的个别影响。尽管出现了相关的实证研究，但现有的大多数综述都只调查了游戏化的整体影响。此前还没有系统性的综述对排行榜的单独使用进行研究。目的针对这一空白，本综述旨在系统地总结有关在教育中使用排行榜的现有经验证据，研究其设计和效果，并提出游戏化教育环境中排行榜的设计建议。方法本系统性综述参考了 2014 年至 2023 年间发表的 20 篇文章（22 项研究；29 项干预措施）。结果结果发现，使用排行榜可以对学生的学习动机、参与度和成绩产生有益的影响，但其有效性在很大程度上取决于排行榜的设计。因此，本综述基于成熟的教育和动机理论以及相关的实证研究，考察了特定的排行榜设计实践对学生学习的有效性，并提出了四项相应的排行榜设计建议。讨论与结论值得注意的是，本综述发现所有纳入的研究都是在高等教育中进行的，其中约有一半的研究持续时间较短（小于或等于 1 小时）。因此，需要在其他教育阶段（如小学和中学）开展更多纵向研究，以审查所提建议的有效性和普遍性。

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引用次数: 0

Using peer feedback to improve critical thinking in computer-supported collaborative argumentation: An exploratory study 利用同伴反馈改进计算机支持的协作论证中的批判性思维：探索性研究

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-03 DOI: 10.1111/jcal.13078

Wenli Chen, Hua Hu, Qianru Lyu, Lishan Zheng

Background

Critical thinking is one of the 21st Century competencies for students. While previous research acknowledges the potential of peer feedback to enhance critical thinking skills, particularly within computer-supported collaborative learning (CSCL) environments, there is limited understanding of which specific aspects of critical thinking are improved through peer feedback and how various components of critical thinking are interrelated within a CSCL environment in K-12 education contexts.

Objectives

This study aims to investigate how peer feedback affects secondary school students' critical thinking skills within a computer-supported collaborative argumentation (CSCA) environment. It explores the specific aspects of critical thinking that were enhanced and examines the relationships among different critical thinking indicators using Epistemic Network Analysis (ENA) to provide a deep understanding of these skills' development before and after peer feedback.

Methods

This study adopted a mixed-method approach. Qualitative content analysis was conducted to explore the effect of peer feedback on students' depth of critical thinking by adopting Newman's framework. Quantitative ethnographic method known as ENA was employed to analyse the co-occurrence patterns of critical thinking influenced by peer feedback.

Results and Conclusions

This study found that peer feedback was effective in promoting students' critical thinking measured by Newman's framework (Justification, Ambiguities, Importance, Novelty, Relevance, Width of understanding, and Linking ideas, factors, and interpretation). However, the study noted a lack of improvement in the dimensions of Bringing Outside Knowledge/Experience to Bear on the Problem (O), Critical Assessment (C), and Practical Utility (P). Peer feedback significantly influenced the co-occurrence patterns of critical thinking. Before peer feedback, students’ arguments were characterized by confusion and narrow viewpoints, despite containing important and relevant points. After peer feedback, there was a marked improvement, with students presenting their arguments with greater clarity, breadth of information, and creativity. This suggests that peer feedback helped students refine their argumentation skills, making their points clearer and more comprehensive.

背景批判性思维是学生的 21 世纪能力之一。虽然以往的研究承认同伴反馈具有提高批判性思维能力的潜力，尤其是在计算机支持的协作学习（CSCL）环境中，但对于通过同伴反馈提高批判性思维的哪些具体方面，以及批判性思维的各个组成部分在 K-12 教育背景下的 CSCL 环境中是如何相互关联的，了解还很有限。研究目的本研究旨在探讨在计算机支持的协作论证（CSCA）环境中，同伴反馈如何影响中学生的批判性思维能力。本研究探讨了批判性思维能力得到提高的具体方面，并使用认识网络分析（ENA）方法研究了不同批判性思维指标之间的关系，以深入了解这些能力在同伴反馈前后的发展情况。方法本研究采用混合方法。采用纽曼的框架进行定性内容分析，探讨同伴反馈对学生批判性思维深度的影响。采用定量人种学方法（ENA）分析批判性思维受同伴反馈影响的共现模式。结果与结论本研究发现，根据纽曼的框架（理由、模糊性、重要性、新颖性、相关性、理解的宽度，以及观点、因素和解释的联系），同伴反馈能有效促进学生的批判性思维。然而，研究注意到，在 "利用外部知识/经验解决问题"（O）、"批判性评估"（C）和 "实际效用"（P）方面，学生的成绩没有提高。同伴反馈极大地影响了批判性思维的共现模式。在同伴反馈之前，学生的论证尽管包含了重要的相关观点，但其特点是混乱和观点狭隘。同伴反馈后，学生的论证有了明显改善，论证更加清晰，信息量更大，而且更有创造力。这表明，同伴反馈有助于学生提高论证技巧，使他们的观点更加清晰和全面。

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引用次数: 0

Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses 通过课堂反应应用程序促进普通话学习：触摸和摇动反应中认知和情感因素的比较

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-03 DOI: 10.1111/jcal.13066

Jon-Chao Hong, Kai-Hsin Tai, Tzu-Yu Tai

Background

This study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addresses these gaps by exploring the benefits of embodied interaction through the Shaking-On game app, an embodied question-response platform, in comparison to Kahoot.

Objectives

To compare the learning effectiveness of the Shaking-On app, which incorporates physical shaking interactions, with the conventional quiz platform Kahoot in promoting Mandarin learning and positive emotional experiences.

Methods

A total of 158 junior high school students participated in the study, engaging in 15-minute sessions once a week for 3 weeks in a formal classroom setting. Participants were divided into two groups: one using the Shaking-On app and the other using Kahoot. The study employed a comparative analysis framework based on achievement emotion theory to evaluate learning outcomes and emotional responses. Furthermore, the classroom response system (CRS) analysis was used to assess the cognitive and affective parameters of the learning tasks in the Shaking-On app and Kahoot, providing detailed insight into how different interactive tasks contributed to learning.

Results and Conclusions

The results indicated that the Shaking-On app significantly enhanced Mandarin learning and engagement compared with Kahoot. Participants using Shaking-On experienced higher levels of interactive situational interest and flow, while test anxiety remained consistent across both groups. These findings suggest that incorporating embodied interactions into digital learning tools can substantially benefit student engagement and learning outcomes. The study indicated that such apps could be effectively integrated into classroom settings to enhance student learning. Educators and game developers are encouraged to integrate such interactive elements to improve the efficacy and appeal of educational applications.

研究背景这项研究的动机是需要通过身体互动和身体参与的方法来加强普通话学习。虽然大多数研究都证实了触摸屏设备对学习的积极影响，但喜忧参半的研究结果表明需要更多的参与方法。为了弥补这些不足，本研究通过 "摇一摇 "游戏应用程序（一个体感答题平台）与 Kahoot 的比较，探索体感互动的益处。目的比较 "摇一摇 "应用程序与传统问答平台 Kahoot 在促进普通话学习和积极情绪体验方面的学习效果。方法共有 158 名初中生参加了研究，他们在正式的课堂环境中参与了为期 3 周、每周一次、每次 15 分钟的课程。参与者被分为两组：一组使用摇一摇应用程序，另一组使用 Kahoot。研究采用了基于成就情感理论的比较分析框架来评估学习成果和情感反应。此外，还采用课堂反应系统（CRS）分析来评估摇一摇应用程序和 Kahoot 中学习任务的认知和情感参数，从而详细了解不同的互动任务如何促进学习。结果与结论结果表明，与 Kahoot 相比，Shaking-On 应用程序显著提高了普通话的学习效果和参与度。使用 "摇一摇 "的参与者体验到了更高水平的互动情境兴趣和流程，而两组参与者的考试焦虑则保持一致。这些研究结果表明，在数字学习工具中融入体现性互动可以大大提高学生的参与度和学习效果。研究表明，此类应用程序可以有效地融入课堂环境，以提高学生的学习效果。我们鼓励教育工作者和游戏开发者融入此类互动元素，以提高教育应用程序的功效和吸引力。

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引用次数: 0

The impact of computer-assisted and direct strategy teaching on reading comprehension 计算机辅助和直接策略教学对阅读理解的影响

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-03 DOI: 10.1111/jcal.13068

Aydın Bulut, Mustafa Yıldız

<div> <section> <h3> Background</h3> <p>The use of computer-assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self-directed learning and accommodating various learning preferences and schedules.</p> </section> <section> <h3> Objectives</h3> <p>The objective of the study was to investigate the impact of computer-assisted and direct strategy teaching on reading comprehension, reading comprehension self-efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer-assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer-based resources. The principal objective of the study was to evaluate the efficacy of computer-assisted strategy instruction.</p> </section> <section> <h3> Methods</h3> <p>This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth-grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre-test–post-test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self-Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi-structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data.</p> </section> <section> <h3> Results and Conclusions</h3> <p>Upon examination of the post-test scores of the CAST, DST

背景在数字时代，使用计算机辅助阅读理解对于促进有效和有吸引力的扫盲教育至关重要。它让学生有机会按照自己的节奏和方便的方式学习，从而促进自主学习，并适应不同的学习偏好和时间安排。研究目的研究计算机辅助和直接策略教学对阅读理解、阅读理解自我效能感和阅读理解元认知意识的影响。在直接策略教学（DST）和计算机辅助策略教学（CAST）项目中进行了基于 SQ4R 策略的实验应用。在直接策略教学组中，SQ4R 策略的实施是通过直接策略教学进行的，而在计算机辅助策略教学组中，同样的活动是在计算机资源的辅助下进行的。研究的主要目的是评估计算机辅助策略教学的效果。研究方法本研究采用了综合序列描述性设计，整合了定性和定量研究模式。研究对象是土耳其卡斯塔莫努中部地区一所公立学校的三个班级中的 61 名四年级学生，该地区的社会经济水平处于中等水平。研究的定量部分设计为前测-后测对照组实验研究。定性研究包括焦点小组访谈和观察。研究过程中设立了两个实验组和一个对照组。在组合序列描述模型的定量维度中，采用了阅读理解测验、元认知阅读理解量表和阅读理解自我效能量表作为数据收集工具。为了收集定性维度的数据，采用了半结构化访谈和观察形式。此外，还采用了研究人员在整个研究过程中记录的日记作为数据来源。定量数据采用以下技术进行分析：算术平均数、频率、百分比、标准差、方差分析和协方差分析（ANCOVA）。定性数据的评估采用了描述性分析。结果与结论在对 CAST、DST 和对照组学生的阅读理解测试后得分进行检查后发现，CAST 组的平均分最高。在统计学上，CAST 组与对照组之间也存在明显差异。然而，DST 组与对照组在统计上没有明显差异。然而，对平均分数的研究表明，DST 组的阅读理解测试分数要高得多。

{"title":"The impact of computer-assisted and direct strategy teaching on reading comprehension","authors":"Aydın Bulut, Mustafa Yıldız","doi":"10.1111/jcal.13068","DOIUrl":"https://doi.org/10.1111/jcal.13068","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The use of computer-assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self-directed learning and accommodating various learning preferences and schedules.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objective of the study was to investigate the impact of computer-assisted and direct strategy teaching on reading comprehension, reading comprehension self-efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer-assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer-based resources. The principal objective of the study was to evaluate the efficacy of computer-assisted strategy instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth-grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre-test–post-test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self-Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi-structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Upon examination of the post-test scores of the CAST, DST","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3369-3389"},"PeriodicalIF":5.1,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641153","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}

引用次数: 0

A review of research on computer-aided translation technologies and their applications to assist learning and instruction 计算机辅助翻译技术及其在辅助学习和教学中的应用研究综述

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-02 DOI: 10.1111/jcal.13072

Rustam Shadiev, Xuan Chen, Fahriye Altinay

Background

Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies.

Objectives

Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies.

Methods

We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts.

Results and Conclusions

Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.

背景我们的研究分析了 46 篇关于计算机辅助翻译（CAT）及其教育用途的文章。我们探讨了两个主要领域：CAT 技术在学习和教学中的应用，以及这些研究的研究方法。目标我们的综述涵盖了所使用的 CAT 技术类型、它们在不同学习环境中的应用、理论背景及其利弊。我们还考察了这些研究中使用的研究设计、参与者人口统计和数据收集方法。方法我们使用相关关键词在学术数据库中进行了广泛的搜索，并采用开放式编码方法对已识别文章的内容进行了分析和分类，重点关注教育环境中与计算机辅助学习技术相关的方面。结果与结论我们的研究结果表明使用了 22 种不同的 CAT 技术，其中谷歌翻译最为常见。这些研究大多采用实证研究方法和问卷调查。主要参与者为大学生。计算机辅助翻译技术被广泛应用于各种场合，包括语言学习、翻译教学、跨文化学习和外语讲座。我们确定了使用 CAT 的五个关键理论基础。优点包括消除语言障碍、提高词汇量、改善语法以及为写作和翻译提供参考和反馈。挑战包括翻译不准确和不恰当。不过，大多数研究表明，CAT 对学习效果有积极影响。根据我们的分析，我们为该领域的教育工作者和研究人员提出了建议。这篇综述让我们对 CAT 在教育领域的应用和效果有了全面的了解，为这一领域的未来发展提供了指导。

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引用次数: 0

Exploring students' computer-supported collaborative argumentation with socio-scientific issues 探索学生在计算机支持下合作论证社会科学问题的方法

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-10-02 DOI: 10.1111/jcal.13073

Wenli Chen, Yiting Han, Jesmine Tan, Aileen Siew Cheng Chai, Qianru Lyu, Lyna

Background

This study examined the effect of computer-supported collaborative argumentation (CSCA) on secondary school students' understanding of socio-scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI.

Methods

In this study, a mixed-method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence-based argumentation skills on SSI.

Findings and Conclusion

Several cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI.

Implications

The findings provided insights for future innovative teaching and learning SSI in authentic classroom settings.

背景本研究探讨了计算机支持的协作论证（CSCA）对中学生理解社会科学问题（SSI）的影响。众所周知，让学生参与协作论证有助于加深他们对社会科学问题的理解。方法本研究采用混合方法设计，调查 84 名学生的合作论证过程和结果。统计分析、认识论网络分析和定性吸收分析结果表明，CSCA 能有效支持中学生在 SSI 方面的循证论证技能。研究结果和结论通过几个案例，展示了学生如何参与 CSCA 探索有意义的学习机会，以及 CSCA 如何帮助学生在 SSI 上学习。启示研究结果为今后在真实课堂环境中创新 SSI 教学提供了启示。

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引用次数: 0