Journal of Computer Assisted Learning最新文献_第10页

Credibility and altered communication styles of AI graders in the classroom AI 年级学生在课堂上的可信度和改变的交流方式

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-04-04 DOI: 10.1111/jcal.12979

Bryan Abendschein, Xialing Lin, Chad Edwards, Autumn Edwards, Varun Rijhwani

Background

Education is often the primary arena for exploring and integrating new technologies. AI and human-machine communication (HMC) are prevalent in the classroom, yet we are still learning how student perceptions of these tools will impact education.

Objectives

We sought to understand student perceptions of credibility related to written feedback attributed to a human or an AI grader (Study One). We also investigated how corrective messages containing verbal immediacy and social support influenced student perceptions of an AI grader's credibility based on feedback in an evaluated essay (Study Two).

Methods

We used an online experimental design to assess the perceived credibility of a grader. In Study One, we randomly assigned students (N = 155) to a condition that contained a paragraph they were told was evaluated by a human or an AI grader. In Study Two (N = 222), we investigated ways of increasing perceptions of an AI grader's credibility by writing messages with higher/lower levels of immediacy and social support.

Results

In Study One, the students rated both the human and AI grader as credible (yet rated the AI grader lower on goodwill). The data suggest that students in Study Two attributed more goodwill (i.e., caring) to the AI grader when the feedback included more verbal immediacy.

Conclusions

Our results highlight the importance of student perceptions and communication styles when integrating technology into education. The two studies imply that students viewed the human and AI graders as competent, caring, and trustworthy, specifically when feedback included more immediacy cues.

背景教育通常是探索和整合新技术的主要领域。我们试图了解学生对人类或人工智能评分员的书面反馈的可信度的看法（研究一）。我们还调查了包含口头即时性和社会支持的纠正信息如何影响学生根据评价文章中的反馈对人工智能评分员可信度的看法（研究二）。方法我们采用在线实验设计来评估评分员的可信度。在 "研究一 "中，我们将学生（人数= 155）随机分配到一个条件中，其中包含一段他们被告知由人类或人工智能评分员进行评估的文章。在研究二（N = 222）中，我们研究了通过编写即时性和社会支持程度较高/较低的信息来提高人工智能评分员可信度的方法。研究结果在研究一中，学生对人类和人工智能评分员的评分都是可信的（但对人工智能评分员的好感度评分较低）。数据表明，在研究二中，当反馈包含更多的口头即时性时，学生对人工智能评分员的好感（即关心）更高。这两项研究表明，学生认为人类和人工智能评分员都是称职的、有爱心的和值得信赖的，特别是当反馈包含更多即时性提示时。

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引用次数: 0

Design and development of a mobile augmented reality-based learning environment for teaching the lives of scientists 设计和开发基于增强现实技术的移动学习环境，教授科学家的生活

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-04-02 DOI: 10.1111/jcal.12980

Pelin Yildirim, Gonca Kececi

Background

Science history is a discipline that teaches the development of scientific thought and the discoveries of scientists. However, these topics can sometimes be abstract and difficult to understand. The use of technology can make the teaching of the history of science more effective, engaging, and accessible. By providing students with visual and interactive experiences, it allows them to better understand abstract concepts and closely follow the discoveries of scientists. In this way, history of science lessons can become more appealing and conducive to learning for students.

Objectives

This research aims to design and develop a Mobile Augmented Reality (MAR) environment that can be used for teaching science history.

Methods

The research was conducted using a design-based research method consisting of four stages: Analysis, design, development-implementation-evaluation, and reporting. The research involved 10 science teachers and five secondary school students. Data were collected through focus group interviews, individual interviews, notes, audio recordings, and images, and then analysed using content analysis.

Results and Conclusions

As a result of the research, a MAR application named TISAR-3D was developed, which allows students to interactively and visually explore scientists and enrich their learning experience.

Implications

The widespread use of the TISAR-3D application in science history education is recommended, as well as the development of similar MAR applications for other topics.

背景科学史是一门教授科学思想的发展和科学家的发现的学科。然而，这些主题有时可能比较抽象，难以理解。使用技术可以使科学史教学更有效、更吸引人、更容易理解。通过为学生提供视觉和互动体验，可以让他们更好地理解抽象概念，密切关注科学家的发现。本研究旨在设计和开发一种可用于科学史教学的移动增强现实（MAR）环境：研究采用基于设计的研究方法，包括四个阶段：分析、设计、开发-实施-评估和报告。研究涉及 10 名科学教师和 5 名中学生。通过焦点小组访谈、个别访谈、笔记、录音和图片收集数据，然后使用内容分析法对数据进行分析。结果与结论作为研究成果，开发出了名为 TISAR-3D 的 MAR 应用程序，该程序允许学生以互动和可视化的方式探索科学家，丰富了他们的学习体验。

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引用次数: 0

Analysing students' concept mapping style and its association with task performance in computer-based inquiry learning 分析计算机探究性学习中学生的概念映射风格及其与任务表现的关系

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-04-02 DOI: 10.1111/jcal.12984

Juanjuan Chen, Minhong Wang, Tina A. Grotzer, Chris Dede

Background

In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry task performance.

Objectives

This study explored students' concept mapping style and its association with task performance in computer-based inquiry learning.

Methods

An exploratory study was conducted with 80 Grade 11 students, who collaboratively constructed concept maps in a free style to support inquiry learning with a virtual ecosystem. Student-constructed concept maps was analysed by firstly identifying different types of propositions formed in the maps and then determining the style of each concept map based on the dominant type of propositions in the map. Finally, the association between the concept map style and inquiry task performance was explored.

Results and Conclusions

Two major concept map styles were identified: (1) knowledge-oriented concept maps (KCMs) mainly representing problem-related subject knowledge as a set of concepts and their relationships, and (2) problem-oriented concept maps (PCMs) mainly representing problem situation as a sequence of changes and their causal relationships. Compared with those constructing KCMs, the students constructing PCMs formed higher-quality propositions in their maps and performed better in hypothesising, reasoning, and drawing conclusions in the inquiry task.

Implications

Besides KCMs, students in inquiry learning can be encouraged to construct PCMs to foster effective thinking and reasoning; that is, constructing a concept map to represent the problem situation as a sequence of changes and the causal relationships between the changes.

在科学探究学习中，学生往往难以对多个相互交织的变量进行假设推理。概念图具有促进复杂思维和推理的潜力。然而，对于学生构建的概念图的内容及其与探究任务表现之间的关联，却鲜有研究。

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引用次数: 0

Fostering online interaction in blended learning through social presence and convergence: A systematic literature review 通过社会存在和融合促进混合式学习中的在线互动：系统文献综述

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-04-02 DOI: 10.1111/jcal.12981

Nanda van der Stap, Theo van den Bogaart, Ebrahim Rahimi, Johan Versendaal

Background

Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these challenges in higher education institutions and no studies have synthesised these challenges.

Objectives

The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles.

Method

Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria.

Results and Conclusions

The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web-lectures, articles, followed by simple online assignments or self-study to increase understanding, thereby creating opportunities for deep learning during face-to-face through discussions and collaborative activities.

Implications

This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group.

混合式学习中的在线互动是通过社会存在和融合来实现的。然而，目前关于研究人员如何在高等教育机构中探讨这些挑战的系统性工作很少，也没有研究对这些挑战进行综合。

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引用次数: 0

Enhance adult students' online knowledge construction: Exploring effective instructional designs and addressing barriers 加强成人学生的在线知识建构：探索有效的教学设计并消除障碍

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-03-29 DOI: 10.1111/jcal.12983

Yujen Ho

Background Study

Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan.

Objectives

This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process.

Methods

This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open-ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage.

Results and Conclusion

The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher-led interim summaries, pose Socratic questions, and incorporate problem-solving projects can promote higher-level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher-order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation.

Limitation

The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action-research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.

异步在线讨论是协作构建知识的重要场所。然而，由于缺乏适当的教学设计，在促进学生深入和实质性地参与核心主题方面存在挑战。本文探讨了如何在台湾一所开放大学的异步在线讨论背景下加强成人学生的知识建构。本研究采用收敛并行混合方法设计，同时收集学生在线讨论帖子中的定量数据进行内容分析，以及焦点小组和个人访谈、在线开放式问卷和教师观察记录中的定性数据进行主题分析。研究强调了教学设计对学生在线讨论中知识建构水平的重要影响。研究结果表明，提供教师主导的中期总结、提出苏格拉底式问题和结合问题解决项目的教学设计可以促进更高层次的知识建构。然而，时间限制、文化影响和对同伴的不熟悉对高阶知识的构建产生了负面影响。为了应对这些挑战，我们提出了考虑到成人学习者所面临的特殊挑战的文化适应性和技术包容性教学设计，以通过积极参与来提高学习效果。这项研究的样本量有限，因此需要对更大规模和更多样化的群体进行进一步研究，以验证所提出的教学设计的有效性。另一个局限性是，本行动研究提出的教学策略缺乏坚实的理论基础。需要对在线教育进行更深入的研究和更广泛的探索，以支持所提出的教学方法。

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引用次数: 0

Using learning analytics to measure self-regulated learning: A systematic review of empirical studies in higher education 利用学习分析来衡量自我调节学习：高等教育实证研究系统回顾

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-03-29 DOI: 10.1111/jcal.12982

Saleh Alhazbi, Afnan Al-ali, Aliya Tabassum, Abdulla Al-Ali, Ahmed Al-Emadi, Tamer Khattab, Mahmood A. Hasan

Background

Measuring students' self-regulation skills is essential to understand how they approach their learning tasks in order to identify areas where they might need additional support. Traditionally, self-report questionnaires and think aloud protocols have been used to measure self-regulated learning skills (SRL). However, these methods are based on students' interpretation, so they are prone to potential inaccuracy. Recently, there has been a growing interest in utilizing learning analytics (LA) to capture students' self-regulated learning (SRL) by extracting indicators from their online trace data.

Objectives

This paper aims to identify the indicators and metrics employed by previous studies to measure SRL in higher education. Additionally, the study examined how these measurements were validated.

Methods

Following the protocol of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), this study conducted an analysis of 25 articles, published between 2015 and 2022, and sourced from major databases.

Results and Conclusions

The results showed that previous research used a variety of indicators to capture learners' SRL. Most of these indicators are related to time management skills, such as indicators of engagement, regularity, and anti-procrastination. Furthermore, the study found that the majority of the reviewed studies did not validate the proposed measurements based on any theoretical models. This highlights the importance of fostering closer collaboration between learning analytics and learning science to ensure the extracted indicators accurately represent students' learning processes. Moreover, this collaboration can enhance the validity and reliability of data-driven approaches, ultimately leading to more meaningful and impactful educational interventions.

测量学生的自我调节能力对于了解他们如何完成学习任务，从而确定他们在哪些方面可能需要额外的支持至关重要。传统上，自我报告问卷和朗读思考协议被用来测量自我调节学习技能（SRL）。然而，这些方法都是基于学生的解释，因此容易出现潜在的不准确性。最近，越来越多的人开始关注利用学习分析（LA）从学生的在线跟踪数据中提取指标来捕捉学生的自我调节学习（SRL）。本研究按照《系统综述和元分析首选报告项目》（Preferred Reporting Items for Systematic Reviews and Meta-Analyses，PRISMA）的规程，对2015年至2022年间发表的25篇文章进行了分析，这些文章来自主要数据库。这些指标大多与时间管理技能有关，如参与度指标、规律性指标和反拖延指标。此外，研究还发现，大多数综述研究都没有根据任何理论模型来验证所提出的测量方法。这凸显了促进学习分析和学习科学之间更紧密合作的重要性，以确保提取的指标能准确地反映学生的学习过程。此外，这种合作还能提高数据驱动方法的有效性和可靠性，最终促成更有意义、更有影响力的教育干预措施。

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引用次数: 0

Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach 提高对话式协作解决问题过程中的参与公平性：参与式视觉学习分析方法

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-03-27 DOI: 10.1111/jcal.12975

Liru Hu, Gaowei Chen, Jiajun Wu

Background

The existing research on dialogue-based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental to ensuring the efficacy of dialogic teaching and learning.

Objectives

In this study, participation equity refers to a condition in which participation itself and opportunities to participate are fairly distributed among participants and all participants are equally listened to and respected. We designed a technology-enhanced participatory visual learning analytical approach to promote equitable participation in dialogic collaborative problem solving from four dimensions: participation (i.e., ensuring equal contributions from all participants), opportunity (i.e., promoting equal engagement with others), responsiveness (i.e., encouraging equal attentiveness and responsiveness to others' input), and respect (i.e., cultivating a respectful communication style).

Methods

The intervention class of fourth-grade students (n = 59) interacted with a participatory visual learning analytical tool to reflect on their participation equity and learn productive peer talk moves to address equity issues concerning the four dimensions, while a comparison class (n = 59) only received simple feedback on participation and respect.

Results

The results indicated that equal participation rates among group members were insufficient to secure participation equity. The intervention was effective in helping students realize and address equity-related issues. Intervention students were more equitable regarding responsiveness and participation opportunity than the comparison students.

Conclusions

The proposed multidimensional participation equity framework has the potential to deepen the understanding of equity and promote equitable learning interactions.

关于对话式学习和教学的现有研究主要强调其产生富有成效的教育成果的能力，但往往忽略了参与公平这一关键因素，而参与公平是确保对话式教学有效性的根本。在本研究中，参与公平是指参与本身和参与机会在参与者之间公平分配，所有参与者都能平等地倾听和尊重。我们设计了一种技术增强型参与式可视化学习分析方法，从四个方面促进平等参与对话式合作解决问题：参与（即确保所有参与者的平等贡献）、机会（即促进与他人的平等接触）、回应（即鼓励对他人的投入给予平等的关注和回应）和尊重（即培养尊重他人的交流方式）、干预班级的四年级学生（n = 59）与参与式可视化学习分析工具互动，反思他们的参与公平性，并学习富有成效的同伴交谈方法，以解决与四个维度有关的公平问题，而对比班级（n = 59）只获得了关于参与和尊重的简单反馈。干预措施有效地帮助学生认识并解决了与公平相关的问题。建议的多维参与公平框架有可能加深对公平的理解，促进公平的学习互动。

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引用次数: 0

Primary school students' perceptions and developed artefacts and language from learning coding and computational thinking using the 3C model 小学生从使用 3C 模型学习编码和计算思维中获得的感知、开发的人工制品和语言

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-03-18 DOI: 10.1111/jcal.12972

David A. Martin, Peter Curtis, Petrea Redmond

<div> <section> <h3> Background</h3> <p>A resurgence in teaching coding in primary school classrooms has led to a pedagogical swing towards using physical computing and coding to develop students' use of algorithms, computational thinking, and problem-solving skills. Two obstacles impede the optimal development of these objectives: the availability of a suitable pedagogy and an instructional sequencing model for primary school teachers to effectively present coding and computational thinking concepts and skills to students in alignment with their developmental stage.</p> </section> <section> <h3> Objective</h3> <p>This study aims to address both obstacles by introducing the 3C Model, a newly developed instructional sequence grounded in established pedagogies and designed to effectively teach coding and computational thinking skills to primary school students based on their developmental stage.</p> </section> <section> <h3> Methods</h3> <p>The qualitative study employed two data sources to triangulate findings, using: (1) semi-structured interviews and thematic analysis to investigate 11 primary school students' perceptions of their learning experiences with the 3C Model, and (2) researcher observations along with reflections of the students' developed and demonstrated learning through the method of knowing-in-action, reflection-in-action, and reflection-on-action.</p> </section> <section> <h3> Results and Conclusions</h3> <p>The findings of this study fill a gap in the existing literature by demonstrating that the pedagogical and sequential approach embedded in the 3C Model not only enhanced students' engagement levels but also resulted in improved curriculum learning outcomes. The 3C Model provides teachers with a coherent and age-appropriate instructional structure. It uses physical computing devices and digital coding platforms to introduce coding concepts, furthering the development of computational thinking skills in primary school students beyond mere procedural and rote learning.</p> </section> <section> <h3> Implications</h3> <p>The study holds important implications for practical applications, as it addresses an absence in the literature of an established pedagogy and instructional sequencing model for effectively teaching coding and computational thinking concepts and skills to primary school students. Drawing on established pedagogical and developmental learning theories, the 3C Model provides primary school teachers with an engaging, ag

在小学课堂上重新兴起的编码教学，使教学转向使用物理计算和编码来培养学生使用算法、计算思维和解决问题的技能。有两个障碍阻碍了这些目标的优化发展：一是是否有合适的教学法和教学排序模式，以便小学教师根据学生的发展阶段，有效地向他们介绍编码和计算思维的概念和技能。

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引用次数: 0

The effect of settings, educational level and tools on computer-assisted pronunciation training: A meta-analysis 环境、教育水平和工具对计算机辅助发音训练的影响：荟萃分析

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-03-17 DOI: 10.1111/jcal.12974

Asma Almusharraf, Hassan Saleh Mahdi, Haifa Al-Nofaie, Amal Aljasser

Background study

Computer-assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts.

Objectives

This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools.

Methods

The meta-analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results.

Results

The findings of the meta-analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size.

Conclusions

The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills.

计算机辅助发音训练（CAPT）已成为第二语言（L2）发音学习的重要资源。计算机辅助发音训练（CAPT）为学习者提供了多种多样的机会，帮助他们在多种语境中通过真实的学习活动掌握第二语言的发音。

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引用次数: 0

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school 虚拟现实学习中谁受益谁受损？比较两类学校的实验研究

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-03-17 DOI: 10.1111/jcal.12973

Radovan Šikl, Karla Brücknerová, Hana Švedová, Filip Děchtěrenko, Pavel Ugwitz, Jiří Chmelík, Hana Pokorná, Vojtěch Juřík

Introduction

Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context.

Methods

In the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi-year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application.

Results

The impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi-year gymnasium students consistently outperformed comprehensive school students in the pre-test and demonstrated greater learning gains, regardless of the learning media.

Conclusion

The present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts.

有关沉浸式虚拟现实技术在教育中的效果的媒体比较研究没有得出结论，因此，与传统媒体相比，虚拟现实技术对学习的影响这一问题还没有答案。为了解决这个问题，我们的研究采用了一种新颖的方法，将媒体比较与更广泛的教育环境影响调查相结合。

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引用次数: 0