Olga Viberg, Martine Baars, Rafael Ferreira Mello, Niels Weerheim, Daniel Spikol, Cristian Bogdan, Dragan Gasevic, Fred Paas
Background Study
Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education.
Objectives
This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer-supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers.
Methods
This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance.
Results
Based on the five types of peer feedback (i.e., ‘management’, ‘cognition’ ‘affect’, ‘interpersonal factors’ and ‘suggestions for improvements’), the results of the ENA showed that student feedback categories ‘management’, ‘cognition’ and ‘affect’ were positively related to student performance at the formative assessment phase.
Conclusions
The findings and the ENA visualizations also show that ‘suggestions for improvement’ and ‘interpersonal factors’ were not a significant part of student learning in peer assessment and feedback in the studied context.
{"title":"Exploring the nature of peer feedback: An epistemic network analysis approach","authors":"Olga Viberg, Martine Baars, Rafael Ferreira Mello, Niels Weerheim, Daniel Spikol, Cristian Bogdan, Dragan Gasevic, Fred Paas","doi":"10.1111/jcal.13035","DOIUrl":"10.1111/jcal.13035","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background Study</h3>\u0000 \u0000 <p>Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer-supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (<i>N</i> = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Based on the five types of peer feedback (i.e., ‘management’, ‘cognition’ ‘affect’, ‘interpersonal factors’ and ‘suggestions for improvements’), the results of the ENA showed that student feedback categories ‘management’, ‘cognition’ and ‘affect’ were positively related to student performance at the formative assessment phase.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings and the ENA visualizations also show that ‘suggestions for improvement’ and ‘interpersonal factors’ were not a significant part of student learning in peer assessment and feedback in the studied context.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2809-2821"},"PeriodicalIF":5.1,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573868","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}
Yonggang Wei, Lu Wang, Yi Tang, Junyue Su, Yaxian Lei, Wanran Peng
Background
The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate.
Objectives
The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners.
Methods
A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software.
Results and Conclusions
The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's g = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners.
Implications
The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children.
{"title":"Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta-analysis","authors":"Yonggang Wei, Lu Wang, Yi Tang, Junyue Su, Yaxian Lei, Wanran Peng","doi":"10.1111/jcal.13038","DOIUrl":"10.1111/jcal.13038","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's <i>g</i> = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2385-2397"},"PeriodicalIF":5.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552324","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}
Feedback is central to formative assessments but aligns with a one-way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student active engagement in feedback. However, it is challenging with larger student cohorts. Learning Analytics (LA) provides promising ways to facilitate timely feedback at scale by leveraging large datasets generated during students' learning. However, current LA design and implementation tend to treat feedback as a one-way transmission rather than a two-way process.
Objectives
This case study aims to improve LA design and practice to align with dialogic feedback principles by exploring an authentic dialogic feedback practice at scale.
Methods
We explored a dialogic feedback practice of a course having 700 undergraduate students. The case study used quantitative and qualitative analysis methods to investigate what students expect from feedback, how educators respond to students' feedback requests, and how students experience feedback.
Results and Conclusions
The results emphasise the need to focus on cognitive, relational and emotional aspects of the feedback process. In aligning LA with dialogic feedback principles, we propose that LA should promote the following objectives: reflection, adaption, personalisation, emotional management, and scaffolding feedback provision.
{"title":"Dialogic feedback at scale: Recommendations for learning analytics design","authors":"Bhagya Maheshi, Wei Dai, Roberto Martinez-Maldonado, Yi-Shan Tsai","doi":"10.1111/jcal.13034","DOIUrl":"10.1111/jcal.13034","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Feedback is central to formative assessments but aligns with a one-way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student active engagement in feedback. However, it is challenging with larger student cohorts. Learning Analytics (LA) provides promising ways to facilitate timely feedback at scale by leveraging large datasets generated during students' learning. However, current LA design and implementation tend to treat feedback as a one-way transmission rather than a two-way process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This case study aims to improve LA design and practice to align with dialogic feedback principles by exploring an authentic dialogic feedback practice at scale.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We explored a dialogic feedback practice of a course having 700 undergraduate students. The case study used quantitative and qualitative analysis methods to investigate what students expect from feedback, how educators respond to students' feedback requests, and how students experience feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results emphasise the need to focus on cognitive, relational and emotional aspects of the feedback process. In aligning LA with dialogic feedback principles, we propose that LA should promote the following objectives: reflection, adaption, personalisation, emotional management, and scaffolding feedback provision.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2790-2808"},"PeriodicalIF":5.1,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552325","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}
With the development of artificial intelligence (AI) technology, generative AI has been widely used in the field of education and represents a groundbreaking shift in overcoming the constraints of time and space within educational activities. However, previous literature has not paid enough attention to AI-involved teaching patterns, and it is necessary to evaluate the effects of this learning pattern.
Objectives
Based on the social presence theory and the community of inquiry model, the main purpose of this study is to evaluate whether and how interaction frequency with chatbots (IFC) affects people's learning autonomy (LA) under two preferences: knowledge acquisition and virtual companionship, and whether social presence (SP) plays a mediating role.
Methods
The 1-year longitudinal study was designed to be conducted from May 2022 to May 2023 and included three rounds of surveys of 1155 undergraduate students on their use of robots for learning.
Results and Conclusions
For learners preferring virtual companionship, no direct correlation was found between IFC and LA. However, SP acted as a mediating factor, enhancing LA through increased chatbot interactions. This suggests that while direct interactions may not directly influence LA, the resulting SP can foster it. Conversely, for learners favouring knowledge acquisition, higher IFC negatively impacted both SP and LA. Despite this, a strong sense of SP consistently correlated positively with LA, indicating it could offset some negative effects of frequent chatbot use.
背景随着人工智能（AI）技术的发展，生成式人工智能已广泛应用于教育领域，在克服教育活动中的时间和空间限制方面实现了突破性的转变。目的基于社会存在理论和探究社区模型，本研究的主要目的是评估在知识获取和虚拟陪伴两种偏好下，与聊天机器人（IFC）的互动频率是否以及如何影响人们的学习自主性（LA），以及社会存在（SP）是否起到了中介作用。方法这项为期1年的纵向研究定于2022年5月至2023年5月进行，包括对1155名本科生进行三轮关于他们使用机器人进行学习的调查。但是，SP 是一个中介因素，它通过增加聊天机器人的互动来增强 LA。这表明，虽然直接互动可能不会直接影响学习效果，但由此产生的 SP 可以促进学习效果。相反，对于偏好知识获取的学习者来说，较高的 IFC 会对 SP 和 LA 产生负面影响。尽管如此，强烈的 SP 意识始终与 LA 呈正相关，这表明它可以抵消频繁使用聊天机器人的一些负面影响。
{"title":"Can interaction with generative artificial intelligence enhance learning autonomy? A longitudinal study from comparative perspectives of virtual companionship and knowledge acquisition preferences","authors":"Zehang Xie, Xinzhu Wu, Yunxiang Xie","doi":"10.1111/jcal.13032","DOIUrl":"10.1111/jcal.13032","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With the development of artificial intelligence (AI) technology, generative AI has been widely used in the field of education and represents a groundbreaking shift in overcoming the constraints of time and space within educational activities. However, previous literature has not paid enough attention to AI-involved teaching patterns, and it is necessary to evaluate the effects of this learning pattern.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective<b>s</b></h3>\u0000 \u0000 <p>Based on the social presence theory and the community of inquiry model, the main purpose of this study is to evaluate whether and how interaction frequency with chatbots (IFC) affects people's learning autonomy (LA) under two preferences: knowledge acquisition and virtual companionship, and whether social presence (SP) plays a mediating role.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The 1-year longitudinal study was designed to be conducted from May 2022 to May 2023 and included three rounds of surveys of 1155 undergraduate students on their use of robots for learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>For learners preferring virtual companionship, no direct correlation was found between IFC and LA. However, SP acted as a mediating factor, enhancing LA through increased chatbot interactions. This suggests that while direct interactions may not directly influence LA, the resulting SP can foster it. Conversely, for learners favouring knowledge acquisition, higher IFC negatively impacted both SP and LA. Despite this, a strong sense of SP consistently correlated positively with LA, indicating it could offset some negative effects of frequent chatbot use.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2369-2384"},"PeriodicalIF":5.1,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507937","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}
<div> <section> <h3> Background</h3> <p>Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face-to-face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.</p> </section> <section> <h3> Objectives</h3> <p>This study aimed to investigate and compare the effectiveness of online and face-to-face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.</p> </section> <section> <h3> Method</h3> <p>Pretest-posttest control group quasi-experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face-to-face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face-to-face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor-led reading activities. Watson-Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired-samples <i>t</i>-test and ANCOVA with pretest scores as the covariate variable.</p> </section> <section> <h3> Results and Conclusions</h3> <p>It was found that problem based learning, either online or face-to-face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face-to-face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.</p> </section> <section> <h3> Implications</h3> <p>This study has signi
{"title":"Online or in-class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?","authors":"Ali Orhan","doi":"10.1111/jcal.13033","DOIUrl":"10.1111/jcal.13033","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face-to-face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate and compare the effectiveness of online and face-to-face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Pretest-posttest control group quasi-experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face-to-face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face-to-face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor-led reading activities. Watson-Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired-samples <i>t</i>-test and ANCOVA with pretest scores as the covariate variable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>It was found that problem based learning, either online or face-to-face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face-to-face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study has signi","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2351-2368"},"PeriodicalIF":5.1,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507938","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}
This research aimed at investigating the effectiveness of online digital audio software Logic Pro X and offline audio studios in creating an original folk-style track. The goal was to define the more effective method for the perspective and quality of musical compositions that students create during learning.
Objectives
This research enrolled 207 students from Hubei Polytechnic University, who were randomised to the control and experimental groups.
Methods
Within one month, each participant created a folk song using software or an offline university studio, where sound editing and processing programmes were not employed. The author's questionnaire Scale of perspective and expert evaluation were used as metric methods.
Results and Conclusions
The data obtained showed that both methods do not differ both in terms of perspective and in terms of the overall quality of the created tracks (p ≥ 0.05). As quality criteria, the experts considered such scales as pitch accuracy, rhythmic accuracy, tone quality and expression, articulation, dynamics, interpretation, phrasing, creativity, arrangement, and overall performance. This research showed that online digital audio software can be an effective tool in music education, just like offline studios, in terms of skill development and practice.
背景 本研究旨在调查在线数字音频软件 Logic Pro X 和离线音频工作室在创作原创民谣风格曲目方面的有效性。目的是为学生在学习过程中创作音乐作品的视角和质量确定更有效的方法。 目标 本次研究共招募了 207 名湖北工业大学的学生，将他们随机分为对照组和实验组。 方法 在一个月内，每位受试者使用软件或线下大学工作室创作一首民歌，工作室不使用声音编辑和处理程序。采用作者的调查问卷《视角量表》和专家评价作为衡量方法。 结果与结论 所获数据显示，两种方法在视角和所创作曲目的整体质量方面均无差异（p ≥ 0.05）。作为质量标准，专家们考虑的尺度包括音准、节奏准确性、音质和表现力、发音、动态、诠释、乐句、创造性、编曲和整体表现。这项研究表明，在线数字音频软件可以成为音乐教育的有效工具，就像离线工作室一样，在技能培养和练习方面发挥重要作用。
{"title":"Analysing the effectiveness of online digital audio software and offline audio studios in fostering Chinese folk music composition skills in music education","authors":"Xiaowei Lei","doi":"10.1111/jcal.13031","DOIUrl":"https://doi.org/10.1111/jcal.13031","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This research aimed at investigating the effectiveness of online digital audio software Logic Pro X and offline audio studios in creating an original folk-style track. The goal was to define the more effective method for the perspective and quality of musical compositions that students create during learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research enrolled 207 students from Hubei Polytechnic University, who were randomised to the control and experimental groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Within one month, each participant created a folk song using software or an offline university studio, where sound editing and processing programmes were not employed. The author's questionnaire Scale of perspective and expert evaluation were used as metric methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The data obtained showed that both methods do not differ both in terms of perspective and in terms of the overall quality of the created tracks (<i>p</i> ≥ 0.05). As quality criteria, the experts considered such scales as pitch accuracy, rhythmic accuracy, tone quality and expression, articulation, dynamics, interpretation, phrasing, creativity, arrangement, and overall performance. This research showed that online digital audio software can be an effective tool in music education, just like offline studios, in terms of skill development and practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2339-2350"},"PeriodicalIF":5.1,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158670","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}
Developments in science and technology, have created a need for technology-supported learning environments. Robotics is a technology widely used in science education. Collaborative learning is one of the methods used in education based on the constructivist approach. Using robotic and cooperative learning together is a new and rare study approach. The study utilizes cooperative learning and robotics together. Past studies have investigated applications combining collaborative learning, problem-based or project-based learning with flipped classrooms. However, we need more evidence on how cooperative learning methods affect learning in environments supported by robotic modules.
Objectives
This study investigated the effects of robotic module-supported experimental activities with the cooperative learning method on student achievement, 21st-century skills, and students' opinions.
Methods
The sample of this study was 6th-grade students (n = 61). The study utilized a mixed method approach. The quantitative research phase of the study employed a quasi-experimental design with an experimental and a control group. The qualitative research phase of the study utilized a case study design.
Results and Conclusions
The experimental group had significantly higher mean scores than the control group. This result shows that robotic module-supported experimental activities with the cooperative learning method are more effective at improving student achievement and 21st-century skills than the current curriculum.
{"title":"Effects of robotic module-supported experimental activities with the cooperative learning method on student achievement, 21st-century skills, and students' opinions","authors":"Filiz Avcı","doi":"10.1111/jcal.13030","DOIUrl":"10.1111/jcal.13030","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background Study</h3>\u0000 \u0000 <p>Developments in science and technology, have created a need for technology-supported learning environments. Robotics is a technology widely used in science education. Collaborative learning is one of the methods used in education based on the constructivist approach. Using robotic and cooperative learning together is a new and rare study approach. The study utilizes cooperative learning and robotics together. Past studies have investigated applications combining collaborative learning, problem-based or project-based learning with flipped classrooms. However, we need more evidence on how cooperative learning methods affect learning in environments supported by robotic modules.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigated the effects of robotic module-supported experimental activities with the cooperative learning method on student achievement, 21st-century skills, and students' opinions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample of this study was 6th-grade students (<i>n</i> = 61). The study utilized a mixed method approach. The quantitative research phase of the study employed a quasi-experimental design with an experimental and a control group. The qualitative research phase of the study utilized a case study design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The experimental group had significantly higher mean scores than the control group. This result shows that robotic module-supported experimental activities with the cooperative learning method are more effective at improving student achievement and 21st-century skills than the current curriculum.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2325-2338"},"PeriodicalIF":5.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350778","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}
Seyedahmad Rahimi, Russell Almond, Andrea Ramírez-Salgado, Christine Wusylko, Lauren Weisberg, Yukyeong Song, Jie Lu, Ted Myers, Bowen Wang, Xiaomaon Wang, Marc Francois, Jennifer Moses, Eric Wright
<div> <section> <h3> Background</h3> <p>Stealth assessment is a learning analytics method, which leverages the collection and analysis of learners' interaction data to make real-time inferences about their learning. Employed in digital learning environments, stealth assessment helps researchers, educators, and teachers evaluate learners' competencies and customize the learning experience to their specific needs. This adaptability is closely intertwined with theories related to learning, engagement, and motivation. The foundation of stealth assessment rests on evidence-cantered design (ECD), consisting of four core models: the Competency Model (CM), Evidence Model, Task Model, and Assembly Model.</p> </section> <section> <h3> Objective</h3> <p>The first step in designing a stealth assessment entails producing operational definitions of the constructs to be assessed. The CM establishes a framework of latent variables representing the target constructs, as well as their interrelations. When developing the CM, assessment designers must produce clear descriptions of the claims associated with the latent variables and their states, as well as sketch out how the competencies can be measured using assessment tasks. As the designers elaborate on the assessment model, the CM definitions need to be revisited to make sure they work with the scope and constraints of the assessment. Although this is the first step, problems at this stage may result in an assessment that does not meet the intended purpose. The objective of this paper is to elucidate the necessary steps for CM development and to highlight potential challenges in the process, along with strategies for addressing them, particularly for designers without much formal assessment experience.</p> </section> <section> <h3> Method</h3> <p>This paper is a methodological exposition, showcasing five examples of CM development. Specifically, we conducted a qualitative retrospective analysis of the CM development procedure, wherein participants unfamiliar with ECD applied the framework and showcased their work. In a stealth assessment course, four groups of students (novice stealth assessment designers) engaged in developing stealth assessments for challenging-to-measure constructs across four distinct projects. During their CM development process, we observed various activities to pinpoint areas of difficulty.</p> </section> <section> <h3> Results</h3> <p>This paper presents five illustrative examples, including one for assessing physics understanding and four for the development of CMs for four complex competencies: (1) systems thinking, (2) online information credibility evaluation, (3) com
{"title":"Competency model development: The backbone of successful stealth assessments","authors":"Seyedahmad Rahimi, Russell Almond, Andrea Ramírez-Salgado, Christine Wusylko, Lauren Weisberg, Yukyeong Song, Jie Lu, Ted Myers, Bowen Wang, Xiaomaon Wang, Marc Francois, Jennifer Moses, Eric Wright","doi":"10.1111/jcal.13025","DOIUrl":"10.1111/jcal.13025","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Stealth assessment is a learning analytics method, which leverages the collection and analysis of learners' interaction data to make real-time inferences about their learning. Employed in digital learning environments, stealth assessment helps researchers, educators, and teachers evaluate learners' competencies and customize the learning experience to their specific needs. This adaptability is closely intertwined with theories related to learning, engagement, and motivation. The foundation of stealth assessment rests on evidence-cantered design (ECD), consisting of four core models: the Competency Model (CM), Evidence Model, Task Model, and Assembly Model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The first step in designing a stealth assessment entails producing operational definitions of the constructs to be assessed. The CM establishes a framework of latent variables representing the target constructs, as well as their interrelations. When developing the CM, assessment designers must produce clear descriptions of the claims associated with the latent variables and their states, as well as sketch out how the competencies can be measured using assessment tasks. As the designers elaborate on the assessment model, the CM definitions need to be revisited to make sure they work with the scope and constraints of the assessment. Although this is the first step, problems at this stage may result in an assessment that does not meet the intended purpose. The objective of this paper is to elucidate the necessary steps for CM development and to highlight potential challenges in the process, along with strategies for addressing them, particularly for designers without much formal assessment experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This paper is a methodological exposition, showcasing five examples of CM development. Specifically, we conducted a qualitative retrospective analysis of the CM development procedure, wherein participants unfamiliar with ECD applied the framework and showcased their work. In a stealth assessment course, four groups of students (novice stealth assessment designers) engaged in developing stealth assessments for challenging-to-measure constructs across four distinct projects. During their CM development process, we observed various activities to pinpoint areas of difficulty.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This paper presents five illustrative examples, including one for assessing physics understanding and four for the development of CMs for four complex competencies: (1) systems thinking, (2) online information credibility evaluation, (3) com","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2772-2789"},"PeriodicalIF":5.1,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356930","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}
Janina Heß, Panagiotis Karageorgos, Bettina Müller, Anna Riedmann, Philipp Schaper, Birgit Lugrin, Tobias Richter
Background
Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based reading interventions are likely to increase word reading skills in low-skilled readers, we developed a new reading intervention application that emphasizes syllable segmentation and integrates proven elements of digital game-based learning. The intervention aimed to promote phonological recoding and consolidating orthographic representation of syllables.
Objectives
The present study investigated the effects of the newly developed syllable-based reading intervention application on general word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension skills in German second graders.
Methods
In a quasi-experimental design, children with low word recognition skills were randomly assigned to a treatment group (n = 66) or a wait-list group (n = 66). General word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension were measured with standardized German reading tests before and after the treatment group received the digital reading intervention for 20 sessions.
Results
Results indicated that the children in the treatment group showed significant improvement in general word recognition and in phonological recoding processes compared to equally low-skilled untreated children in the wait-list group. Orthographic decoding processes improved only in children with less severe impairments, whereas no significant improvements were found in text-level reading comprehension.
Take Aways
The digital reading intervention is a promising approach for supporting word reading in low-skilled reading second graders and can serve as an effective intervention tool for this target group.
{"title":"Improving word reading skills of low-skilled readers: An intervention combining a syllable-based approach with digital game-based features","authors":"Janina Heß, Panagiotis Karageorgos, Bettina Müller, Anna Riedmann, Philipp Schaper, Birgit Lugrin, Tobias Richter","doi":"10.1111/jcal.13021","DOIUrl":"10.1111/jcal.13021","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based reading interventions are likely to increase word reading skills in low-skilled readers, we developed a new reading intervention application that emphasizes syllable segmentation and integrates proven elements of digital game-based learning. The intervention aimed to promote phonological recoding and consolidating orthographic representation of syllables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The present study investigated the effects of the newly developed syllable-based reading intervention application on general word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension skills in German second graders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a quasi-experimental design, children with low word recognition skills were randomly assigned to a treatment group (<i>n</i> = 66) or a wait-list group (<i>n</i> = 66). General word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension were measured with standardized German reading tests before and after the treatment group received the digital reading intervention for 20 sessions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results indicated that the children in the treatment group showed significant improvement in general word recognition and in phonological recoding processes compared to equally low-skilled untreated children in the wait-list group. Orthographic decoding processes improved only in children with less severe impairments, whereas no significant improvements were found in text-level reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Take Aways</h3>\u0000 \u0000 <p>The digital reading intervention is a promising approach for supporting word reading in low-skilled reading second graders and can serve as an effective intervention tool for this target group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2306-2324"},"PeriodicalIF":5.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364713","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}
Numerous higher education institutions worldwide have adopted English-language-medium computer science courses and integrated online problem-solving competitions to bridge gaps in theory and practice (Alhamami Education and Information Technologies, 2021; 26: 6549–6562).
Objectives
This study aimed to investigate the factors influencing the use of online competitions in machine learning courses and their impact on student learning. We also analyse disparities in learning outcomes and instructional language effects (Chinese vs. English).
Methods
Among 123 participants at northern Taiwan university, 74 chose Chinese instruction (CMI), and 49 opted for English instruction (EMI). The course spanned 18 weeks: team formation in week one, data analysis, machine learning, and deep learning from week 2 to 8, draft proposals and oral presentations by week 9, instructor guidance in weeks 9–17, followed by off-campus competitions. In week 18, students presented projects for evaluation by judges.
Results
The results showed improved scores in competition proposal writing and oral presentations, especially for CMI students, who excelled in these areas and in terms of creativity. CMI students emphasized domain knowledge, implementation completeness, and technical depth in proposals. The EMI students focused on implementation completeness and artificial intelligence model accuracy, along with creativity.
Conclusion
CMI students achieved superior outcomes in machine learning courses, particularly in terms of competition proposals, oral presentations, and increased creativity. Instructional language choice significantly influenced learning trajectories, leading to distinct knowledge development focuses for CMI and EMI.
{"title":"Improving student learning performance in machine learning curricula: A comparative study of online problem-solving competitions in Chinese and English-medium instruction settings","authors":"Hui-Tzu Chang, Chia-Yu Lin","doi":"10.1111/jcal.13003","DOIUrl":"10.1111/jcal.13003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Numerous higher education institutions worldwide have adopted English-language-medium computer science courses and integrated online problem-solving competitions to bridge gaps in theory and practice (Alhamami <i>Education and Information Technologies</i>, 2021; 26: 6549–6562).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate the factors influencing the use of online competitions in machine learning courses and their impact on student learning. We also analyse disparities in learning outcomes and instructional language effects (Chinese vs. English).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Among 123 participants at northern Taiwan university, 74 chose Chinese instruction (CMI), and 49 opted for English instruction (EMI). The course spanned 18 weeks: team formation in week one, data analysis, machine learning, and deep learning from week 2 to 8, draft proposals and oral presentations by week 9, instructor guidance in weeks 9–17, followed by off-campus competitions. In week 18, students presented projects for evaluation by judges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed improved scores in competition proposal writing and oral presentations, especially for CMI students, who excelled in these areas and in terms of creativity. CMI students emphasized domain knowledge, implementation completeness, and technical depth in proposals. The EMI students focused on implementation completeness and artificial intelligence model accuracy, along with creativity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>CMI students achieved superior outcomes in machine learning courses, particularly in terms of competition proposals, oral presentations, and increased creativity. Instructional language choice significantly influenced learning trajectories, leading to distinct knowledge development focuses for CMI and EMI.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2292-2305"},"PeriodicalIF":5.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141376619","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}
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