Natural language processing (NLP) and machine learning technologies offer significant advantages, such as facilitating the delivery of reflective feedback in collaborative learning environments while minimising technical constraints for educators related to time and location. Recently, scholars' interest in reflective feedback has increased scientifically. However, robust empirical evidence evaluating the impacts of feedback mechanisms and innovative NLP methods on enhancing the quality of explanations in knowledge building (KB) remains limited.
Objectives
This study investigated whether reflective feedback can assist primary school students in internalising and enhancing the depth of their explanations within a KB context.
Method
Employing a design-based research methodology, this study involved 32 sixth-grade students from a primary school in Yangzhou, China, who engaged in a 15-week KB learning initiative.
Results and Conclusions
The findings indicated that (1) students achieved significant progress in developing deep explanations, marked by improvements in logicality, consistency, convergence and structure and (2) students perceived reflective feedback as a critical factor in developing robust and profound explanations and demonstrated positively to the feedback.
Implications
These findings deepened our understanding of explanatory and assessment strategies in KB and highlighted the substantial instructional, technological and practical implications of reflective feedback for educators and learners.
{"title":"Facilitating Depth of Explanation: Utilising Reflective Feedback in Collaborative Learning Environments","authors":"Suping Yi, Wayan Sintawati, Yibing Zhang","doi":"10.1111/jcal.70010","DOIUrl":"https://doi.org/10.1111/jcal.70010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Natural language processing (NLP) and machine learning technologies offer significant advantages, such as facilitating the delivery of reflective feedback in collaborative learning environments while minimising technical constraints for educators related to time and location. Recently, scholars' interest in reflective feedback has increased scientifically. However, robust empirical evidence evaluating the impacts of feedback mechanisms and innovative NLP methods on enhancing the quality of explanations in knowledge building (KB) remains limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigated whether reflective feedback can assist primary school students in internalising and enhancing the depth of their explanations within a KB context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Employing a design-based research methodology, this study involved 32 sixth-grade students from a primary school in Yangzhou, China, who engaged in a 15-week KB learning initiative.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings indicated that (1) students achieved significant progress in developing deep explanations, marked by improvements in logicality, consistency, convergence and structure and (2) students perceived reflective feedback as a critical factor in developing robust and profound explanations and demonstrated positively to the feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These findings deepened our understanding of explanatory and assessment strategies in KB and highlighted the substantial instructional, technological and practical implications of reflective feedback for educators and learners.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481418","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}
Melissa Mustika, Charles Y. C. Yeh, Hercy N. H. Cheng, Calvin C. Y. Liao, Tak-Wai Chan
<div> <section> <h3> Background Study</h3> <p>The integration of mind maps as a prewriting activity has shown potential in enhancing students' writing skills, yet there is limited research focusing specifically on third-grade elementary students' descriptive narrative creative writing within technology-enhanced learning environments. The use of digital tools, such as writing e-portfolios, has not been extensively explored in this age group, especially concerning their impact on continuous assessment and collaborative learning.</p> </section> <section> <h3> Objectives</h3> <p>This study aims to investigate the effectiveness of mind maps as a prewriting activity in improving third-grade students' writing performance. It seeks to measure enhancements in writing fluency, flexibility, originality, elaboration, and sensitivity. Additionally, the study evaluates the role of writing e-portfolios in supporting continuous assessment and collaborative learning among students.</p> </section> <section> <h3> Methods</h3> <p><i>Design</i>: The study employed a quasi-experimental design with two groups: an experimental group using mind maps and a control group. <i>Instruments</i>: Data collection instruments included pre- and post-tests to assess writing performance, semi-structured interview guides for qualitative data, and a digital platform for writing e-portfolios. <i>Data collection</i>: Quantitative data were gathered through standardised writing assessments, while qualitative insights were collected via interviews and analysis of student writing e-portfolio entries. <i>Data analysis</i>: Quantitative data were analysed using MANOVA and MANCOVA to identify differences between groups and to control for covariates. Linear regression analyses were conducted to determine the specific contributions of mind maps at different writing stages. Qualitative data were analysed to understand student's perspective on how mind map activities by using the Writing for Tomorrow system benefits their writing.</p> </section> <section> <h3> Results</h3> <p>The results demonstrated significant improvements in the experimental group's writing performance across all measured categories, including fluency, flexibility, originality, elaboration, and sensitivity. The analysis highlighted the substantial benefits of mind maps, particularly during the drafting and revision stages. The study also found that the use of writing e-portfolios provided valuable support for continuous assessment and facilitated collaborative learning among students.</p> </section> <section> <h3> Conclusions</h3>
{"title":"The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing With a Writing E-Portfolio","authors":"Melissa Mustika, Charles Y. C. Yeh, Hercy N. H. Cheng, Calvin C. Y. Liao, Tak-Wai Chan","doi":"10.1111/jcal.70006","DOIUrl":"https://doi.org/10.1111/jcal.70006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background Study</h3>\u0000 \u0000 <p>The integration of mind maps as a prewriting activity has shown potential in enhancing students' writing skills, yet there is limited research focusing specifically on third-grade elementary students' descriptive narrative creative writing within technology-enhanced learning environments. The use of digital tools, such as writing e-portfolios, has not been extensively explored in this age group, especially concerning their impact on continuous assessment and collaborative learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to investigate the effectiveness of mind maps as a prewriting activity in improving third-grade students' writing performance. It seeks to measure enhancements in writing fluency, flexibility, originality, elaboration, and sensitivity. Additionally, the study evaluates the role of writing e-portfolios in supporting continuous assessment and collaborative learning among students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p><i>Design</i>: The study employed a quasi-experimental design with two groups: an experimental group using mind maps and a control group. <i>Instruments</i>: Data collection instruments included pre- and post-tests to assess writing performance, semi-structured interview guides for qualitative data, and a digital platform for writing e-portfolios. <i>Data collection</i>: Quantitative data were gathered through standardised writing assessments, while qualitative insights were collected via interviews and analysis of student writing e-portfolio entries. <i>Data analysis</i>: Quantitative data were analysed using MANOVA and MANCOVA to identify differences between groups and to control for covariates. Linear regression analyses were conducted to determine the specific contributions of mind maps at different writing stages. Qualitative data were analysed to understand student's perspective on how mind map activities by using the Writing for Tomorrow system benefits their writing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results demonstrated significant improvements in the experimental group's writing performance across all measured categories, including fluency, flexibility, originality, elaboration, and sensitivity. The analysis highlighted the substantial benefits of mind maps, particularly during the drafting and revision stages. The study also found that the use of writing e-portfolios provided valuable support for continuous assessment and facilitated collaborative learning among students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481419","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}
Educational assessments increasingly shift towards computer-based formats. Many studies have explored how different types of automated feedback affect learning. However, few studies have investigated how digital performance feedback affects test takers' ratings of affective-motivational reactions during a testing session.
Method
In this within-subject experiment, 97 university students completed a multiple-choice treatment test including 36 challenging fact-based science tasks (biology, chemistry, and physics). The test items were presented with different types of computer-based feedback (i.e., elaborated feedback [EF] and multiple-try feedback, i.e., Answer-Until-Correct [AUC]) and compared to a no-feedback control condition. Outcome measures were students' self-reported affective-motivational responses and their performance in the treatment and in a recall posttest.
Results
Feedback positively affected performance. EF enhanced students' recall performance in a posttest more than AUC feedback. Yet, error correction, as measured by the number of corrected responses in the posttest, did not differ between the two feedback conditions. Regarding affective-motivational outcomes, both EF and AUC feedback affected students similarly and were more beneficial than no feedback. This effect was further moderated by the item-level response correctness. Following correct responses, the affective-motivational impact of feedback was substantial and positive. In contrast to earlier findings, automated feedback did not have detrimental affective-motivational effects after incorrect responses. Although the emotional benefit of AUC and EF feedback was reduced after incorrect responses, students' affect remained more positive compared to when they received no feedback.
Conclusion
Feedback effects on emotions and motivation varied by feedback type and the correctness of test-takers' responses.
{"title":"Computer-Based Answer-Until-Correct and Elaborated Feedback: Effects on Affective-Motivational and Performance Outcomes","authors":"Ute Mertens, Marlit A. Lindner","doi":"10.1111/jcal.13112","DOIUrl":"https://doi.org/10.1111/jcal.13112","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Educational assessments increasingly shift towards computer-based formats. Many studies have explored how different types of automated feedback affect learning. However, few studies have investigated how digital performance feedback affects test takers' ratings of affective-motivational reactions during a testing session.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In this within-subject experiment, 97 university students completed a multiple-choice treatment test including 36 challenging fact-based science tasks (biology, chemistry, and physics). The test items were presented with different types of computer-based feedback (i.e., <i>elaborated feedback</i> [EF] and multiple-try feedback, i.e., <i>Answer-Until-Correct</i> [AUC]) and compared to a no-feedback control condition. Outcome measures were students' self-reported affective-motivational responses and their performance in the treatment and in a recall posttest.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Feedback positively affected performance. EF enhanced students' recall performance in a posttest more than AUC feedback. Yet, error correction, as measured by the number of corrected responses in the posttest, did not differ between the two feedback conditions. Regarding affective-motivational outcomes, both EF and AUC feedback affected students similarly and were more beneficial than no feedback. This effect was further moderated by the item-level response correctness. Following correct responses, the affective-motivational impact of feedback was substantial and positive. In contrast to earlier findings, automated feedback did not have detrimental affective-motivational effects after incorrect responses. Although the emotional benefit of AUC and EF feedback was reduced after incorrect responses, students' affect remained more positive compared to when they received no feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Feedback effects on emotions and motivation varied by feedback type and the correctness of test-takers' responses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475415","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}
Automated writing evaluation (AWE) systems, used as formative assessment tools in writing classrooms, are promising for enhancing instruction and improving student performance. Although meta-analytic evidence supports AWE's effectiveness in various contexts, research on its effectiveness in the U.S. K–12 setting has lagged behind its rapid adoption. Further rigorous studies are needed to investigate the effectiveness of AWE within the U.S. K–12 context.
Objectives
This study aims to investigate the usage and effectiveness of the Utah Compose AWE system on students' state test English Language Arts (ELA) performance in its first year of statewide implementation.
Methods
The sample included all students from grades 4–11 during the school year 2015 in Utah (N = 337,473). Employing a quasi-experimental design using generalised boosted modelling for propensity score weighting, the analysis focused on estimating the average treatment effects among the treated (ATT) of the AWE system.
Results and Conclusions
The results showed that students who utilised AWE more frequently demonstrated improved ELA performance compared to their counterparts with lower or no usage. The effects varied across certain student demographic groups. This study provides strong and systematic evidence to support the hypothesis of causal inferences regarding AWE's effects within a large-scale, naturalistic implementation, offering valuable insights for stakeholders seeking to understand the effectiveness of AWE systems.
{"title":"Exploring the Effectiveness of Large-Scale Automated Writing Evaluation Implementation on State Test Performance Using Generalised Boosted Modelling","authors":"Yue Huang, Joshua Wilson","doi":"10.1111/jcal.70009","DOIUrl":"https://doi.org/10.1111/jcal.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Automated writing evaluation (AWE) systems, used as formative assessment tools in writing classrooms, are promising for enhancing instruction and improving student performance. Although meta-analytic evidence supports AWE's effectiveness in various contexts, research on its effectiveness in the U.S. K–12 setting has lagged behind its rapid adoption. Further rigorous studies are needed to investigate the effectiveness of AWE within the U.S. K–12 context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to investigate the usage and effectiveness of the Utah Compose AWE system on students' state test English Language Arts (ELA) performance in its first year of statewide implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample included all students from grades 4–11 during the school year 2015 in Utah (<i>N</i> = 337,473). Employing a quasi-experimental design using generalised boosted modelling for propensity score weighting, the analysis focused on estimating the average treatment effects among the treated (ATT) of the AWE system.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that students who utilised AWE more frequently demonstrated improved ELA performance compared to their counterparts with lower or no usage. The effects varied across certain student demographic groups. This study provides strong and systematic evidence to support the hypothesis of causal inferences regarding AWE's effects within a large-scale, naturalistic implementation, offering valuable insights for stakeholders seeking to understand the effectiveness of AWE systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475701","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}
Computer programming learning and education play a critical role in preparing a workforce equipped with the necessary skills for diverse fields. ChatGPT and YouTube are technologies that support self-directed programming learning.
Objectives
This study aims to examine the sentiments and primary topics discussed in YouTube comments about ChatGPT's impact on learning and writing computer programming.
Methods
The data were collected from 30 November 2022 to 11 January 2024, by extracting 30,773 comments from 57 YouTube videos. Sentiment analysis, topic modelling and thematic analysis were used for data analysis.
Results and Conclusions
Through sentiment analysis and thematic analysis, a positive attitude among YouTube self-directed learners towards employing ChatGPT for learning and writing computer programming was identified. The results of topic modelling and thematic analysis revealed that these learners recognise both the perceived advantages and limitations of using ChatGPT for learning and writing computer programming. The advantages include creating learning plans, generating code, self-correction, explaining code and saving programming time, while the limitations are incorrect information, challenges in debugging programmes, perceived inefficiency and ineffectiveness and the absence of intelligence. Diverse perspectives regarding the impact of ChatGPT on programming professions and education were discussed. Some ethical concerns regarding data privacy, code copyright and equity issues were raised and needed further exploration. The findings imply the importance of computer programming education and integrating ChatGPT into programming education. Guidelines and instructions regarding using ChatGPT for programming learning are needed.
{"title":"The Sentiments and the Impact of ChatGPT on Computer Programming Learning: Data Mining From Comments on YouTube Videos","authors":"Meina Zhu","doi":"10.1111/jcal.70013","DOIUrl":"https://doi.org/10.1111/jcal.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computer programming learning and education play a critical role in preparing a workforce equipped with the necessary skills for diverse fields. ChatGPT and YouTube are technologies that support self-directed programming learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to examine the sentiments and primary topics discussed in YouTube comments about ChatGPT's impact on learning and writing computer programming.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The data were collected from 30 November 2022 to 11 January 2024, by extracting 30,773 comments from 57 YouTube videos. Sentiment analysis, topic modelling and thematic analysis were used for data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Through sentiment analysis and thematic analysis, a positive attitude among YouTube self-directed learners towards employing ChatGPT for learning and writing computer programming was identified. The results of topic modelling and thematic analysis revealed that these learners recognise both the perceived advantages and limitations of using ChatGPT for learning and writing computer programming. The advantages include creating learning plans, generating code, self-correction, explaining code and saving programming time, while the limitations are incorrect information, challenges in debugging programmes, perceived inefficiency and ineffectiveness and the absence of intelligence. Diverse perspectives regarding the impact of ChatGPT on programming professions and education were discussed. Some ethical concerns regarding data privacy, code copyright and equity issues were raised and needed further exploration. The findings imply the importance of computer programming education and integrating ChatGPT into programming education. Guidelines and instructions regarding using ChatGPT for programming learning are needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143466244","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}
Robot programming can simultaneously cultivate learners' computational thinking (CT) and spatial thinking (ST). However, there is a noticeable gap in research focusing on the micro-level development patterns of learners' CT and ST and their interconnections.
Objectives
This study aims to uncover the intricate development patterns and interrelations between learners' CT and ST at a micro level within a robot programming environment.
Methods
Thirty middle school students participated in the study and completed SOLO robot programming tasks. Process data on their online programming behaviour were collected through programming platform log data, screen recordings and synchronised think-aloud audio, while result data were obtained through CT and ST standardised tests. The data were then analysed using cluster analysis, process mining techniques, Kruskal–Wallis, and Spearman analysis.
Results and Conclusions
The results revealed three clusters of learner types (i.e., masters, debuggers and beginners). Masters skilfully employed both CT and ST, while debuggers effectively activated ST through feedback. Beginners, however, showed lower proficiency in both. Notably, their CT structures demonstrated bidirectional thinking, top-down systematic programming and bottom-up debugging methods. The intrinsic developmental structure of ST shifted from direction language to spatial behaviour. Furthermore, ST and CT were mutually enhanced and mental rotation in ST is positioned as a foundational skill for CT.
Implications
These findings contribute to a deeper understanding of learners' intrinsic thinking processes and offer essential guidance for optimising programming education.
{"title":"Unravelling the Computational Thinking and Spatial Thinking Development: An Exploration of a Virtual Robot Programming Environment","authors":"Xin Gong, Weiqi Xu, Ailing Qiao, Zhixia Li","doi":"10.1111/jcal.70007","DOIUrl":"https://doi.org/10.1111/jcal.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Robot programming can simultaneously cultivate learners' computational thinking (CT) and spatial thinking (ST). However, there is a noticeable gap in research focusing on the micro-level development patterns of learners' CT and ST and their interconnections.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to uncover the intricate development patterns and interrelations between learners' CT and ST at a micro level within a robot programming environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Thirty middle school students participated in the study and completed SOLO robot programming tasks. Process data on their online programming behaviour were collected through programming platform log data, screen recordings and synchronised think-aloud audio, while result data were obtained through CT and ST standardised tests. The data were then analysed using cluster analysis, process mining techniques, Kruskal–Wallis, and Spearman analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results revealed three clusters of learner types (i.e., masters, debuggers and beginners). Masters skilfully employed both CT and ST, while debuggers effectively activated ST through feedback. Beginners, however, showed lower proficiency in both. Notably, their CT structures demonstrated bidirectional thinking, top-down systematic programming and bottom-up debugging methods. The intrinsic developmental structure of ST shifted from direction language to spatial behaviour. Furthermore, ST and CT were mutually enhanced and mental rotation in ST is positioned as a foundational skill for CT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These findings contribute to a deeper understanding of learners' intrinsic thinking processes and offer essential guidance for optimising programming education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446956","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}
After the mandated closure and reopening of schools during and after the coronavirus pandemic, online synchronous teaching and learning has emerged as an opportunity to expand the reach of K-12 education, however, there is a lack of understanding about the characteristics of the successful learning experiences during that period that could be transferred to the present. Therefore, students' experiences during that period constitute an opportunity to learn about the teaching strategies that enabled positive learning experiences under such conditions.
Objectives
Understand the experience of high-school students during online classes and characterise the strategies that enabled positive learning perceptions.
Methods
Ten high-school students were selected and asked to describe positive and negative episodes during online synchronous classes using a narrative research technique. Based on the Community of Inquiry (CoI) Framework, each presence (cognitive, social, and teaching) and its categories were investigated. The way that students experienced remote learning was defined using targeted content-analysis techniques.
Results and Conclusions
The results show that students reported experiences in which cognitive, social and teaching presences from the original framework emerge, as well as learning and emotional presence, highlighting the key relevance of teaching presence in articulating the activities as well as the other presences. Also, they highlight the relevance of the structure, content and tone of the classes, the need to develop teachers' socio-emotional knowledge and pedagogy, and their awareness and active consideration of the emotional consequences of their instructional strategies.
{"title":"The Online Presence During Synchronous Classes of Secondary Students in Chile: The Need to Incorporate Socio-Emotional Knowledge and Teaching Strategies","authors":"Alfoncina Baeza, J. Enrique Hinostroza","doi":"10.1111/jcal.70008","DOIUrl":"https://doi.org/10.1111/jcal.70008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>After the mandated closure and reopening of schools during and after the coronavirus pandemic, online synchronous teaching and learning has emerged as an opportunity to expand the reach of K-12 education, however, there is a lack of understanding about the characteristics of the successful learning experiences during that period that could be transferred to the present. Therefore, students' experiences during that period constitute an opportunity to learn about the teaching strategies that enabled positive learning experiences under such conditions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Understand the experience of high-school students during online classes and characterise the strategies that enabled positive learning perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ten high-school students were selected and asked to describe positive and negative episodes during online synchronous classes using a narrative research technique. Based on the Community of Inquiry (CoI) Framework, each presence (cognitive, social, and teaching) and its categories were investigated. The way that students experienced remote learning was defined using targeted content-analysis techniques.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that students reported experiences in which cognitive, social and teaching presences from the original framework emerge, as well as learning and emotional presence, highlighting the key relevance of teaching presence in articulating the activities as well as the other presences. Also, they highlight the relevance of the structure, content and tone of the classes, the need to develop teachers' socio-emotional knowledge and pedagogy, and their awareness and active consideration of the emotional consequences of their instructional strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439153","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}
Problem-solving ability is an important skill for students to develop in the 21st century. Many previous studies have focused on the impact of diverse digital educational games on problem-solving ability. However, there is inconsistency in the findings, with some studies reporting positive effects of digital game-based learning (DGBL) on problem-solving ability, while others either found no significant improvement or reported negative effects.
Objectives
The objective of this study was to conduct a three-level meta-analysis to investigate the influence of DGBL on problem-solving ability. Additionally, the study aimed to examine various moderating factors to explore the potential sources of inconsistency among the primary studies.
Methods
Through a systematic literature search, 21 primary studies were identified, encompassing a total of 60 effect sizes. The analysis involved assessing the effectiveness of DGBL in enhancing students' problem-solving ability and examining heterogeneity among the studies. Moderator analysis was also conducted to explore the impact of different factors on the effectiveness of DGBL.
Results and Conclusions
The results indicated that DGBL could effectively enhance students' problem-solving ability (g = 0.654), with significant heterogeneity observed among studies (Q = 858.358, p < 0.001). Furthermore, our findings suggested that studies focusing on the perception of problem-solving ability (g = 1.498) yielded significantly larger effect size compared to studies focused on problem-solving skill (g = 0.440). Moreover, combining relevant teaching strategies with DGBL (g = 1.246) resulted in a significantly better effect compared to using DGBL alone (g = 0.399). The analysis of moderating factors revealed that the effect size was significantly influenced by teaching strategy and problem-solving construct. Other examined moderating factors did not show significant effects on the inconsistent findings.
{"title":"Effects of Digital Game-Based Learning on Student's Problem-Solving Ability: A Three-Level Meta-Analysis","authors":"Zhihui Cai, Xin Zhang, Caiyan Liu, Jieni Zhan","doi":"10.1111/jcal.70002","DOIUrl":"https://doi.org/10.1111/jcal.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Problem-solving ability is an important skill for students to develop in the 21st century. Many previous studies have focused on the impact of diverse digital educational games on problem-solving ability. However, there is inconsistency in the findings, with some studies reporting positive effects of digital game-based learning (DGBL) on problem-solving ability, while others either found no significant improvement or reported negative effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objective of this study was to conduct a three-level meta-analysis to investigate the influence of DGBL on problem-solving ability. Additionally, the study aimed to examine various moderating factors to explore the potential sources of inconsistency among the primary studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Through a systematic literature search, 21 primary studies were identified, encompassing a total of 60 effect sizes. The analysis involved assessing the effectiveness of DGBL in enhancing students' problem-solving ability and examining heterogeneity among the studies. Moderator analysis was also conducted to explore the impact of different factors on the effectiveness of DGBL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that DGBL could effectively enhance students' problem-solving ability (<i>g</i> = 0.654), with significant heterogeneity observed among studies (<i>Q</i> = 858.358, <i>p</i> < 0.001). Furthermore, our findings suggested that studies focusing on the perception of problem-solving ability (<i>g</i> = 1.498) yielded significantly larger effect size compared to studies focused on problem-solving skill (<i>g</i> = 0.440). Moreover, combining relevant teaching strategies with DGBL (<i>g</i> = 1.246) resulted in a significantly better effect compared to using DGBL alone (<i>g</i> = 0.399). The analysis of moderating factors revealed that the effect size was significantly influenced by teaching strategy and problem-solving construct. Other examined moderating factors did not show significant effects on the inconsistent findings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389001","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>The utilisation of video-dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video-dubbing tasks can lead to more innovative and effective speaking techniques in language courses. Whilst a growing body of research has examined the effectiveness of video-dubbing tasks in terms of fostering English language learners' speaking skills, further empirical studies are required to explore their effectiveness specifically in the English as a foreign language (EFL) context.</p> </section> <section> <h3> Objectives</h3> <p>To address this deficiency in the current literature, this study adopted a sequential explanatory mixed-methods research design to explore the impact of video-dubbing tasks on EFL learners' speaking skills, such as pronunciation, fluency, grammatical accuracy, vocabulary use, and flow experience.</p> </section> <section> <h3> Methods</h3> <p>Sixty EFL learners at a language institute were randomly assigned to a dubbing class with 30 EFL learners and a comparison class with the same number of EFL learners. The learners in the dubbing class collectively chose videos on the internet, deleted their soundtracks, practised the speeches and conversations, developed an alternate soundtrack, incorporated the videos with their own soundtracks, submitted the dubbed videos for feedback, and presented the video-dubbing tasks in the class. The comparison group engaged in in-class viewing and discussion of English films. A speaking test and flow experience questionnaire were utilised to collect the necessary quantitative data, and an individual semi-structured interview was conducted to gather the required qualitative data.</p> </section> <section> <h3> Results and Conclusions</h3> <p>Two-way repeated measures analysis of variance (ANOVA), a parametric test used to compare group means over time, was applied to analyse the quantitative data. The results revealed that both the dubbing and comparison classes improved the EFL learners' speaking skills; however, the dubbing group demonstrated significantly greater improvement than the comparison group. Moreover, the EFL learners reported experiencing a positive flow state—a deep state of focus and enjoyment—whilst completing the video-dubbing tasks. The qualitative data, which corroborated the quantitative findings, further indicated that the learners perceived the video-dubbing tasks as engaging, motivating, and beneficial for improving their speaking skills.</p>
{"title":"Fostering EFL Learners' Speaking Skills and Flow Experience With Video-Dubbing Tasks: A Flow Theory Perspective","authors":"Gwo-Jen Hwang, Jalil Fathi, Masoud Rahimi","doi":"10.1111/jcal.13120","DOIUrl":"https://doi.org/10.1111/jcal.13120","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The utilisation of video-dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video-dubbing tasks can lead to more innovative and effective speaking techniques in language courses. Whilst a growing body of research has examined the effectiveness of video-dubbing tasks in terms of fostering English language learners' speaking skills, further empirical studies are required to explore their effectiveness specifically in the English as a foreign language (EFL) context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To address this deficiency in the current literature, this study adopted a sequential explanatory mixed-methods research design to explore the impact of video-dubbing tasks on EFL learners' speaking skills, such as pronunciation, fluency, grammatical accuracy, vocabulary use, and flow experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Sixty EFL learners at a language institute were randomly assigned to a dubbing class with 30 EFL learners and a comparison class with the same number of EFL learners. The learners in the dubbing class collectively chose videos on the internet, deleted their soundtracks, practised the speeches and conversations, developed an alternate soundtrack, incorporated the videos with their own soundtracks, submitted the dubbed videos for feedback, and presented the video-dubbing tasks in the class. The comparison group engaged in in-class viewing and discussion of English films. A speaking test and flow experience questionnaire were utilised to collect the necessary quantitative data, and an individual semi-structured interview was conducted to gather the required qualitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Two-way repeated measures analysis of variance (ANOVA), a parametric test used to compare group means over time, was applied to analyse the quantitative data. The results revealed that both the dubbing and comparison classes improved the EFL learners' speaking skills; however, the dubbing group demonstrated significantly greater improvement than the comparison group. Moreover, the EFL learners reported experiencing a positive flow state—a deep state of focus and enjoyment—whilst completing the video-dubbing tasks. The qualitative data, which corroborated the quantitative findings, further indicated that the learners perceived the video-dubbing tasks as engaging, motivating, and beneficial for improving their speaking skills.</p>\u0000 ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389379","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}
In this paper, we extend findings from previous iterations of a design-based project called ThinkerSpaces design studios that promotes human-centred design among children. ThinkerSpaces design studios is a play-based afterschool club that follows principles of embedded design by prioritising learner agency, exploration and ongoing reflection for the purpose of improvement.
Methods
In this study, we wanted to examine the difference in collaborative interactions across different technological conditions and the learning outcomes these conditions provided. Thus, we created three comparative technology conditions, that is, physical, screen and mixed technologies, each of which represented a collaborative learning environment dominated by a particular kind of technology. We ran three different sections of the club to vary these technology conditions and control when we introduced them. We use a mixed-methods approach to analyse the data and capture distinct aspects of the learning ecology to understand the following questions: (RQ1) How do collaborative interactions differ as young learners engage with different technologies; and (RQ2) What does productive and unproductive talk looked like across conditions and what learning opportunities do they provide. Our population included 36 third to seventh grade learners enrolled across three club section. Learners were placed into four triads in each section for a period of 14–18 weeks.
Findings
We found that physical technologies produced the most productive talk, followed by the mixed technology condition. Screen-based technologies produced the most unproductive talk. However, when we further investigated unproductive talk, we discovered that unproductive talk supported different forms of agency and creativity that facilitated learners' ability to develop digital fluency. Students also learned how to regulate collaborative activity around technology. We use these findings to propose changes in technology integration approaches in teaching and learning.
Contribution
We end the paper by proposing a collective technology integration framework that helps facilitators design learning environments that promote learner agency in the process of technology integration.
{"title":"Ecological Analysis of Technology Use Among Children in Collaborative Design Contexts","authors":"Dhvani Toprani, Marcela Borge","doi":"10.1111/jcal.13119","DOIUrl":"https://doi.org/10.1111/jcal.13119","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In this paper, we extend findings from previous iterations of a design-based project called ThinkerSpaces design studios that promotes human-centred design among children. ThinkerSpaces design studios is a play-based afterschool club that follows principles of embedded design by prioritising learner agency, exploration and ongoing reflection for the purpose of improvement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this study, we wanted to examine the difference in collaborative interactions across different technological conditions and the learning outcomes these conditions provided. Thus, we created three comparative technology conditions, that is, physical, screen and mixed technologies, each of which represented a collaborative learning environment dominated by a particular kind of technology. We ran three different sections of the club to vary these technology conditions and control when we introduced them. We use a mixed-methods approach to analyse the data and capture distinct aspects of the learning ecology to understand the following questions: (RQ1) How do collaborative interactions differ as young learners engage with different technologies; and (RQ2) What does productive and unproductive talk looked like across conditions and what learning opportunities do they provide. Our population included 36 third to seventh grade learners enrolled across three club section. Learners were placed into four triads in each section for a period of 14–18 weeks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>We found that physical technologies produced the most productive talk, followed by the mixed technology condition. Screen-based technologies produced the most unproductive talk. However, when we further investigated unproductive talk, we discovered that unproductive talk supported different forms of agency and creativity that facilitated learners' ability to develop digital fluency. Students also learned how to regulate collaborative activity around technology. We use these findings to propose changes in technology integration approaches in teaching and learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contribution</h3>\u0000 \u0000 <p>We end the paper by proposing a collective technology integration framework that helps facilitators design learning environments that promote learner agency in the process of technology integration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143362885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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