Social media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes.
Objectives
While previous studies pursued questions like how participants feel, how to support interaction and why participants remain committed, we asked a more fundamental question: what is the structure of a massive informal online professional learning network and what dynamics can we expect regarding participants' commitment?
Methods
This work presents an empirical study of massive informal online professional networks to investigate the dynamics of learning communities and participants' commitment over time. We employed social network analysis and data mining techniques on a longitudinal data set of more than 400,000 tweets published with the hashtag “#edchat.”
Results and Conclusions
We found that around 30% of participants remained committed to the informal learning community over time. Meanwhile, as more and more people committed to the online learning community, participants tended to form smaller communities where the internal connection was stronger.
Takeaways
In informal online learning environments, participants can form stable connections. The 30% threshold can be used to measure massive informal online learning networks in terms of commitment or persistence.
{"title":"Mining teacher informal online learning networks: Community commitment in unstructured learning environments","authors":"Hanxiang Du, Gaoxia Zhu, Wanli Xing","doi":"10.1111/jcal.13090","DOIUrl":"https://doi.org/10.1111/jcal.13090","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Social media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>While previous studies pursued questions like how participants feel, how to support interaction and why participants remain committed, we asked a more fundamental question: what is the structure of a massive informal online professional learning network and what dynamics can we expect regarding participants' commitment?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This work presents an empirical study of massive informal online professional networks to investigate the dynamics of learning communities and participants' commitment over time. We employed social network analysis and data mining techniques on a longitudinal data set of more than 400,000 tweets published with the hashtag “#edchat.”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We found that around 30% of participants remained committed to the informal learning community over time. Meanwhile, as more and more people committed to the online learning community, participants tended to form smaller communities where the internal connection was stronger.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>In informal online learning environments, participants can form stable connections. The 30% threshold can be used to measure massive informal online learning networks in terms of commitment or persistence.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860849","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}
Previous research has demonstrated that quizzing can improve self-regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects.
Aims
This study aimed to examine the effects of embedded quizzes (multiple quizzes within the learning sequence) with feedback during a multimedia learning sequence on self-regulated processing (monitoring and control) and learning performances on repeated (material already tested) and new (untested) questions, and possible WMC moderation on performances.
Sample and Methods
Participants were 59 students who learned a multimedia neuroscience course module in either a no-quiz or embedded quizzes condition. With regard to self-regulated processing, control was assessed with eye-tracking measures (fixation durations and transitions between texts and illustrations), and monitoring by comparing self-reported judgements of learning with actual performances (calibration). At the end, students' WMC was measured, and learning performances were assessed with repeated and new questions.
Results
Quizzing improved learning performances on repeated and new questions, and enhanced monitoring (better calibration). Students with low WMC benefited more from quizzing for new questions than those with high WMC. However, contrary to our hypothesis, the embedded quizzes group allocated less time to the learning than the no-quiz group.
Conclusions
Embedded quizzes are relevant tools to help students recalibrate their monitoring process and foster more effective self-regulated learning. Results confirm that the use of quizzes can be recommended to improve the learning of multimedia material, especially among students with low WMC.
{"title":"The effects of embedded quizzes on self-regulated processes and learning performance during a multimedia lesson","authors":"Camille Tordet, Jonathan Fernandez, Eric Jamet","doi":"10.1111/jcal.13083","DOIUrl":"https://doi.org/10.1111/jcal.13083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous research has demonstrated that quizzing can improve self-regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to examine the effects of embedded quizzes (multiple quizzes within the learning sequence) with feedback during a multimedia learning sequence on self-regulated processing (monitoring and control) and learning performances on repeated (material already tested) and new (untested) questions, and possible WMC moderation on performances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample and Methods</h3>\u0000 \u0000 <p>Participants were 59 students who learned a multimedia neuroscience course module in either a no-quiz or embedded quizzes condition. With regard to self-regulated processing, control was assessed with eye-tracking measures (fixation durations and transitions between texts and illustrations), and monitoring by comparing self-reported judgements of learning with actual performances (calibration). At the end, students' WMC was measured, and learning performances were assessed with repeated and new questions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Quizzing improved learning performances on repeated and new questions, and enhanced monitoring (better calibration). Students with low WMC benefited more from quizzing for new questions than those with high WMC. However, contrary to our hypothesis, the embedded quizzes group allocated less time to the learning than the no-quiz group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Embedded quizzes are relevant tools to help students recalibrate their monitoring process and foster more effective self-regulated learning. Results confirm that the use of quizzes can be recommended to improve the learning of multimedia material, especially among students with low WMC.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860848","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}
Artificial Intelligence (AI) technologies offer unique capabilities for preservice teachers (PSTs) to engage in authentic and real-time interactions using natural language. However, the impact of AI technology on PSTs' responsive teaching skills remains uncertain.
Objectives
The primary objective of this study is to examine whether interaction with a responsive AI-based chatbot that acts as a virtual student improves pre-service teachers' noticing abilities. The second objective is to compare how the presence or absence of chatbot responses affects changes in PSTs' questioning practices. Finally, the third objective is to investigate how the experience of interacting with the responsive virtual student affects PSTs' perceptions of the effectiveness of their questioning, their satisfaction with the interactions, and their confidence about interacting with a real student compared to the non-responsive chatbot.
Methods
A randomised controlled pre- and post-test design was used with 50 PSTs. PSTs' noticing, interaction with the chatbot, and post-survey data were collected, and a t-test was conducted to examine significant differences by group.
Results and Conclusion
In the experimental group, the virtual student responded to PSTs' questions, while in the control group, she did not. Notable differences were observed in their questioning practices.
Takeaways
Overall, AI-based chatbots hold promise for enhancing PSTs' responsive teaching skills. Future research is needed to examine the long-term impact of responsive chatbot use on PSTs' noticing skills.
{"title":"Impacts of interacting with an AI chatbot on preservice teachers' responsive teaching skills in math education","authors":"Dabae Lee, Taekwon Son, Sheunghyun Yeo","doi":"10.1111/jcal.13091","DOIUrl":"https://doi.org/10.1111/jcal.13091","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial Intelligence (AI) technologies offer unique capabilities for preservice teachers (PSTs) to engage in authentic and real-time interactions using natural language. However, the impact of AI technology on PSTs' responsive teaching skills remains uncertain.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary objective of this study is to examine whether interaction with a responsive AI-based chatbot that acts as a virtual student improves pre-service teachers' noticing abilities. The second objective is to compare how the presence or absence of chatbot responses affects changes in PSTs' questioning practices. Finally, the third objective is to investigate how the experience of interacting with the responsive virtual student affects PSTs' perceptions of the effectiveness of their questioning, their satisfaction with the interactions, and their confidence about interacting with a real student compared to the non-responsive chatbot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomised controlled pre- and post-test design was used with 50 PSTs. PSTs' noticing, interaction with the chatbot, and post-survey data were collected, and a <i>t</i>-test was conducted to examine significant differences by group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>In the experimental group, the virtual student responded to PSTs' questions, while in the control group, she did not. Notable differences were observed in their questioning practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>Overall, AI-based chatbots hold promise for enhancing PSTs' responsive teaching skills. Future research is needed to examine the long-term impact of responsive chatbot use on PSTs' noticing skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860651","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}
Dashboards play a prominent role in learning analytics (LA) research. In collaboration activities, dashboards can show traces of team participation. They are often evaluated based on students' perceived satisfaction and engagement with the dashboard. However, there is a notable methodological gap in understanding how these dashboards support the nuanced process of student reflection.
Objective
This paper presents empirical evidence on how students from high and low-performing groups reflect individually on their performance while using a Learning Analytics Dashboard (LAD).
Methods
We address this in the context of education in healthcare, wherein we captured actions and positioning data from a simulation-based collaborative activity and generated a collaborative LAD. A total of 41 nursing students were invited to participate in a post-hoc semi-structured individual interview to use a collaborative LAD while answering a set of prompts to reflect on their individual and group performance. Students' reflections were coded and analysed using Bain's 5R reflection framework. We used epistemic network analysis to capture the dynamic reflection process and to understand the connections between the reflection stages (from low to high). We compared how different these connections were for students in high and low-performing groups.
Results and Conclusions
Our results revealed that most students were only able to achieve low and middle stages of reflection. Yet, students in low-performing groups predominantly followed low-to-middle stages of reflection. In contrast, students from high-performing groups demonstrated the ability to transition between low-to-middle and low-to-high stages of reflection. Based on these findings, we discuss implications for both research and practice, particularly emphasising the necessity to scaffold reflection when using LADs.
{"title":"A learning analytics dashboard to support students' reflection on collaboration","authors":"Vanessa Echeverria, Gloria Fernandez Nieto, Linxuan Zhao, Evelyn Palominos, Namrata Srivastava, Dragan Gašević, Viktoria Pammer-Schindler, Roberto Martinez-Maldonado","doi":"10.1111/jcal.13088","DOIUrl":"https://doi.org/10.1111/jcal.13088","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Dashboards play a prominent role in learning analytics (LA) research. In collaboration activities, dashboards can show traces of team participation. They are often evaluated based on students' perceived satisfaction and engagement with the dashboard. However, there is a notable methodological gap in understanding how these dashboards support the nuanced process of student reflection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This paper presents empirical evidence on how students from high and low-performing groups reflect individually on their performance while using a Learning Analytics Dashboard (LAD).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We address this in the context of education in healthcare, wherein we captured actions and positioning data from a simulation-based collaborative activity and generated a collaborative LAD. A total of 41 nursing students were invited to participate in a post-hoc semi-structured individual interview to use a collaborative LAD while answering a set of prompts to reflect on their individual and group performance. Students' reflections were coded and analysed using Bain's 5R reflection framework. We used epistemic network analysis to capture the dynamic reflection process and to understand the connections between the reflection stages (from low to high). We compared how different these connections were for students in high and low-performing groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our results revealed that most students were only able to achieve low and middle stages of reflection. Yet, students in low-performing groups predominantly followed low-to-middle stages of reflection. In contrast, students from high-performing groups demonstrated the ability to transition between low-to-middle and low-to-high stages of reflection. Based on these findings, we discuss implications for both research and practice, particularly emphasising the necessity to scaffold reflection when using LADs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860480","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}
The rising importance of digital technologies in everyday communication has played a key role in processes of political polarization and rising mistrust and intolerance. We suggest this crisis could be productively conceptualized as a crisis in perspective-taking—the tendency and competency to actively consider others' mental and emotional states.
Objectives
This conceptual paper sets out to propose a theoretical framework that identifies the key affordances of digital platforms for promoting perspective-taking in formal educational settings (K-12 and higher education): (1) connecting diverse individuals, (2) simulating interactions with other perspectives and (3) supporting the articulation and sharing of perspectives.
Methods
Rather than summarizing the state of existing research, this paper aims to offer a novel conceptualization that allows unpacking the interplay between research on perspective-taking and work on the affordances and constraints of digital media. We identify the three key affordances outlined above, exemplifying them by focusing on one type of digital tool and comparing them along two axes: (i) the depth vs. diversity of interactions it supports and (ii) its cultivation of intergroup perspective-taking vs. interpersonal perspective-taking.
Results and Conclusions
This framework, we argue, articulates the advantages and limitations of digital tools towards engagement in perspective-taking, while providing a conceptual roadmap, and practical considerations, for researchers and practitioners interested in cultivating digitally mediated perspective-taking in educational settings.
{"title":"Can we work it out? Affordances and constraints for cultivating perspective-taking in digital contexts","authors":"Shai Goldfarb Cohen, Gideon Dishon","doi":"10.1111/jcal.13086","DOIUrl":"https://doi.org/10.1111/jcal.13086","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The rising importance of digital technologies in everyday communication has played a key role in processes of political polarization and rising mistrust and intolerance. We suggest this crisis could be productively conceptualized as a crisis in perspective-taking—the tendency and competency to actively consider others' mental and emotional states.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This conceptual paper sets out to propose a theoretical framework that identifies the key affordances of digital platforms for promoting perspective-taking in formal educational settings (K-12 and higher education): (1) <i>connecting</i> diverse individuals, (2) <i>simulating</i> interactions with other perspectives and (3) supporting the <i>articulation</i> and sharing of perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Rather than summarizing the state of existing research, this paper aims to offer a novel conceptualization that allows unpacking the interplay between research on perspective-taking and work on the affordances and constraints of digital media. We identify the three key affordances outlined above, exemplifying them by focusing on one type of digital tool and comparing them along two axes: (i) the <i>depth</i> vs. <i>diversity</i> of interactions it supports and (ii) its cultivation of <i>intergroup</i> perspective-taking vs. <i>interpersonal</i> perspective-taking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>This framework, we argue, articulates the advantages and limitations of digital tools towards engagement in perspective-taking, while providing a conceptual roadmap, and practical considerations, for researchers and practitioners interested in cultivating digitally mediated perspective-taking in educational settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862155","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}
Sun Kyung Kim, Youngho Lee, Hye Ri Hwang, Oe Nam Kim
Background
Comprehensive assessment of skills and performance are necessary to improve the quality of care in nursing education. Various factors pose challenges to accurate assessments, including high student–teacher ratio and observer bias.
Objectives
To establish an assessment system based on first-person video of smart glasses and validate its usability and feasibility.
Methods
We used two cameras (smart glasses for first-person perspective and a web cam) to perform video analysis for skill and performance assessments. Usability tests were conducted using quantitative and qualitative questionnaires for the usefulness and acceptability of the current assessment system. Data from standardised checklists for three clinical nursing skills (intramuscular injection, endotracheal suction, and Levin tube feeding) were used to analyse the inter-rater reliability in addition to Fleiss' Kappa coefficient analysis. A total of 22 participants (18 students and 4 reviewers) were recruited. They completed the study. Apart from physical discomfort component, the proposed smart glasses-based first-person video assessment system achieved good usability scores from both students and reviewers.
Results and Conclusions
Fleiss' Kappa values for individual items ranged from 0.450 to 0.808, with an overall average value of 0.592. Results of this study validated the potential of smart glasses-based assessment system where a set of beneficial mechanisms may meaningfully support the formative learning process. However, issues regarding upgrading the device and need for guidelines for roles of raters and students still remain.
{"title":"Wearable smart glasses for first-person video analysis to evaluate nursing skills: A pilot study with a mixed method design","authors":"Sun Kyung Kim, Youngho Lee, Hye Ri Hwang, Oe Nam Kim","doi":"10.1111/jcal.13080","DOIUrl":"https://doi.org/10.1111/jcal.13080","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Comprehensive assessment of skills and performance are necessary to improve the quality of care in nursing education. Various factors pose challenges to accurate assessments, including high student–teacher ratio and observer bias.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To establish an assessment system based on first-person video of smart glasses and validate its usability and feasibility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used two cameras (smart glasses for first-person perspective and a web cam) to perform video analysis for skill and performance assessments. Usability tests were conducted using quantitative and qualitative questionnaires for the usefulness and acceptability of the current assessment system. Data from standardised checklists for three clinical nursing skills (intramuscular injection, endotracheal suction, and Levin tube feeding) were used to analyse the inter-rater reliability in addition to Fleiss' Kappa coefficient analysis. A total of 22 participants (18 students and 4 reviewers) were recruited. They completed the study. Apart from physical discomfort component, the proposed smart glasses-based first-person video assessment system achieved good usability scores from both students and reviewers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Fleiss' Kappa values for individual items ranged from 0.450 to 0.808, with an overall average value of 0.592. Results of this study validated the potential of smart glasses-based assessment system where a set of beneficial mechanisms may meaningfully support the formative learning process. However, issues regarding upgrading the device and need for guidelines for roles of raters and students still remain.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862154","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>Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking.</p> </section> <section> <h3> Objectives</h3> <p>This study introduces PA-GPT, using ChatGPT as a “virtual peer” in peer assessments to promote active learning and enhance knowledge, higher-order thinking skills (HOTS), and attitudes—the core of KSA in STEM.</p> </section> <section> <h3> Methods</h3> <p>A randomised controlled trial involved 61 first-year engineering students (43 males, 18 females) from a university in Southern Taiwan enrolled in “Network Embedded Systems and Applications.” Participants, all with prior ChatGPT experience but no programming background, were purposively sampled. They were randomly assigned to the experimental group (<i>n</i> = 31) using PA-GPT or the control group (<i>n</i> = 30) using traditional ChatGPT. Over 8 weeks, data were collected using pre- and post-tests: a knowledge construction test (20 items, <i>α</i> = 0.85); a HOTS scale (<i>α</i> = 0.78–0.83) measuring critical thinking, problem-solving, and creativity; and the S-STEM questionnaire (<i>α</i> >0.80) assessing attitudes towards STEM subjects and 21st-century learning. ANCOVA analysed the data, controlling for pre-test scores, and Levene's test checked homogeneity of variances.</p> </section> <section> <h3> Results and Conclusions</h3> <p>ANCOVA results showed that PA-GPT significantly outperformed traditional ChatGPT in enhancing knowledge construction (<i>F</i> = 9.89, <i>p</i> = 0.002), critical thinking (<i>F</i> = 37.00, <i>p</i> < 0.001), problem-solving (<i>F</i> = 9.40, <i>p</i> = 0.003), creativity (F = 7.22, <i>p</i> = 0.009), and attitudes towards mathematics (<i>F</i> = 25.52, <i>p</i> < 0.001), engineering/technology (<i>F</i> = 16.06, <i>p</i> < 0.001), and 21st-century learning (<i>F</i> = 26.38, <i>p</i> < 0.001). These findings demonstrate that PA-GPT effectively addresses challenges in student engagement and HOTS development in STEM education by simulating peer interactions. Peer Assessment with ChatGPT (PA-GPT) promotes active learning and self-reflection, potentially revolutionising AI-assisted education in large class settings. This study provides pioneering evidence for the effectiveness of AI-driven peer assessment in enhancing comprehensive STEM competencies, offering a promising direction for future educational technology integration.</p> </section> <
亚洲大学的科学、技术、工程和数学（STEM）教育由于大班和学生的不情愿而难以整合知识、技能和态度（KSA）。虽然ChatGPT提供了解决方案，但它的常规使用可能会阻碍独立的批判性思维。本研究引入PA-GPT，使用ChatGPT作为同伴评估中的“虚拟同伴”，以促进主动学习，提高STEM中KSA的核心知识、高阶思维技能（HOTS）和态度。方法采用随机对照试验方法，选取台湾南部一所大学“网络嵌入式系统与应用”专业的61名一年级工科学生（男43名，女18名）。参与者之前都有ChatGPT的经验，但没有编程背景，有意取样。随机分为使用PA-GPT的实验组（n = 31）和使用传统ChatGPT的对照组（n = 30）。在8周内，采用前测和后测收集数据：知识构建测试（20项，α = 0.85）；HOTS量表（α = 0.78-0.83）衡量批判性思维、解决问题和创造力；S-STEM问卷（α >0.80）评估对STEM科目和21世纪学习的态度。ANCOVA分析了数据，控制了测试前的分数，Levene的测试检查了方差的同质性。ANCOVA结果显示，PA-GPT在知识构建（F = 9.89, p = 0.002）、批判性思维（F = 37.00, p < 0.001）、问题解决（F = 9.40, p = 0.003）、创造力（F = 7.22, p = 0.009）、对数学（F = 25.52, p < 0.001）、工程/技术（F = 16.06, p < 0.001）和21世纪学习（F = 26.38, p < 0.001）的态度方面显著优于传统ChatGPT。这些发现表明，PA-GPT通过模拟同伴互动，有效地解决了STEM教育中学生参与和HOTS发展的挑战。基于ChatGPT的同伴评估（PA-GPT）促进了主动学习和自我反思，可能会在大班环境中彻底改变人工智能辅助教育。本研究为人工智能驱动的同行评估在提高STEM综合能力方面的有效性提供了开创性的证据，为未来的教育技术整合提供了一个有希望的方向。
{"title":"Integrating peer assessment cycle into ChatGPT for STEM education: A randomised controlled trial on knowledge, skills, and attitudes enhancement","authors":"Ting-Ting Wu, Hsin-Yu Lee, Pei-Hua Chen, Chia-Ju Lin, Yueh-Min Huang","doi":"10.1111/jcal.13085","DOIUrl":"https://doi.org/10.1111/jcal.13085","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study introduces PA-GPT, using ChatGPT as a “virtual peer” in peer assessments to promote active learning and enhance knowledge, higher-order thinking skills (HOTS), and attitudes—the core of KSA in STEM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomised controlled trial involved 61 first-year engineering students (43 males, 18 females) from a university in Southern Taiwan enrolled in “Network Embedded Systems and Applications.” Participants, all with prior ChatGPT experience but no programming background, were purposively sampled. They were randomly assigned to the experimental group (<i>n</i> = 31) using PA-GPT or the control group (<i>n</i> = 30) using traditional ChatGPT. Over 8 weeks, data were collected using pre- and post-tests: a knowledge construction test (20 items, <i>α</i> = 0.85); a HOTS scale (<i>α</i> = 0.78–0.83) measuring critical thinking, problem-solving, and creativity; and the S-STEM questionnaire (<i>α</i> >0.80) assessing attitudes towards STEM subjects and 21st-century learning. ANCOVA analysed the data, controlling for pre-test scores, and Levene's test checked homogeneity of variances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>ANCOVA results showed that PA-GPT significantly outperformed traditional ChatGPT in enhancing knowledge construction (<i>F</i> = 9.89, <i>p</i> = 0.002), critical thinking (<i>F</i> = 37.00, <i>p</i> < 0.001), problem-solving (<i>F</i> = 9.40, <i>p</i> = 0.003), creativity (F = 7.22, <i>p</i> = 0.009), and attitudes towards mathematics (<i>F</i> = 25.52, <i>p</i> < 0.001), engineering/technology (<i>F</i> = 16.06, <i>p</i> < 0.001), and 21st-century learning (<i>F</i> = 26.38, <i>p</i> < 0.001). These findings demonstrate that PA-GPT effectively addresses challenges in student engagement and HOTS development in STEM education by simulating peer interactions. Peer Assessment with ChatGPT (PA-GPT) promotes active learning and self-reflection, potentially revolutionising AI-assisted education in large class settings. This study provides pioneering evidence for the effectiveness of AI-driven peer assessment in enhancing comprehensive STEM competencies, offering a promising direction for future educational technology integration.</p>\u0000 </section>\u0000 <","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862206","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>In recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital-based learning environments. Technological game-based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.</p> </section> <section> <h3> Objectives</h3> <p>This article aims to examine the effects of Kahoot, a digital learning platform, on education through meta-analysis. This meta-analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.</p> </section> <section> <h3> Methods</h3> <p>The study conducted a meta-analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was <i>n =</i> 1706 for the experimental group and <i>n =</i> 1647 for the control group.</p> </section> <section> <h3> Results and Conclusion</h3> <p>The findings from the meta-analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.</p> </section> <section> <h3> Takeaways</h3> <p>These results underscore th
{"title":"Kahoot! Game-based digital learning platform: A comprehensive meta-analysis","authors":"Osman Özdemir","doi":"10.1111/jcal.13084","DOIUrl":"https://doi.org/10.1111/jcal.13084","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital-based learning environments. Technological game-based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This article aims to examine the effects of Kahoot, a digital learning platform, on education through meta-analysis. This meta-analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study conducted a meta-analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was <i>n =</i> 1706 for the experimental group and <i>n =</i> 1647 for the control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The findings from the meta-analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>These results underscore th","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861965","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}
<div> <section> <h3> Background</h3> <p>The unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)-related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the direction of this impact.</p> </section> <section> <h3> Objectives</h3> <p>This study aimed to explore the relationship between student attitudes towards ICT including interest in ICT (INTICT), perceived ICT competence (COMPICT), perceived autonomy related to ICT use (AUTICT) and ICT in social interaction (SOIAICT), and their achievement scores for mathematics, reading, and science by analysing student-, school-, and country-level factors hierarchically in the quartiles of performance.</p> </section> <section> <h3> Methods</h3> <p>The study group was determined as 300,279 15-year-old students from 21,903 schools in 53 countries. Descriptive and correlational analyses were carried out in addition to the hierarchical linear modelling (HLM) employed to reveal the relationship between attitudes towards ICT and academic achievement in mathematics, reading, and science through the investigation of student-, school-, and country-level factors hierarchically in the quartiles of performance.</p> </section> <section> <h3> Results and Conclusions</h3> <p>The results detected moderate to weak relationships among the constructs of INTICT, COMPICT, AUTICT and SOIAICT. Based on the HLM findings, complex interactions between ICT attitudes and academic performance were identified with a tendency towards positive associations between specific attitude components and high achievement levels, particularly in mathematics and science. The research identified the significance of considering student-, school-, and country-level factors for high, above-average, below-average, and low achievers to comprehensively understand the role of ICT attitudes in shaping educational outcomes.</p> </section> <section> <h3> Takeaways</h3> <p>Policymakers should design educational policies, subject-specific strategies and ICT-related interventions by considering the multifaceted factors influencing student performance across different subjects and achievement quartiles. Particularly at the school and country levels, contextual factors should be evaluated when designing interventions to support low achievers.</p>
{"title":"ICT and academic achievement in secondary education: A hierarchical linear modelling","authors":"F. Sehkar Fayda-Kinik, Munevver Cetin","doi":"10.1111/jcal.13070","DOIUrl":"https://doi.org/10.1111/jcal.13070","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)-related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the direction of this impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to explore the relationship between student attitudes towards ICT including interest in ICT (INTICT), perceived ICT competence (COMPICT), perceived autonomy related to ICT use (AUTICT) and ICT in social interaction (SOIAICT), and their achievement scores for mathematics, reading, and science by analysing student-, school-, and country-level factors hierarchically in the quartiles of performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study group was determined as 300,279 15-year-old students from 21,903 schools in 53 countries. Descriptive and correlational analyses were carried out in addition to the hierarchical linear modelling (HLM) employed to reveal the relationship between attitudes towards ICT and academic achievement in mathematics, reading, and science through the investigation of student-, school-, and country-level factors hierarchically in the quartiles of performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results detected moderate to weak relationships among the constructs of INTICT, COMPICT, AUTICT and SOIAICT. Based on the HLM findings, complex interactions between ICT attitudes and academic performance were identified with a tendency towards positive associations between specific attitude components and high achievement levels, particularly in mathematics and science. The research identified the significance of considering student-, school-, and country-level factors for high, above-average, below-average, and low achievers to comprehensively understand the role of ICT attitudes in shaping educational outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>Policymakers should design educational policies, subject-specific strategies and ICT-related interventions by considering the multifaceted factors influencing student performance across different subjects and achievement quartiles. Particularly at the school and country levels, contextual factors should be evaluated when designing interventions to support low achievers.</p>\u0000 ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861935","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}
While self-regulated learning (SRL) strategy-based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy-based writing instruction, despite the availability of various online platforms.
Objectives
This study proposed an SRL strategy-based instruction for technology-assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self-efficacy beliefs and perceived acceptance of technology.
Methods
The research design used was a pre-experimental pre-test, post-test and delayed post-test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8-week period, these students received SRL strategy-based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self-efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post-hoc tests, and examination of the effect sizes.
Results and Conclusion
The results showed statistically significant improvements in students' writing performance, SRL strategy use, self-efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology-enhanced writing environment.
{"title":"Incorporating online writing resources into self-regulated learning strategy-based instruction: An intervention study","authors":"Tomoko Yabukoshi, Atsushi Mizumoto","doi":"10.1111/jcal.13081","DOIUrl":"https://doi.org/10.1111/jcal.13081","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While self-regulated learning (SRL) strategy-based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy-based writing instruction, despite the availability of various online platforms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study proposed an SRL strategy-based instruction for technology-assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self-efficacy beliefs and perceived acceptance of technology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The research design used was a pre-experimental pre-test, post-test and delayed post-test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8-week period, these students received SRL strategy-based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self-efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post-hoc tests, and examination of the effect sizes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The results showed statistically significant improvements in students' writing performance, SRL strategy use, self-efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology-enhanced writing environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3486-3504"},"PeriodicalIF":5.1,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641893","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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