Journal of Computer Assisted Learning最新文献_第5页

Supporting Pre-Service Teachers' Diagnostic Skills: Analysing Judgement Accuracy and Chatbot Impact in a Biology Classroom Simulation 支持职前教师的诊断技能：分析判断准确性和聊天机器人在生物课堂模拟中的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-02 DOI: 10.1002/jcal.70161

Daniela Fiedler, Daniel Schönle, Christoph Reich, Ute Harms

Background

Novice teachers often struggle to apply their content and pedagogical content knowledge in real teaching situations, a phenomenon known as the theory–practice gap. Classroom simulations offer an opportunity to bridge this gap by integrating practical, risk-free experiences into early university teacher education. Enriching these simulations with chatbots could enhance this process by providing tailored, adaptive learning support, potentially improving pre-service teachers' diagnostic skills.

Objectives

This study investigates pre-service biology teachers' ability to diagnose virtual students' evolutionary explanations in the classroom simulation SCR^Bio and the effect of a retrieval-based chatbot system.

Methods

A sample of 107 pre-service biology teachers diagnosed 3153 virtual students' evolutionary explanations using three SCR^Bio settings: without a chatbot (SCR-only), with a knowledge bot (SCR-Kbot), and with both a knowledge bot and a process-based feedback bot (SCR-Kbot+Pbot).

Results and Conclusions

Pre-service biology teachers were able to broadly categorize student explanations in a classroom simulation; however, they struggled to accurately diagnose specific misconceptions, especially in mixed-scientific responses. Regression analysis revealed that pedagogical content knowledge and cognitive load had a significant influence on judgement accuracy. Although chatbot-based support was accessed more frequently when combined with process prompts (SCR-Kbot+Pbot group), it did not result in significant improvements in accuracy. These findings highlight the need for targeted training for diagnostic skills and suggest that the integration of adaptive digital tools alone may not be sufficient to enhance diagnostic competence without deeper pedagogical embedding.

新手教师往往难以将自己掌握的教学内容和教学内容知识运用到实际教学中，这种现象被称为理论与实践的差距。课堂模拟提供了一个机会，通过将实用的、无风险的经验整合到早期大学教师教育中，来弥合这一差距。用聊天机器人丰富这些模拟可以通过提供量身定制的适应性学习支持来增强这一过程，从而有可能提高职前教师的诊断技能。目的研究职前生物教师在课堂模拟SCRBio中诊断虚拟学生进化解释的能力，以及基于检索的聊天机器人系统的效果。方法以107名职前生物教师为样本，对3153名虚拟学生的进化解释进行了SCRBio三种设置的诊断：无聊天机器人（SCR-only）、有知识机器人（SCR-Kbot）、既有知识机器人又有基于过程的反馈机器人（SCR-Kbot+Pbot）。结果与结论职前生物教师能够对学生在课堂模拟中的解释进行宽泛的分类；然而，他们很难准确地诊断出具体的误解，尤其是在混合科学的反应中。回归分析显示，教学内容、知识和认知负荷对判断准确性有显著影响。尽管当与过程提示（SCR-Kbot+Pbot组）结合使用时，更频繁地访问基于聊天机器人的支持，但它并没有显著提高准确性。这些发现强调了对诊断技能进行有针对性培训的必要性，并表明，如果没有更深层次的教学嵌入，仅整合自适应数字工具可能不足以提高诊断能力。

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引用次数: 0

Augmented Reality in Science, Technology, Engineering and Mathematics Education: A Meta-Analysis 增强现实在科学、技术、工程和数学教育中的应用：一项元分析

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-02 DOI: 10.1002/jcal.70164

Riyan Hidayat, Shamsulariffin Samsudin, Xiaolin Wang, Siti Nadhirah Abd Rahman

Background

Educational technology holds considerable importance in contemporary education as it enhances instructional techniques, elevates learning achievements and promotes sustainability. Augmented Reality (AR) is a technology that superimposes virtual objects onto the real-world environment in real-time.

Objectives

The aim of the present meta-analysis is to investigate the collective effect of AR on STEM disciplines, as prior studies have primarily concentrated on science subjects and general educational themes.

Methods

The researchers conducted a literature search using three databases, namely Web of Science, ScienceDirect and Scopus, following the PRISMA protocol. This process yielded a total of 22 studies and involved 2215 participants. The researchers utilised standardised mean differences (SMD) along with 95% confidence intervals in conjunction with R software packages to calculate the effect size.

Results

The findings reveal significant large effects of AR on academic achievement in STEM courses (ES = 1.19, 95% CI [0.75, 1.63], p < 0.001), as well as significant moderate effects on thinking skills (ES = 0.73, 95% CI [0.36, 1.11], p < 0.001) and learning motivation (ES = 0.75, 95% CI [0.28, 1.23], p < 0.01). Subgroup analysis indicates that no significant differences based on education level or gender was observed.

Conclusions

A noteworthy implication is that investigating this effect has the potential to significantly enhance academic achievements, particularly within the STEM disciplines.

教育技术在当代教育中具有相当重要的意义，因为它提高了教学技术，提高了学习成果，促进了可持续性。增强现实（AR）是一种将虚拟对象实时叠加到现实世界环境中的技术。本荟萃分析的目的是调查AR对STEM学科的集体效应，因为先前的研究主要集中在科学科目和一般教育主题上。方法使用Web of Science、ScienceDirect和Scopus三个数据库，按照PRISMA协议进行文献检索。这个过程总共产生了22项研究，涉及2215名参与者。研究人员利用标准化平均差异（SMD）和95%置信区间，结合R软件包来计算效应大小。结果研究结果显示，AR对STEM课程学业成绩有显著影响（ES = 1.19, 95% CI [0.75, 1.63], p < 0.001），对思维能力（ES = 0.73, 95% CI [0.36, 1.11], p < 0.001）和学习动机（ES = 0.75, 95% CI [0.28, 1.23], p < 0.01）有显著的中等影响。亚组分析显示，教育程度和性别差异不显著。值得注意的是，研究这种影响有可能显著提高学术成就，特别是在STEM学科中。

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引用次数: 0

Comparing Dynamic Versus Pre-Planned Combinations of Individual and Collaborative Learning in a Classroom Experiment 课堂实验中个人学习与合作学习的动态组合与预先计划组合的比较

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-29 DOI: 10.1111/jcal.70158

Kexin Bella Yang, Yiliu Pan, Menghan Liu, Nikol Rummel, Vincent Aleven

Background

Traditionally, combining individual and collaborative learning happens in a pre-planned and synchronised manner where the whole class switches between activities at the same time. However, in an era where personalised learning is showing great promise, a more dynamic way of combining the two activities may lead to better learning outcomes and/or be preferred by teachers and students.

Objective

The current study aims to study teachers' and students' perspectives on two ways of combining individual and collaborative learning, as well as compare their potential differences in learning outcomes.

Methods

Working with 195 students in 13 middle-school classes, we conducted an experimental study with two conditions: Dynamic and Standard. The Dynamic condition allows personalized, self-paced, and real-time pairing up of students as the need arises in class; in the Standard condition, by contrast, students switch between activities in a pre-planned manner, which happens at the same time for everyone in the class. We examined students' learning outcomes as the primary dependent measure, complemented by analyses of process data and stakeholder perceptions.

Results

This study provides one of the first empirical examinations comparing dynamic versus pre-planned combinations of individual and collaborative learning in authentic classroom settings. By triangulating quantitative learning data with stakeholder insights, we provide valuable findings and design implications for researchers and educational technology practitioners. We found that both conditions supported significant learning gains, with the Standard condition showing greater collaboration efficiency. While learning outcomes were comparable, both teachers and students favoured the dynamic approach for its flexibility and pedagogical value. This study steps closer to the future of highly personalized smart classrooms that can address the unique needs of each student.

传统上，个人学习和协作学习的结合是以预先计划和同步的方式进行的，全班同时在不同的活动之间切换。然而，在一个个性化学习前景广阔的时代，将这两种活动结合起来的更有活力的方式可能会带来更好的学习效果，并且/或者受到教师和学生的青睐。目的本研究旨在研究教师和学生对个体学习和协作学习两种结合方式的看法，并比较两者在学习效果上的潜在差异。方法对13个初中部班级195名学生进行动态和标准两种条件下的实验研究。动态条件允许个性化，自定进度和实时配对学生在课堂上的需要；相比之下，在标准条件下，学生们以预先计划的方式在活动之间切换，这对班上的每个人来说都是同时发生的。我们检查了学生的学习成果作为主要的依赖测量，辅以分析过程数据和利益相关者的看法。本研究首次对真实课堂环境中个人学习和协作学习的动态组合与预先计划组合进行了实证检验。通过三角测量定量学习数据与利益相关者的见解，我们为研究人员和教育技术从业者提供了有价值的发现和设计启示。我们发现两种条件都支持显著的学习收益，标准条件显示出更高的协作效率。虽然学习结果具有可比性，但教师和学生都喜欢动态方法，因为它具有灵活性和教学价值。这项研究进一步接近了高度个性化的智能教室的未来，可以满足每个学生的独特需求。

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引用次数: 0

When Do Teachers' Pleasant Expressions in Video Lectures Facilitate Learning? The Role of Emotional Learning Materials and Auditory Emotions 视频教学中教师愉快的表情何时有助于学习？情绪学习材料与听觉情绪的作用

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-27 DOI: 10.1111/jcal.70155

Fangfang Zhu, Yifen Liu, Mengyuan Wang, Jiumin Yang, Zhongling Pi, Zhiqiang Ma

Background

Emotional cues in video lectures have demonstrated complex effects on learning, particularly regarding teachers' facial expressions. However, these effects remain inconclusive, necessitating further exploration of potential factors to enhance learning.

Objectives

This study examined how three forms of emotional design—learning materials, teachers' facial expressions and teachers' auditory emotions, individually and jointly influence learners' emotional responses, cognitive processing and learning outcomes in video-based instruction.

Methods

Across two experiments, we investigated the independent and interactive effects of teachers' facial expressions, the emotional design of learning materials and teachers' auditory emotion on students' emotions, motivation, attention, cognitive load and learning outcomes. Experiment 1 examined the interaction between teachers' facial expressions and emotionally designed learning materials, while Experiment 2 built on these findings to test whether congruent positive facial and auditory cues further enhance students' emotional, motivational and cognitive engagement.

Results

In Experiment 1, when learning materials were neutrally designed, teachers' pleasant facial expressions reduced extraneous cognitive load and improved learning outcomes. Experiment 2 showed that pairing pleasant facial expressions with pleasant auditory emotion elicited more positive emotions, higher motivation, increased germane load and better learning outcomes. Eye-tracking analyses indicated that this emotional congruence decreased attentional distraction, highlighting the synergistic benefits of combining visual and auditory emotional cues.

Conclusions

The study identifies the synergistic effects of various emotional design elements in video lectures on students' learning and contributes to theories of emotional design and cognitive processing in multimedia learning contexts. It also offers practical insights for educators on optimising emotional cues in video-based learning environments.

视频教学中的情绪暗示对学习有复杂的影响，尤其是教师的面部表情。然而，这些影响仍然是不确定的，需要进一步探索潜在的因素，以提高学习。目的研究视频教学中情感设计的三种形式——学习材料、教师面部表情和教师听觉情绪对学习者情绪反应、认知加工和学习效果的影响。方法通过两个实验考察教师面部表情、学习材料情感化设计和教师听觉情绪对学生情绪、动机、注意、认知负荷和学习成果的独立和互动影响。实验1考察了教师面部表情与情绪性设计的学习材料之间的相互作用，而实验2在此基础上考察了一致的积极面部和听觉线索是否进一步提高了学生的情绪、动机和认知投入。结果在实验1中，当学习材料被中性设计时，教师愉快的面部表情减少了外部认知负荷，提高了学习效果。实验2表明，愉快的面部表情与愉快的听觉情绪相结合，可以激发出更多的积极情绪、更高的动机、更大的关联负荷和更好的学习效果。眼动追踪分析表明，这种情感一致性减少了注意力分散，突出了视觉和听觉情感线索结合的协同效益。结论本研究确定了视频讲座中各种情感设计元素对学生学习的协同效应，为多媒体学习情境下的情感设计和认知加工理论提供了理论依据。它还为教育工作者在基于视频的学习环境中优化情感线索提供了实用的见解。

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引用次数: 0

Adoption of Generative AI Technologies: Insights From the UTAUT2 Model, Personality Characteristics, and Behavioural Factors 采用生成式人工智能技术：来自UTAUT2模型、人格特征和行为因素的见解

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-27 DOI: 10.1002/jcal.70162

Tali Gazit, Tal Eitan, Lilach Gal, Noah Gradovitch

Objectives

This study investigates the adoption and integration of Generative AI (GAI) technologies in daily life, focusing on factors that influence user behavior and attitudes.

Method

Using a mixed-methods approach, we combined quantitative, qualitative, and semi-experimental methodologies to capture the complexities of GAI tool usage. A total of 897 individuals completed an online survey with both closed and open-ended questions; additionally, 38 students participated in a semi-experimental stage to assess the impact of an online course, “GAI: From Theory to Practice.”

Results

Key findings underscore the role of personality traits such as openness and self-efficacy in promoting GAI usage, mediated by behavioural perceptions and digital engagement patterns. In line with the UTAUT2 model, Performance and Effort Expectancy were the strongest predictors of GAI usage. Social media engagement and information overload management also emerged as predictors, illustrating the interplay between digital behaviours and GAI adoption. Qualitative findings revealed a nuanced understanding of user perceptions, emotions, and societal needs, uncovering themes of GAI's revolutionary potential, emotional ambivalence, and the demand for regulatory and educational frameworks. The experimental results demonstrated significant improvements in students' perceptions of GAI utility, self-reported skill levels, and GAI usage across work, study, and personal contexts following the course.

Conclusion

This research advances understanding of GAI's societal integration and highlights the need for targeted training and regulatory policies to support responsible adoption and enhance digital literacy. It offers practical recommendations for educators, policymakers, and designers of generative AI tools.

本研究调查了生成式人工智能（GAI）技术在日常生活中的采用和集成，重点关注影响用户行为和态度的因素。方法采用混合方法，我们结合定量、定性和半实验方法来捕捉GAI工具使用的复杂性。共有897人完成了一项包含封闭式和开放式问题的在线调查；此外，38名学生参加了半实验阶段，以评估在线课程“GAI：从理论到实践”的影响。主要研究结果强调了开放性和自我效能等人格特征在促进GAI使用中的作用，这些特征由行为感知和数字参与模式介导。与UTAUT2模型一致，性能和努力预期是GAI使用的最强预测因子。社交媒体参与和信息超载管理也作为预测因素出现，说明了数字行为和GAI采用之间的相互作用。定性研究结果揭示了对用户感知、情感和社会需求的细微理解，揭示了GAI的革命性潜力、情感矛盾以及对监管和教育框架的需求等主题。实验结果表明，在课程结束后，学生对GAI效用的认知、自我报告的技能水平以及GAI在工作、学习和个人环境中的使用都有了显著的改善。本研究促进了对GAI社会融合的理解，强调了有针对性的培训和监管政策的必要性，以支持负责任的采用和提高数字素养。它为教育者、政策制定者和生成式人工智能工具的设计者提供了实用的建议。

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引用次数: 0

An RL-Driven Adaptive Game Approach to Support Cultural Heritage Learning 强化学习驱动的自适应博弈方法支持文化遗产学习

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-26 DOI: 10.1111/jcal.70156

Christina Tsita, Christos Gogos, Nikolaos Dimitriou, Dimitrios Tzovaras, Maya Satratzemi

Background Study

Serious games for cultural heritage offer opportunities for enhancement, particularly in user experience and educational impact. This paper presents a Reinforcement Learning (RL)-driven adaptive approach to support CH learning through a graphic adventure game.

Objectives

The proposed solution integrates an artificial intelligence service based on the Expected State-Action-Reward-State-Action (SARSA) algorithm to provide dynamic, timely, and personalised in-game support. This service adjusts the Level of Detail (LoD) in the assistance offered to players, promoting an engaging learning experience tailored to individual needs and pacing.

Methods

The educational game, ForumSG, reconstructs the Roman Forum of Thessaloniki, offering exploratory learning within a 3D virtual environment. An in-game activity—the lost-wax method of coin production—was used to evaluate the adaptive service with both simulated and real users. The game collects user behavior data and uses the RL service to determine when and how to provide support, for an optimal balance between challenge and skill.

Results

Experimental testing with synthetic users showed that the Expected SARSA agent successfully learned behaviorally consistent action-selection policies, favouring lower LoD in uniform-probability settings and higher LoD in more complex states, driven by reward function and transition efficiency. A preliminary pilot assessment with real users validated the functionality of the RL system. The game was well received, with participants appreciating the timely and supportive guidance, exploratory nature of the experience and its cognitive engagement.

Conclusion

This work contributes to the field by combining pedagogical, museological, and technological design principles in Cultural Heritage Serious Games. The developed RL architecture is lightweight compared to deep learning methods, allowing for easy integration into other educational games, and providing a foundation for scalable, personalised CH learning systems.

严肃的文化遗产游戏提供了增强的机会，特别是在用户体验和教育影响方面。本文提出了一种强化学习（RL）驱动的自适应方法，通过图形冒险游戏来支持CH学习。提出的解决方案集成了基于预期状态-行动-奖励-状态-行动（SARSA）算法的人工智能服务，以提供动态、及时和个性化的游戏内支持。这项服务调整了为玩家提供帮助的细节水平（LoD），促进了根据个人需求和节奏量身定制的引人入胜的学习体验。方法教育游戏ForumSG重建塞萨洛尼基罗马论坛，在三维虚拟环境中提供探索性学习。一个游戏内的活动——硬币生产的丢蜡法——被用来评估模拟和真实用户的自适应服务。游戏收集用户行为数据，并使用RL服务来决定何时以及如何提供支持，以实现挑战和技能之间的最佳平衡。结果预期SARSA agent成功学习了行为一致的行动选择策略，在奖励函数和转移效率的驱动下，在均匀概率设置下倾向于较低的LoD，在更复杂的状态下倾向于较高的LoD。与真实用户进行的初步试点评估验证了RL系统的功能。这款游戏很受欢迎，参与者都很欣赏它的及时和支持性指导、体验的探索性和认知粘性。这项工作结合了文化遗产严肃游戏的教学、博物馆学和技术设计原则，为该领域做出了贡献。与深度学习方法相比，开发的RL架构是轻量级的，可以轻松集成到其他教育游戏中，并为可扩展的个性化CH学习系统提供基础。

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引用次数: 0

The Role of Training Design and Individual Characteristics in Influencing Teachers' Intention to Adopt Learning Analytics 培训设计和个人特征对教师采用学习分析意愿的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-14 DOI: 10.1111/jcal.70143

Kairit Tammets, Kaire Kollom, Tobias Ley, Paula Joanna Sillat, Manisha Khulbe

<div> <section> <h3> Background Study</h3> <p>Learning Analytics (LA) has emerged as a powerful tool for personalising learning, gaining insights into students' learning processes, and enhancing teachers' reflective practices and awareness. Over the past decades, extensive research has been conducted to understand the factors that play a crucial role in the adoption of technological innovations by educators. However, there is limited research on how different factors (including teachers' attitudes about learning and development) shape their adoption of LA practices.</p> </section> <section> <h3> Objectives</h3> <p>The aim of our study was to analyze investigated factors that motivate teachers to implement LA in their future pedagogical practices. In the first phase of the study, we explored the role of instructional design based on the ICAP framework, the influence of teachers' existing knowledge about LA, and their engagement levels in predicting their readiness to adopt LA-enhanced methods. In addition to testing pre-post effects of the course, we also explored the specific effects of different course elements on their intention to adopt. In the second phase of the study, we analysed how the adoption of LA is influenced by the teacher's knowledge of LA, perceived usefulness of LA, belief about learning and the teachers' role in learning, and self-regulation.</p> </section> <section> <h3> Methods</h3> <p>We collected data via online surveys, which were designed separately for pre- and post-measures and for process-measures.</p> </section> <section> <h3> Results</h3> <p>Drawing on pre- and post and process measures collected throughout the course, we found that our training course designed for teachers notably influenced their intentions to implement LA. The application of the ICAP framework to learning episodes fostered teachers' engagement. While different tasks variably affected motivational factors and intended adoption, a strong domain knowledge in LA emerged as a critical predictor of teachers' readiness to incorporate LA into their future teaching. Our results also highlight the importance of metacognitive self-regulation skills and perceived usefulness of LA affecting adoption and motivational factors integrating LA into one's practice.</p> </section> <section> <h3> Conclusion</h3> <p>We conclude that the adoption of LA adoption is a multifaceted process, and understanding teachers' intentions to adopt such practices cannot be reduced to a

学习分析（LA）已经成为个性化学习的强大工具，可以深入了解学生的学习过程，并增强教师的反思实践和意识。在过去的几十年里，人们进行了广泛的研究，以了解在教育工作者采用技术创新方面发挥关键作用的因素。然而，关于不同因素（包括教师对学习和发展的态度）如何影响他们采用LA实践的研究有限。目的本研究旨在分析教师在未来教学实践中实施学习辅助教学法的因素。在研究的第一阶段，我们探讨了基于ICAP框架的教学设计的作用，教师现有的学习辅助知识的影响，以及他们的参与水平在预测他们是否愿意采用学习辅助强化方法方面的作用。除了测试课程的前后效果外，我们还探讨了不同课程元素对其采用意愿的具体影响。在研究的第二阶段，我们分析了教师对学习辅助语的知识、学习辅助语的感知有用性、学习信念和教师在学习中的角色以及自我调节如何影响学习辅助语的采用。方法采用在线问卷调查的方式收集数据，问卷分别设计为事前测量、事后测量和过程测量。根据课程前后和过程中收集的测量结果，我们发现我们为教师设计的培训课程显著影响了他们实施LA的意图。将ICAP框架应用于学习事件，促进了教师的参与。虽然不同的任务会对动机因素和预期采用产生不同的影响，但对于教师是否愿意将LA纳入他们未来的教学，具有很强的领域知识是一个关键的预测因素。我们的研究结果还强调了元认知自我调节技能的重要性，以及对学习语言的感知有用性影响了学习语言的采用和将学习语言融入实践的动机因素。我们得出结论，采用LA是一个多方面的过程，理解教师采用这种做法的意图不能简化为几个变量。相反，它涉及课程设计和个人特征等因素的复杂相互作用。

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引用次数: 0

Spatial Visualisations for Physiotherapy Training Using Volumetric Capture and Virtual Reality 使用体积捕获和虚拟现实的物理治疗训练的空间可视化

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-12 DOI: 10.1111/jcal.70152

Juan M. Pieschacon, Ross T. Smith, Andrew Cunningham, Ellen O'Callaghan, Daniel Harvie

Background

Physiotherapy education traditionally relies on face-to-face instruction for teaching complex manual therapy techniques. Current remote teaching methods struggle to convey spatial aspects of physical techniques, limiting their effectiveness for practical skills training. Few examples were found of immersive training systems for physiotherapy.

Objectives

To evaluate the effectiveness of spatial visualisations using volumetric video capture and VR compared to traditional video methods for physiotherapy physical skills training.

Methods

Twenty-two first-year physiotherapy students participated in a comparative study between traditional video and volumetric VR training methods. 3D content was created using an in-house volumetric capture studio and imported into a virtual environment. After training, participants were assessed on technique performance, system usability, cognitive load and user experience.

Results and Conclusions

Both training approaches resulted in equivalent performance scores and high usability ratings. While overall cognitive load showed no significant differences between conditions, exploratory analysis of individual questions suggests potential advantages in cognitive load consistency between training and evaluation phases for volumetric training. Participants valued the spatial visualisation capabilities, though current technical limitations in volumetric capture quality were noted. These findings highlight the potential of volumetric capture for physiotherapy training, particularly when requiring spatial understanding, though improvements in capture technology are needed for widespread adoption.

传统的物理治疗教育依赖于面对面的教学来教授复杂的手工治疗技术。目前的远程教学方法难以传达物理技术的空间方面，限制了其对实际技能培训的有效性。很少发现沉浸式物理治疗训练系统的例子。目的评价空间可视化技术在物理治疗物理技能训练中的应用效果，并与传统视频方法进行比较。方法对22名理疗专业一年级学生进行传统视频训练与立体VR训练方法的对比研究。3D内容是使用内部体积捕获工作室创建的，并导入到虚拟环境中。培训结束后，对参与者的技术表现、系统可用性、认知负荷和用户体验进行评估。结果和结论两种训练方法均获得相同的性能分数和较高的可用性评分。虽然整体认知负荷在不同条件下没有显著差异，但对个别问题的探索性分析表明，容量训练在训练和评估阶段的认知负荷一致性方面具有潜在优势。与会者重视空间可视化能力，但指出了目前在体积捕获质量方面的技术限制。这些发现强调了体积捕获在物理治疗训练中的潜力，特别是当需要空间理解时，尽管捕获技术需要改进才能广泛采用。

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引用次数: 0

Investigating the Effects of Affective Pedagogical Agent and Meta-Cognitive Prompts in Online Learning Environment 情感教学动因与元认知提示在网络学习环境中的作用研究

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-12 DOI: 10.1111/jcal.70157

Yanqing Wang, Shaoying Gong, Ning Jia, Ying Liu

<div> <section> <h3> Background</h3> <p>Online learning is becoming increasingly popular among learners. To enhance the effectiveness of online learning, researchers have embedded an affective pedagogical agent (PA) on the computer screen to help regulate learners' emotions and support their learning. However, previous research has paid little attention to the effects of affective PA on learners' metacognitive processing. It has also been shown that learners often do not spontaneously engage in metacognitive regulation behaviors without intervention. This study addresses this gap by examining whether affective PA provides metacognitive prompts can lead to better learning outcomes.</p> </section> <section> <h3> Objectives</h3> <p>To explore the effects of aligning instructional design methods (e.g., adding an affective PA to computer screen) with appropriate instructional prompts (e.g., metacognitive prompts) on students' affective processing, cognitive processing, metacognitive processing, and learning performance in an online learning scenario.</p> </section> <section> <h3> Methods</h3> <p>In a 2 (Affective PA: Affective PA vs. Neutral PA) × 2 (Metacognitive prompts: With vs. Without) between-subjects design, one hundred and twenty-four college students learned about 10 psychological concepts delivered either by an affective PA or a neutral PA. All participants' physiological arousal was recorded throughout the learning process, followed by a series of learning outcomes. More specifically, learners' physiological arousal was recorded via heart rate and skin conductance sensors, and their self-reported emotions and learning outcomes were measured using validated questionnaires.</p> </section> <section> <h3> Results</h3> <p>The results showed that (a) Learning with an affective PA had higher physiological arousal, germane cognitive load, and transfer performance than learning with a neutral PA; (b) Metacognitive prompts improved transfer performance; (c) A neutral PA inducing learners to engage in metacognitive processing led to better learning outcomes, while affective PA providing metacognitive prompts did not facilitate learning.</p> </section> <section> <h3> Conclusions</h3> <p>The findings demonstrated the positive role of affective PA and metacognitive prompts in promoting learning. The results of this experiment identified the interplay effects between affective PA and metacognitive prompts, which provided new perspectives for understanding the role of combining instructional design and learners' active processing to facilitate learning.</p>

在线学习越来越受到学习者的欢迎。为了提高在线学习的有效性，研究者在计算机屏幕上嵌入了一个情感教学代理（PA），以帮助调节学习者的情绪并支持他们的学习。然而，以往的研究很少关注情感习得对学习者元认知加工的影响。研究还表明，在没有干预的情况下，学习者往往不会自发地从事元认知调节行为。本研究通过检查情感PA是否提供元认知提示可以导致更好的学习结果来解决这一差距。目的探讨将教学设计方法（如在电脑屏幕上添加情感性提示）与适当的教学提示（如元认知提示）相结合对在线学习情境下学生情感加工、认知加工、元认知加工和学习绩效的影响。方法采用2（情感性PA：情感性PA vs.中性PA） × 2（元认知提示：有与没有）被试设计，124名大学生学习了10个由情感性PA或中性PA传递的心理概念。在整个学习过程中，所有参与者的生理觉醒都被记录下来，随后是一系列的学习结果。更具体地说，学习者的生理唤醒是通过心率和皮肤电导传感器记录的，他们的自我报告情绪和学习成果是通过有效的问卷来测量的。结果：(a)情感性情景学习比中性情景学习具有更高的生理唤醒、相关认知负荷和迁移表现；(b)元认知提示提高迁移绩效；(c)诱导学习者进行元认知加工的中性PA能取得更好的学习效果，而提供元认知提示的情感性PA不能促进学习。结论情感性PA和元认知提示在促进学习中具有积极作用。本实验结果明确了情感辅助行为与元认知提示之间的交互作用，为理解教学设计与学习者主动加工相结合在促进学习中的作用提供了新的视角。

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引用次数: 0

The Role of Social Robot in Enhancing Social–Emotional Skill Development in Children With Autism: A Three-Level Meta-Analysis 社交机器人在促进自闭症儿童社交情感技能发展中的作用：一个三水平元分析

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-10 DOI: 10.1111/jcal.70154

Wenjun Zhong, Jianghua Luo, Lihong Luo, Ya Lyu

Background

Children with autism often face challenges in developing social–emotional skills, which are essential for their overall growth and social integration. Social robots have emerged as promising tools to support these skills; however, their effectiveness and educational applications remain uncertain, with existing research lacking consensus on their specific benefits.

Objectives

This study aims to systematically evaluate the effectiveness of social robots in enhancing social–emotional skills in children with autism through a comprehensive three-level meta-analysis.

Methods

A three-level meta-analysis was conducted across 20 trials, incorporating 64 effect sizes from 532 children with autism. The primary outcomes include improvements in verbal and non-verbal communication, social reciprocity, emotional competence and social cognition. Meta-regression was conducted to identify key moderators. Meta-power analysis, sensitivity analysis and publication bias tests were conducted to ensure the robustness and reliability of findings.

Results and Conclusions

The findings revealed that social robotic-assisted interventions have a moderate positive effect on social–emotional skills development (g = 0.51), with the greatest effect on social reciprocity (g = 0.72), followed by emotional competence (g = 0.49), verbal communication (g = 0.49), social cognition (g = 0.35), and non-verbal communication (g = 0.32). Children with more severe ASD symptoms experienced greater improvements, highlighting the potential of robots as assistive tools in inclusive education and personalised learning. Future research should explore the long-term sustainability and transferability of robotic interventions, technology advancement and integration with other technologies, and their adaptability across different cultural and socioeconomic contexts.

自闭症儿童在发展社交情感技能方面经常面临挑战，这对他们的全面成长和社会融合至关重要。社交机器人已经成为支持这些技能的有前途的工具；然而，它们的有效性和教育应用仍然不确定，现有的研究对它们的具体好处缺乏共识。本研究旨在通过全面的三层次元分析，系统评估社交机器人在提高自闭症儿童社交情感技能方面的有效性。方法对20项试验进行三水平荟萃分析，纳入来自532名自闭症儿童的64个效应量。主要结果包括语言和非语言沟通、社会互惠、情感能力和社会认知的改善。采用元回归来确定关键调节因子。进行Meta-power分析、敏感性分析和发表偏倚检验，以确保研究结果的稳健性和可靠性。结果与结论社交机器人辅助干预对社交情感技能发展有中等正向影响（g = 0.51），其中对社交互惠的影响最大（g = 0.72），其次是情绪能力（g = 0.49）、语言交际（g = 0.49）、社会认知（g = 0.35）和非语言交际（g = 0.32）。ASD症状更严重的儿童有更大的改善，突出了机器人作为全纳教育和个性化学习辅助工具的潜力。未来的研究应探讨机器人干预的长期可持续性和可转移性，技术进步和与其他技术的整合，以及它们在不同文化和社会经济背景下的适应性。

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引用次数: 0