Journal of Computer Assisted Learning最新文献_第7页

Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play Gamebrics：严肃游戏中分析指标的设计、实施和实际评估

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-23 DOI: 10.1111/jcal.12998

Hans G. K. Hummel, Rob Nadolski, Hugo Huurdeman, Giel van Lankveld, Konstantinos Georgiadis, Aad Slootmaker, Hub Kurvers, Mick Hummel, Petra Neessen, Johan van den Boomen, Ron Pat-El, Julia Fischmann

Background

Complex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way.

Objective

Rubrics are proven assessment and evaluation instruments, but were never directly integrated into actual gameplay. We present our approach towards the integration of analytical rubrics into gameplay, the implementation into existing (scenario-based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback).

Method

Our experimental research setup randomly allocated 84 participating students into either a control group or an experimental group. The intervention for the control group consisted of an existing serious game with natural feedback as part of the scenario, supporting the gameplay itself. The intervention for the experimental group also provided an additional dashboard with reflective feedback, monitoring the acquisition of analytical skills through gameplay. Learning growth through gameplay was measured by pre-/post-test scores on a knowledge test, in-game performance by means of computer logging, and appreciation of the dashboard and feedback by means of a questionnaire.

Results and Conclusions

Participants receiving reflective feedback show higher learning increases (on a pre-/post-knowledge test), and more efficient gameplay behaviour (on performance scores). Participants receiving reflective feedback feel more confident about competence development. These findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills.

复杂的技能，如分析性思维，对于培养学生未来的专业能力至关重要。严肃游戏具有以积极和体验的方式促进在线学习此类专业技能的潜力。分析标准是行之有效的评估和评价工具，但从未被直接整合到实际游戏中。我们介绍了将分析性评分标准整合到游戏中的方法、在现有（基于情景的）严肃游戏中的实施情况，以及关于学习效果和对工具（带有进度信息和反思反馈的仪表板）的评价的主要研究结果。我们的实验研究设置将 84 名参与研究的学生随机分配到对照组或实验组。对照组的干预措施由现有的严肃游戏组成，自然反馈是游戏场景的一部分，为游戏本身提供支持。实验组的干预措施还提供了一个带有反思反馈的附加仪表板，通过游戏监测分析技能的掌握情况。通过知识测试的前/后测试分数、计算机日志记录的游戏中表现以及问卷调查对仪表板和反馈的评价来衡量通过游戏学习的增长情况。接受反思性反馈的学员对能力发展更有信心。这些研究结果表明，在严肃游戏中整合形成性评估以支持获取复杂技能的方法很有前途。

{"title":"Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play","authors":"Hans G. K. Hummel, Rob Nadolski, Hugo Huurdeman, Giel van Lankveld, Konstantinos Georgiadis, Aad Slootmaker, Hub Kurvers, Mick Hummel, Petra Neessen, Johan van den Boomen, Ron Pat-El, Julia Fischmann","doi":"10.1111/jcal.12998","DOIUrl":"10.1111/jcal.12998","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Complex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Rubrics are proven assessment and evaluation instruments, but were never directly integrated into actual gameplay. We present our approach towards the integration of analytical rubrics into gameplay, the implementation into existing (scenario-based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Our experimental research setup randomly allocated 84 participating students into either a control group or an experimental group. The intervention for the control group consisted of an existing serious game with natural feedback as part of the scenario, supporting the gameplay itself. The intervention for the experimental group also provided an additional dashboard with reflective feedback, monitoring the acquisition of analytical skills through gameplay. Learning growth through gameplay was measured by pre-/post-test scores on a knowledge test, in-game performance by means of computer logging, and appreciation of the dashboard and feedback by means of a questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Participants receiving reflective feedback show higher learning increases (on a pre-/post-knowledge test), and more efficient gameplay behaviour (on performance scores). Participants receiving reflective feedback feel more confident about competence development. These findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2150-2165"},"PeriodicalIF":5.1,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12998","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104103","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}

引用次数: 0

Character appearance in hologram tutors: Unveiling valence and learning enjoyment dynamics 全息图辅导中的角色外观：揭示情绪和学习乐趣的动态变化

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-23 DOI: 10.1111/jcal.13014

Mohd Khairulnizam Ramlie, Ahmad Zamzuri Mohamad Ali

<div> <section> <h3> Background</h3> <p>Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates the relationship between character realism and emotions in student learning.</p> </section> <section> <h3> Objectives</h3> <p>The study aimed to determine whether valence acts as a significant mediator in the relationship between the appearance designs of three hologram tutor characters and students' overall enjoyment in learning.</p> </section> <section> <h3> Methods</h3> <p>We employed a quasi-experimental design for this study to examine the relationship between hologram tutors and their effectiveness across three different levels of character realism. A total of 90 higher education institute students participated in the research. The data collection process utilised the Self-Assessment Manikin (SAM) and the Achievement Emotion Questionnaire (AEQ) questionnaire sets. Regression analysis, following Baron and Kenny (1986) model, was applied to test and analyse whether students' enjoyment attributed to the hologram tutor's character design acted as a significant mediator.</p> </section> <section> <h3> Results</h3> <p>The findings surprisingly revealed no significant mediating effect when employing an appropriate hologram tutor character appearance. There was no statistically significant regression observed in the relationship between hologram tutor appearance and overall learning enjoyment. Notably, the enjoyment mean scores for all character designs were within the positive emotions range.</p> </section> <section> <h3> Conclusion</h3> <p>In conclusion, the enjoyment experienced by students due to the hologram tutor's character design does not emerge as a significant mediator in the relationship between the level of realism of the hologram tutor and the emotional responses in student learning. The contributing factors influencing this finding are elaborated upon in the subsequent discussion.</p> </section> <section> <h3> Implications</h3> <p>This study brings novel insights to the use of hologram tutor character appearance, aiming to enhance valence and emotional engagement in student learning experiences. The findings contribute to understanding effective strategies for utilising hologram technology in

教育领域的有效沟通采用了多种方法，其中全息图技术代表了教学人员。全息图采用不同的角色逼真度，旨在维持学生的兴趣和动力。本研究旨在确定在三种全息图辅导员角色的外观设计与学生的整体学习乐趣之间的关系中，学生的情绪是否起着重要的中介作用。我们在本研究中采用了准实验设计，以考察全息图辅导员与三种不同逼真度的角色之间的关系及其有效性。共有 90 名高等院校学生参与了研究。数据收集过程使用了自我评估人体模型（SAM）和成就情绪问卷（AEQ）。按照 Baron 和 Kenny（1986 年）的模型，采用回归分析法来测试和分析学生对全息图导师角色设计的喜爱程度是否起到了重要的中介作用。全息图辅导员的外观与总体学习乐趣之间的关系在统计学上没有发现明显的回归。总之，在全息图辅导员的逼真程度与学生学习情绪反应之间的关系中，学生因全息图辅导员的角色设计而体验到的乐趣并不是一个重要的中介因素。本研究为全息图辅导员角色外观的使用带来了新的见解，旨在增强学生学习体验中的情感和情绪参与。研究结果有助于理解在教育中利用全息图技术的有效策略。

{"title":"Character appearance in hologram tutors: Unveiling valence and learning enjoyment dynamics","authors":"Mohd Khairulnizam Ramlie, Ahmad Zamzuri Mohamad Ali","doi":"10.1111/jcal.13014","DOIUrl":"10.1111/jcal.13014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates the relationship between character realism and emotions in student learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The study aimed to determine whether valence acts as a significant mediator in the relationship between the appearance designs of three hologram tutor characters and students' overall enjoyment in learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We employed a quasi-experimental design for this study to examine the relationship between hologram tutors and their effectiveness across three different levels of character realism. A total of 90 higher education institute students participated in the research. The data collection process utilised the Self-Assessment Manikin (SAM) and the Achievement Emotion Questionnaire (AEQ) questionnaire sets. Regression analysis, following Baron and Kenny (1986) model, was applied to test and analyse whether students' enjoyment attributed to the hologram tutor's character design acted as a significant mediator.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings surprisingly revealed no significant mediating effect when employing an appropriate hologram tutor character appearance. There was no statistically significant regression observed in the relationship between hologram tutor appearance and overall learning enjoyment. Notably, the enjoyment mean scores for all character designs were within the positive emotions range.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>In conclusion, the enjoyment experienced by students due to the hologram tutor's character design does not emerge as a significant mediator in the relationship between the level of realism of the hologram tutor and the emotional responses in student learning. The contributing factors influencing this finding are elaborated upon in the subsequent discussion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study brings novel insights to the use of hologram tutor character appearance, aiming to enhance valence and emotional engagement in student learning experiences. The findings contribute to understanding effective strategies for utilising hologram technology in","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2180-2189"},"PeriodicalIF":5.1,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107665","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}

引用次数: 0

Artificial intelligence and learning environment: Human considerations 人工智能和学习环境：人的因素

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-21 DOI: 10.1111/jcal.13011

Esmaeil Jafari

Background

Artificial intelligence (AI) has created new opportunities, challenges, and potentials in teaching; however, issues related to the philosophy of using AI technology in learners' learning have not been addressed and have caused some issues and concerns. This issue is due to the research gap in addressing issues related to ethical and human needs, and even values in AI in learning have become more obvious.

Objectives

This study investigates how human-centered artificial intelligence (HAI) can help learners in a learning environment. In this regard, this article by developing key considerations of HAI in helping students tries to help implement or shift it in the future in learning environments.

Methods

To better understand the key considerations of HAI, qualitative methods and interview techniques were applied in this study. In this regard, 18 samples were interviewed from two groups of experts and faculty members in the fields of technology and computer science and social and humanities sciences. The thematic content analysis method was used to analyse qualitative data.

Results and Conclusions

The results show that AI attempts to integrate ethical and human values in the process of design, development, and research in the fields of recognising and dealing with negative emotions, targeted emotional nature, and access to fairness and justice. It also shows significant promise in understanding feelings and emotions in a learning environment.

Implications

Although AI has been studied in other contexts, HAI has not attracted much attention from researchers. Hence, this study has made worthwhile contributions to the literature as it has specifically focused on HAI in education. In addition, it can resolve some scientific community considerations regarding technological concerns in the field of AI. Furthermore, this article can increase social satisfaction with the use of AI by considering ethical considerations in the learning environment and can particularly benefit researchers, educators, and AI specialists who are involved in the study of HAI applications.

人工智能（AI）为教学带来了新的机遇、挑战和潜力；然而，在学习者的学习中使用人工智能技术的相关理念问题尚未得到解决，并引发了一些问题和担忧。这一问题是由于在解决与伦理和人类需求相关的问题方面存在研究空白，甚至人工智能在学习中的价值取向也变得更加明显。本研究探讨了以人为本的人工智能（HAI）如何在学习环境中帮助学习者。为了更好地理解人工智能的关键因素，本研究采用了定性方法和访谈技术。为此，研究人员从技术和计算机科学领域以及社会和人文科学领域的两组专家和教师中抽取了 18 个样本进行访谈。研究结果表明，人工智能在设计、开发和研究过程中，在识别和处理负面情绪、有针对性的情感本质以及获得公平和正义等领域，尝试将伦理和人类价值观融入其中。虽然人工智能已在其他背景下得到研究，但人工智能尚未引起研究人员的广泛关注。因此，本研究特别关注教育领域的 HAI，为文献做出了有价值的贡献。此外，它还能解决科学界对人工智能领域技术问题的一些考虑。此外，这篇文章通过考虑学习环境中的伦理因素，可以提高社会对人工智能使用的满意度，尤其可以使参与人机交互应用研究的研究人员、教育工作者和人工智能专家受益。

{"title":"Artificial intelligence and learning environment: Human considerations","authors":"Esmaeil Jafari","doi":"10.1111/jcal.13011","DOIUrl":"10.1111/jcal.13011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence (AI) has created new opportunities, challenges, and potentials in teaching; however, issues related to the philosophy of using AI technology in learners' learning have not been addressed and have caused some issues and concerns. This issue is due to the research gap in addressing issues related to ethical and human needs, and even values in AI in learning have become more obvious.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates how human-centered artificial intelligence (HAI) can help learners in a learning environment. In this regard, this article by developing key considerations of HAI in helping students tries to help implement or shift it in the future in learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To better understand the key considerations of HAI, qualitative methods and interview techniques were applied in this study. In this regard, 18 samples were interviewed from two groups of experts and faculty members in the fields of technology and computer science and social and humanities sciences. The thematic content analysis method was used to analyse qualitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that AI attempts to integrate ethical and human values in the process of design, development, and research in the fields of recognising and dealing with negative emotions, targeted emotional nature, and access to fairness and justice. It also shows significant promise in understanding feelings and emotions in a learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Although AI has been studied in other contexts, HAI has not attracted much attention from researchers. Hence, this study has made worthwhile contributions to the literature as it has specifically focused on HAI in education. In addition, it can resolve some scientific community considerations regarding technological concerns in the field of AI. Furthermore, this article can increase social satisfaction with the use of AI by considering ethical considerations in the learning environment and can particularly benefit researchers, educators, and AI specialists who are involved in the study of HAI applications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2135-2149"},"PeriodicalIF":5.1,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141116681","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}

引用次数: 0

Potential of computer-mediated communications in directing communication repair, co-regulation patterns and student engagement 计算机辅助通信在指导通信修复、共同调节模式和学生参与方面的潜力

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-20 DOI: 10.1111/jcal.13010

Zohre Mohammadi Zenouzagh, Wilfried Admiraal, Nadira Saab

Background study

Although the number of computer-based instruction has increased drastically, the understanding of how design features of learning modality can affect learning remains incompelte. This partly stems from studies' heavy focus on modified output. Therefore, how interactive nature of computer-mediated learning feeds into learning is under examined.

Objectives

This study examined the potentials of multimodal and text-based computer-mediated communication (CMC) to support learner communication repair, co-regulation patterns and engagement dimensions.

Method

To this end, collaborative online writing performance of 30 English as a Foreign Language learners in Moodle and online writing forum was analysed via conversation analysis. Data from stored conversation of Moodle and chat logs of writing forum were coded for communication repair to trace language related episodes (LREs), co-regulation patterns and students' engagement dimensions.

Results

The frequency analysis of coded data on LREs indicated while multimodal CMC involved students in global and organisational and content LREs, text-based computer-mediate communication involved students in morphosyntactic and lexical LREs. Results also indicated significant differences in co-regulation patterns in multimodal and text-based computer-mediated communication. While students enacted planning, monitoring co-regulation practices in multimodal computer-mediated communication, students in text-based CMC executed evaluation and elaboration co-regulation practices. Findings also indicated that students were differentially engaged in learning. Students were more emotionally and socially engaged in multimodal CMC and cognitively and behaviourally engaged in text-based computer-mediated writing.

Conclusions

The results posit dual function for CMCs, as a mean for communication and cognitive co-regulation. However, dynamics of interaction is influenced by the mode of interaction.

虽然计算机辅助教学的数量急剧增加，但人们对学习方式的设计特点如何影响学习的理解仍然不深。这部分源于研究过于关注修改后的输出。本研究探讨了多模态和基于文本的计算机辅助交流（CMC）在支持学习者交流修复、共同调控模式和参与维度方面的潜力。为此，研究人员通过会话分析法分析了 30 名英语作为外语学习者在 Moodle 和在线写作论坛中的在线协作写作表现。对 Moodle 和写作论坛中存储的对话数据和聊天记录进行了交流修复编码，以追踪语言相关事件（LREs）、共同调节模式和学生的参与维度。对 LREs 编码数据的频率分析表明，多模态 CMC 使学生参与了全局、组织和内容 LREs，而基于文本的计算机辅助交流使学生参与了形态句法和词汇 LREs。结果还表明，多模态和基于文本的计算机辅助交流中的共同调控模式存在明显差异。在多模态计算机辅助交际中，学生采用了计划、监控等共同调控做法，而在基于文本的计算机多媒体交际中，学生则采用了评价和阐述等共同调控做法。研究结果还表明，学生参与学习的程度不同。结果表明，计算机多媒体中心具有双重功能，既是交流的手段，也是认知共同调节的手段。然而，互动的动态受到互动模式的影响。

{"title":"Potential of computer-mediated communications in directing communication repair, co-regulation patterns and student engagement","authors":"Zohre Mohammadi Zenouzagh, Wilfried Admiraal, Nadira Saab","doi":"10.1111/jcal.13010","DOIUrl":"10.1111/jcal.13010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background study</h3>\u0000 \u0000 <p>Although the number of computer-based instruction has increased drastically, the understanding of how design features of learning modality can affect learning remains incompelte. This partly stems from studies' heavy focus on modified output. Therefore, how interactive nature of computer-mediated learning feeds into learning is under examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examined the potentials of multimodal and text-based computer-mediated communication (CMC) to support learner communication repair, co-regulation patterns and engagement dimensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To this end, collaborative online writing performance of 30 English as a Foreign Language learners in Moodle and online writing forum was analysed via conversation analysis. Data from stored conversation of Moodle and chat logs of writing forum were coded for communication repair to trace language related episodes (LREs), co-regulation patterns and students' engagement dimensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The frequency analysis of coded data on LREs indicated while multimodal CMC involved students in global and organisational and content LREs, text-based computer-mediate communication involved students in morphosyntactic and lexical LREs. Results also indicated significant differences in co-regulation patterns in multimodal and text-based computer-mediated communication. While students enacted planning, monitoring co-regulation practices in multimodal computer-mediated communication, students in text-based CMC executed evaluation and elaboration co-regulation practices. Findings also indicated that students were differentially engaged in learning. Students were more emotionally and socially engaged in multimodal CMC and cognitively and behaviourally engaged in text-based computer-mediated writing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results posit dual function for CMCs, as a mean for communication and cognitive co-regulation. However, dynamics of interaction is influenced by the mode of interaction.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2121-2134"},"PeriodicalIF":5.1,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122725","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}

引用次数: 0

The role of MOOC forum discussion tasks in learners' cognitive engagement MOOC 论坛讨论任务在学习者认知参与中的作用

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-20 DOI: 10.1111/jcal.13001

Dennis A. Rivera, Mariane Frenay, Magali Paquot

Background

Forums in massive open online courses (MOOCs) enable written exchanges on course content; hence, they can potentially facilitate learners' cognitive engagement. Given the myriad of MOOC forum messages, this engagement is commonly analysed automatically through the linguistic features of the messages. Assessing linguistic features of learners' forum messages involves consideration of the learning tasks. MOOC forum discussion tasks, however, have not been previously considered.

Objective and Method

This study explores the effects of MOOC forum discussion tasks on learners' cognitive engagement. Based on the structure of observed learning outcomes (SOLO) taxonomy, we manually annotate distinct levels of cognitive engagement encouraged in forum discussion tasks and displayed by learners in messages starting discussions (i.e., thread starters). We study the linguistic features of thread starters in relation to the pedagogical design of the discussion tasks. Additionally, we use random-forest modelling to identify the linguistic and task-related features that help to categorise learners' cognitive engagement according to SOLO levels.

Results

Manual analysis showed that learners' thread starters mainly reflect surface SOLO levels and include few academic words and cohesive language. Random-forest modelling showed that these linguistic features, together with the SOLO levels encouraged in the discussion tasks, played an important role in identification of learners' cognitive engagement.

Major Takeaways

Our results highlight the importance of the pedagogical design of MOOC forum tasks in helping learners engage cognitively. Our study also contributes to the empirical evidence that learners' linguistic choices can afford insights into the quality of their cognitive engagement.

大规模开放式在线课程（MOOC）中的论坛可以就课程内容进行书面交流，因此有可能促进学习者的认知参与。鉴于 MOOC 论坛上的信息数不胜数，这种参与通常是通过信息的语言特点来自动分析的。评估学习者论坛信息的语言特点需要考虑学习任务。本研究探讨了 MOOC 论坛讨论任务对学习者认知参与的影响。根据观察到的学习成果结构（SOLO）分类法，我们手动标注了论坛讨论任务所鼓励的、学习者在开始讨论的消息（即主题启动器）中表现出的不同认知参与水平。我们研究了与讨论任务的教学设计相关的线程启动器的语言特点。人工分析表明，学习者的主题启动语主要反映了表面的 SOLO 水平，并且包含很少的学术词汇和有凝聚力的语言。随机森林建模显示，这些语言特征与讨论任务中鼓励的 SOLO 水平一起，在识别学习者的认知参与度方面发挥了重要作用。我们的研究结果凸显了 MOOC 论坛任务的教学设计在帮助学习者参与认知方面的重要性。我们的研究还有助于提供实证证据，证明学习者的语言选择可以深入了解其认知参与的质量。

{"title":"The role of MOOC forum discussion tasks in learners' cognitive engagement","authors":"Dennis A. Rivera, Mariane Frenay, Magali Paquot","doi":"10.1111/jcal.13001","DOIUrl":"10.1111/jcal.13001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Forums in massive open online courses (MOOCs) enable written exchanges on course content; hence, they can potentially facilitate learners' cognitive engagement. Given the myriad of MOOC forum messages, this engagement is commonly analysed automatically through the linguistic features of the messages. Assessing linguistic features of learners' forum messages involves consideration of the learning tasks. MOOC forum discussion tasks, however, have not been previously considered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective and Method</h3>\u0000 \u0000 <p>This study explores the effects of MOOC forum discussion tasks on learners' cognitive engagement. Based on the structure of observed learning outcomes (SOLO) taxonomy, we manually annotate distinct levels of cognitive engagement encouraged in forum discussion tasks and displayed by learners in messages starting discussions (i.e., thread starters). We study the linguistic features of thread starters in relation to the pedagogical design of the discussion tasks. Additionally, we use random-forest modelling to identify the linguistic and task-related features that help to categorise learners' cognitive engagement according to SOLO levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Manual analysis showed that learners' thread starters mainly reflect surface SOLO levels and include few academic words and cohesive language. Random-forest modelling showed that these linguistic features, together with the SOLO levels encouraged in the discussion tasks, played an important role in identification of learners' cognitive engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Major Takeaways</h3>\u0000 \u0000 <p>Our results highlight the importance of the pedagogical design of MOOC forum tasks in helping learners engage cognitively. Our study also contributes to the empirical evidence that learners' linguistic choices can afford insights into the quality of their cognitive engagement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2103-2120"},"PeriodicalIF":5.1,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122533","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}

引用次数: 0

The effects of computer-assisted interactive reading model on higher-level and lower-level text processing skills and cognitive load 计算机辅助互动阅读模式对高层次和低层次文本处理能力及认知负荷的影响

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-19 DOI: 10.1111/jcal.13005

Akbar Bahari, Parviz Alavinia, Mohammad Mohammadi

Background

This study investigates the effects of higher and lower-level text processing strategies on both higher and lower-level processing skills and cognitive load using the computer-assisted interactive reading model (CAIRM) as the educational intervention framework.

Objectives

The objectives of this study are to examine the effects of the CAIRM model on reading performance and cognitive load, and to investigate the interactive use of higher-level and lower-level text processing skills on reading performance and cognitive load.

Methods

A mixed methods research design was used with QUAN + QUAL data and one-way ANOVA to examine the effects of the CAIRM model on 120 randomly sampled BA students majoring in TEFL.

Results

The study provides empirical evidence for the interactivity effect in digital text processing, revealing that the development of one skill can enhance the development of another skill interactively. The interactive use of higher-level and lower-level text processing skills was found to improve reading performance and reduce cognitive load during digital text processing. Interestingly, the results show that some participants preferred lower-level skills, while others preferred higher-level skills to manage cognitive load during reading activities, indicating mixed effects in strategy use.

Conclusion

The findings of this study underscore the importance of interactive use of higher and lower-level text processing skills for enhancing reading performance and reducing cognitive load during digital text processing. These results have both theoretical and pedagogical implications for CALL researchers and practitioners, emphasising the need for personalised instruction tailored to individual learners' needs and preferences. Future studies can further explore the potential effects of text processing skills and develop instructional strategies to optimise learners' reading performance and cognitive load. Overall, the study contributes to the growing body of literature in CALL and highlights the significance of interactive learning models for improving learning outcomes.

以往的研究表明，数字阅读涉及多个认知过程，高层次和低层次的文本处理技能呈正相关。这项研究为数字文本处理中的互动效应提供了实证证据，学习者可以动态、非线性地使用不同的文本处理策略，从而获得认知上的益处。CALL 从业人员和研究人员可以利用这项研究的启示来设计有效的数字阅读干预措施，学习者可以根据手头的任务使用不同的策略，从而从中受益。

{"title":"The effects of computer-assisted interactive reading model on higher-level and lower-level text processing skills and cognitive load","authors":"Akbar Bahari, Parviz Alavinia, Mohammad Mohammadi","doi":"10.1111/jcal.13005","DOIUrl":"10.1111/jcal.13005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigates the effects of higher and lower-level text processing strategies on both higher and lower-level processing skills and cognitive load using the computer-assisted interactive reading model (CAIRM) as the educational intervention framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objectives of this study are to examine the effects of the CAIRM model on reading performance and cognitive load, and to investigate the interactive use of higher-level and lower-level text processing skills on reading performance and cognitive load.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed methods research design was used with QUAN + QUAL data and one-way ANOVA to examine the effects of the CAIRM model on 120 randomly sampled BA students majoring in TEFL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study provides empirical evidence for the interactivity effect in digital text processing, revealing that the development of one skill can enhance the development of another skill interactively. The interactive use of higher-level and lower-level text processing skills was found to improve reading performance and reduce cognitive load during digital text processing. Interestingly, the results show that some participants preferred lower-level skills, while others preferred higher-level skills to manage cognitive load during reading activities, indicating mixed effects in strategy use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings of this study underscore the importance of interactive use of higher and lower-level text processing skills for enhancing reading performance and reducing cognitive load during digital text processing. These results have both theoretical and pedagogical implications for CALL researchers and practitioners, emphasising the need for personalised instruction tailored to individual learners' needs and preferences. Future studies can further explore the potential effects of text processing skills and develop instructional strategies to optimise learners' reading performance and cognitive load. Overall, the study contributes to the growing body of literature in CALL and highlights the significance of interactive learning models for improving learning outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2081-2102"},"PeriodicalIF":5.1,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123999","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}

引用次数: 0

Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English 焦虑历险记使用数字游戏进行职业英语教学中的性别偏见

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-19 DOI: 10.1111/jcal.13006

Shilan Ahmadian, Lisbeth M. Brevik, Elisabet Öhrn

Background

In Norway, games were introduced into the 2020 English curriculum; acknowledging games as language learning resources alongside other text-based material. However, little is known about the type of games selected by English teachers, reasons for doing so, or how games are actually used in teaching. This is particularly relevant in gendered vocational classes, with mainly girls or boys respectively in different programmes, as national surveys show that while most teenage boys play digital games, comparatively few girls do.

Objectives

The primary aim was to investigate how the digital commercial game Adventures with Anxiety was used during naturally occurring English teaching in four gendered vocational classes: one Technological and Industrial Production class (boys only) and three Healthcare, Childhood and Youth development classes (girls mainly).

Methods

Participants involved 36 students (aged 16–17) and two English teachers. Using a mixed methods design (Brevik, 2022), we combined quantitative and qualitative analyses of classroom video recordings (5.5 h), student screen recordings during gameplay (8 h) and retrospective teacher interviews (1.5 h). Analyses relied on the validated PLATO observation protocol (Grossman, 2015) and reflexive thematic analysis (Braun & Clarke, 2022).

Results and Conclusions

English teachers expressed a dual aim in using the game for teaching English; to improve students' language skills and provide experiences of how to live with anxiety. Although the game offered relevant vocabulary and virtual experiences with anxiety; anxiety emerged as a professional component of caring professions in the girls-mainly classes, while being used to help boys acknowledge anxiety in their own lives.

挪威在 2020 年的英语课程中引入了游戏；承认游戏是与其他文字材料并列的语言学习资源。然而，人们对英语教师选择的游戏类型、这样做的原因或游戏在教学中的实际使用情况知之甚少。该研究的主要目的是调查数字商业游戏 "焦虑的冒险 "在四个性别职业班级（一个技术与工业生产班（仅限男生）和三个医疗保健、儿童与青年发展班（主要是女生））的自然英语教学中是如何使用的。我们采用混合方法设计（Brevik，2022 年），将课堂视频记录（5.5 小时）、游戏过程中的学生屏幕记录（8 小时）和教师回顾性访谈（1.5 小时）的定量和定性分析结合起来。分析依赖于经过验证的 PLATO 观察协议（Grossman，2015 年）和反思性主题分析（Braun & Clarke，2022 年）。英语教师表示，使用游戏进行英语教学有双重目的：提高学生的语言技能和提供如何与焦虑共处的经验。尽管游戏提供了相关词汇和焦虑的虚拟体验，但在以女生为主的班级中，焦虑已成为护理专业的一个专业组成部分，同时也被用来帮助男生认识到自己生活中的焦虑。

{"title":"Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English","authors":"Shilan Ahmadian, Lisbeth M. Brevik, Elisabet Öhrn","doi":"10.1111/jcal.13006","DOIUrl":"10.1111/jcal.13006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In Norway, games were introduced into the 2020 English curriculum; acknowledging games as language learning resources alongside other text-based material. However, little is known about the type of games selected by English teachers, reasons for doing so, or how games are actually used in teaching. This is particularly relevant in gendered vocational classes, with mainly girls or boys respectively in different programmes, as national surveys show that while most teenage boys play digital games, comparatively few girls do.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary aim was to investigate how the digital commercial game <i>Adventures with Anxiety</i> was used during naturally occurring English teaching in four gendered vocational classes: one <i>Technological and Industrial Production</i> class (boys only) and three <i>Healthcare, Childhood and Youth development</i> classes (girls mainly).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants involved 36 students (aged 16–17) and two English teachers. Using a mixed methods design (Brevik, 2022), we combined quantitative and qualitative analyses of classroom video recordings (5.5 h), student screen recordings during gameplay (8 h) and retrospective teacher interviews (1.5 h). Analyses relied on the validated PLATO observation protocol (Grossman, 2015) and reflexive thematic analysis (Braun & Clarke, 2022).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>English teachers expressed a dual aim in using the game for teaching English; to improve students' language skills and provide experiences of how to live with anxiety. Although the game offered relevant vocabulary and virtual experiences with anxiety; anxiety emerged as a professional component of caring professions in the girls-mainly classes, while being used to help boys acknowledge anxiety in their own lives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2715-2734"},"PeriodicalIF":5.1,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124108","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}

引用次数: 0

The impact of automated writing evaluation on English as a foreign language learners' writing self-efficacy, self-regulation, anxiety, and performance 自动写作评估对英语作为外语学习者写作自我效能感、自我调节、焦虑和成绩的影响

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-19 DOI: 10.1111/jcal.13004

Elif Sari, Turgay Han

<div> <section> <h3> Background</h3> <p>With the growing trend of integrating technology into teaching environments, using Automated Writing Evaluation (AWE) in writing instruction has been extensively studied over the last two decades. The studies on AWE mostly investigated its impact on students' writing proficiencies and revealed conflicting results. However, very few studies have investigated how the use of AWE impacts learners' writing-specific psychological factors, such as self-efficacy, self-regulation, and anxiety, from an empirical perspective. Therefore, further experimental studies are needed in this regard.</p> </section> <section> <h3> Objectives</h3> <p>This study aimed at examining how a combined automated-teacher feedback condition in which the students received automated feedback on their sentence-level errors alongside teacher feedback on content and organization impacted English as a Foreign Language (EFL) students' self-efficacy, self-regulation, anxiety, and writing performance, compared with a traditional teacher-only feedback condition.</p> </section> <section> <h3> Methods</h3> <p>The study utilized a quasi-experimental design in which two intact classes were randomly assigned to the experimental and control groups. During one semester (16 weeks), students in the experimental group received both automated and teacher feedback, referred to in this study as combined automated-teacher feedback. In contrast, students in the control group received only teacher feedback. Two scales, a questionnaire and a focus group interview, were used to obtain the data. The data were analysed using both quantitative and qualitative techniques.</p> </section> <section> <h3> Results and Conclusion</h3> <p>The quantitative results demonstrated no statistically significant difference between the two types of feedback procedures in promoting the use of self-regulated writing strategies by the students. However, the use of combined automated-teacher feedback was found to be more effective than conventional teacher-only feedback in enhancing the students' writing self-efficacy and writing performance. The two different feedback processes were shown to be ineffective at helping the students' writing anxiety, however. The qualitative data also showed that students had favourable opinions of their experiences with receiving automated and teacher comments together.</p> </section> <section> <h3> Implications</h3> <p>Considering the findings of this study

随着将技术融入教学环境的趋势日益明显，过去二十年来，人们对在写作教学中使用自动写作评价（AWE）进行了广泛的研究。关于 AWE 的研究大多是调查其对学生写作能力的影响，结果相互矛盾。然而，很少有研究从实证的角度调查了 AWE 的使用如何影响学习者的写作心理因素，如自我效能感、自我调节和焦虑等。本研究旨在考察自动反馈与教师反馈相结合的条件下，学生在获得句子层面错误的自动反馈的同时，教师在内容和组织方面的反馈与传统的纯教师反馈条件相比，如何影响英语作为外语（EFL）学生的自我效能感、自我调节、焦虑和写作成绩。本研究采用准实验设计，将两个完整的班级随机分配到实验组和对照组。在一个学期（16 周）的时间里，实验组的学生同时接受了自动反馈和教师反馈，本研究称之为自动反馈与教师反馈相结合。相比之下，对照组的学生只接受教师反馈。本研究采用问卷调查和焦点小组访谈两种方式获取数据。定量结果表明，在促进学生使用自我调节写作策略方面，两种反馈程序之间没有统计学意义上的显著差异。然而，在提高学生的写作自我效能感和写作成绩方面，自动反馈和教师反馈相结合的方法比传统的教师反馈更有效。然而，两种不同的反馈过程在帮助学生消除写作焦虑方面效果不佳。定性数据还显示，学生对同时接受自动反馈和教师评语的体验评价良好。考虑到本研究关于自动反馈与教师反馈相结合对学生写作自我效能感和写作成绩的影响，以及学生的积极看法，建议在 EFL 写作教学中使用这种反馈模式来替代单纯的教师反馈。

{"title":"The impact of automated writing evaluation on English as a foreign language learners' writing self-efficacy, self-regulation, anxiety, and performance","authors":"Elif Sari, Turgay Han","doi":"10.1111/jcal.13004","DOIUrl":"10.1111/jcal.13004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With the growing trend of integrating technology into teaching environments, using Automated Writing Evaluation (AWE) in writing instruction has been extensively studied over the last two decades. The studies on AWE mostly investigated its impact on students' writing proficiencies and revealed conflicting results. However, very few studies have investigated how the use of AWE impacts learners' writing-specific psychological factors, such as self-efficacy, self-regulation, and anxiety, from an empirical perspective. Therefore, further experimental studies are needed in this regard.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed at examining how a combined automated-teacher feedback condition in which the students received automated feedback on their sentence-level errors alongside teacher feedback on content and organization impacted English as a Foreign Language (EFL) students' self-efficacy, self-regulation, anxiety, and writing performance, compared with a traditional teacher-only feedback condition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study utilized a quasi-experimental design in which two intact classes were randomly assigned to the experimental and control groups. During one semester (16 weeks), students in the experimental group received both automated and teacher feedback, referred to in this study as combined automated-teacher feedback. In contrast, students in the control group received only teacher feedback. Two scales, a questionnaire and a focus group interview, were used to obtain the data. The data were analysed using both quantitative and qualitative techniques.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The quantitative results demonstrated no statistically significant difference between the two types of feedback procedures in promoting the use of self-regulated writing strategies by the students. However, the use of combined automated-teacher feedback was found to be more effective than conventional teacher-only feedback in enhancing the students' writing self-efficacy and writing performance. The two different feedback processes were shown to be ineffective at helping the students' writing anxiety, however. The qualitative data also showed that students had favourable opinions of their experiences with receiving automated and teacher comments together.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Considering the findings of this study ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2065-2080"},"PeriodicalIF":5.1,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124219","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}

引用次数: 0

Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement 通过教育游戏培养学生的人工智能素养：人工智能知识、情感和认知参与

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-16 DOI: 10.1111/jcal.13009

Davy Tsz Kit Ng, Chen Xinyu, Jac Ka Lok Leung, Samuel Kai Wah Chu

<div> <section> <h3> Background</h3> <p>As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game-based approaches to fostering secondary school students' AI literacy and motivation to learn AI.</p> </section> <section> <h3> Objectives</h3> <p>This study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.</p> </section> <section> <h3> Methods</h3> <p>A quasi-experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post-test, focus group interviews were also conducted.</p> </section> <section> <h3> Results</h3> <p>The platform was effective in improving students' motivation, self-efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project-based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.</p> </section> <section> <h3> Conclusions</h3> <p>This study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical know

随着人工智能（AI）重要性的不断提高，需要为新手学习者提供有效的支架和支持。教育工作者在有效地为初学者提供人工智能概念的支架和适当的动力支持方面遇到了挑战。本研究开发了一个在线平台 TreasureIsland，将电子书游戏化，并调查了学生玩这个平台是否以及如何有效提高他们的人工智能素养。本研究旨在为人工智能素养教育提供实证和理论依据，并促进游戏化在其他学校的广泛应用。为了评估所建议的游戏化方法的效果，本研究进行了一项准实验，其中包括使用具有游戏资源的电子书的对照组。该平台有效地提高了学生的学习动机、自我效能感、职业兴趣以及对人工智能概念和伦理的理解，但并没有增强他们使用人工智能的信心以及对应用、评估和创造人工智能的高度认知。除了应用、评估和创建人工智能的能力之外，宝藏岛玩家在所有情感和认知领域都有显著提高。访谈显示，游戏化方法可以通过遵守以下准则促进学生的人工智能素养：（1）通过游戏机制创造一个竞争性和激励性的学习环境；（2）提供脚手架模块和反馈；（3）通过模拟将复杂的人工智能概念可视化。从研究中收集到的反馈意见建议在今后的研究中加入翻转课堂和基于项目的学习等教学元素，以改进教学设计，使学生达到更高的认知水平。本研究的结论是，游戏化的使用可以为培养学习者的人工智能素养提供情感和认知支持以及愉悦的体验，有助于教学设计者和教师丰富与游戏化平台和人工智能素养相关的教学知识。

{"title":"Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement","authors":"Davy Tsz Kit Ng, Chen Xinyu, Jac Ka Lok Leung, Samuel Kai Wah Chu","doi":"10.1111/jcal.13009","DOIUrl":"10.1111/jcal.13009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game-based approaches to fostering secondary school students' AI literacy and motivation to learn AI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post-test, focus group interviews were also conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The platform was effective in improving students' motivation, self-efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project-based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical know","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2049-2064"},"PeriodicalIF":5.1,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968722","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}

引用次数: 0

RoboCA3T: A Robot-Inspired Computer-Assisted adaptive autism therapy for improving joint attention and imitation skills through learning and computing innovations RoboCA3T：受机器人启发的计算机辅助自闭症适应疗法，通过学习和计算创新提高联合注意力和模仿能力

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-05-15 DOI: 10.1111/jcal.12990

Zunera Zahid, Sara Ali, Shehriyar Shariq, Yasar Ayaz, Noman Naseer, Irum Yaseen

Background

This study presents a Robot-Inspired Computer-Assisted Adaptive Autism Therapy (RoboCA³T) focusing on improving joint attention and imitation skills of children with autism spectrum disorder (ASD). By harnessing the inherent affinity of children with ASD for robots and technology, RoboCA³T offers a therapeutic environment designed to maximise engagement and facilitate effective skill development. It harnesses the advantages of Robot-Assisted Therapies (RATs) by employing robot avatars and integrating them with Computer-Assisted Therapies (CATs) within a web-based solution. The integration of automatic gaze and pose detection algorithms within RoboCA³T addresses the challenge posed by potential human error and observation bias in assessing the child's progress, thereby ensuring accurate results. This research responds to the need for more effective, technology driven therapies for autism, filling gaps in existing methods.

Objectives

The primary goal of this research is to create a robot inspired computer assisted adaptive autism therapy that maximises engagement and enhances joint attention and imitation skills.

Methods

The study involves 11 ASD children with 30 sessions (divided into two halves) per module over eight months, comprising 660 experimental trials, 110 familiarizations, and 110 follow-up sessions. The joint attention module evaluates the subject's gaze pattern using WebGazer for gaze detection in response to four least-to-most robot-generated cues. The imitation module utilises robot-generated pose for comparing subjects' imitated actions using Tensorflow Lite for pose estimation.

Results and Conclusions

The effectiveness of therapy was substantiated by comparing Childhood Autism Rating Scale (CARS) scores before and after intervention. Significant improvements were noted between the first and second therapy halves, validated by Wilcoxon signed-rank tests (p < 0.01) and spearman's correlation analysis, reinforcing the observed improvements in joint attention and imitation skills.

本研究介绍了一种受机器人启发的计算机辅助自闭症适应疗法（RoboCA3T），其重点是提高自闭症谱系障碍（ASD）儿童的联合注意力和模仿能力。RoboCA3T 利用自闭症谱系障碍儿童对机器人和技术与生俱来的亲和力，提供了一个旨在最大限度提高参与度和促进有效技能发展的治疗环境。它利用机器人辅助疗法（RAT）的优势，采用机器人化身，并将其与计算机辅助疗法（CAT）整合在一个基于网络的解决方案中。RoboCA3T 集成了自动凝视和姿势检测算法，解决了在评估儿童进展时可能出现的人为错误和观察偏差所带来的挑战，从而确保了结果的准确性。本研究的主要目标是创建一种受机器人启发的计算机辅助自适应自闭症疗法，最大限度地提高参与度，并增强联合注意力和模仿能力。本研究涉及 11 名自闭症儿童，在八个月的时间里，每个模块进行 30 次治疗（分为两半），包括 660 次实验、110 次熟悉和 110 次跟踪治疗。联合注意模块使用 WebGazer 对受试者的注视模式进行评估，以检测受试者对机器人生成的四个从少到多的提示的反应。模仿模块使用 Tensorflow Lite 估算姿势，利用机器人生成的姿势比较受试者的模仿动作。通过比较干预前后的儿童自闭症评分量表（CARS）得分，证实了治疗的有效性。通过Wilcoxon符号秩检验（p < 0.01）和spearman相关性分析验证，第一和第二疗程之间有明显改善，加强了联合注意力和模仿能力的改善。

{"title":"RoboCA3T: A Robot-Inspired Computer-Assisted adaptive autism therapy for improving joint attention and imitation skills through learning and computing innovations","authors":"Zunera Zahid, Sara Ali, Shehriyar Shariq, Yasar Ayaz, Noman Naseer, Irum Yaseen","doi":"10.1111/jcal.12990","DOIUrl":"10.1111/jcal.12990","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study presents a Robot-Inspired Computer-Assisted Adaptive Autism Therapy (RoboCA<sup>3</sup>T) focusing on improving joint attention and imitation skills of children with autism spectrum disorder (ASD). By harnessing the inherent affinity of children with ASD for robots and technology, RoboCA<sup>3</sup>T offers a therapeutic environment designed to maximise engagement and facilitate effective skill development. It harnesses the advantages of Robot-Assisted Therapies (RATs) by employing robot avatars and integrating them with Computer-Assisted Therapies (CATs) within a web-based solution. The integration of automatic gaze and pose detection algorithms within RoboCA<sup>3</sup>T addresses the challenge posed by potential human error and observation bias in assessing the child's progress, thereby ensuring accurate results. This research responds to the need for more effective, technology driven therapies for autism, filling gaps in existing methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary goal of this research is to create a robot inspired computer assisted adaptive autism therapy that maximises engagement and enhances joint attention and imitation skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study involves 11 ASD children with 30 sessions (divided into two halves) per module over eight months, comprising 660 experimental trials, 110 familiarizations, and 110 follow-up sessions. The joint attention module evaluates the subject's gaze pattern using WebGazer for gaze detection in response to four least-to-most robot-generated cues. The imitation module utilises robot-generated pose for comparing subjects' imitated actions using Tensorflow Lite for pose estimation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The effectiveness of therapy was substantiated by comparing Childhood Autism Rating Scale (CARS) scores before and after intervention. Significant improvements were noted between the first and second therapy halves, validated by Wilcoxon signed-rank tests (<i>p</i> < 0.01) and spearman's correlation analysis, reinforcing the observed improvements in joint attention and imitation skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2031-2048"},"PeriodicalIF":5.1,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977041","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}

引用次数: 0