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

Research of Ethical Adoption of College Students' Learning Applications of Generative Artificial Intelligence 大学生生成式人工智能学习应用的伦理采纳研究

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-30 DOI: 10.1111/jcal.70146

Xu Fang, Yutong Cai

Background

The application of generative artificial intelligence (GenAI) in education has been deepening. However, at the same time, behaviours that jeopardise academic health, such as learners' over-reliance on generative AI and massive plagiarism of generated content of generative AI in essay writing, have begun to emerge, and the issue of generative AI ethics should not be underestimated. It is necessary to develop an in-depth understanding of the issue of ethical adoption of generative AI for learners.

Objectives

This article examines the determinants of ethical adoption of generative artificial intelligence (GenAI) learning applications among college students. It explores the mechanisms through which these factors operate and investigates the moderating effects of key variables. Based on these findings, the study proposes targeted recommendations to foster responsible GenAI integration in education, offering valuable insights for the wider adoption of GenAI technologies in educational contexts.

Methods

This study constructs an ethical adoption model for college students' use of GenAI learning applications, integrating the technology acceptance model and the unified theory of acceptance and use of technology. Following the theoretical model development, empirical research was conducted—encompassing questionnaire surveys, quantitative data analysis and results interpretation—to validate the proposed framework.

Results

The results demonstrate that college students' intention to adopt ethical practices regarding generative AI, facilitating conditions and the management system exhibit a positive correlation with actual compliance with ethical norms. Among these factors, ethical intention exerts the strongest effect. Furthermore, students' performance expectation concerning the ethical adoption of generative AI is positively correlated with their ethical adoption intention. Gender, grade level, voluntariness of use and prior experience significantly moderate these influence pathways.

Conclusions

This study identifies key factors influencing college students' adoption of generative artificial intelligence (GenAI) in learning applications. The findings offer theoretical and practical insights to inform the responsible integration of GenAI technologies in educational settings.

生成性人工智能（GenAI）在教育领域的应用日益深入。然而，与此同时，危及学术健康的行为，如学习者对生成人工智能的过度依赖，以及在论文写作中大量抄袭生成人工智能的生成内容，已经开始出现，生成人工智能的伦理问题不容低估。有必要对学习者采用生成式人工智能的伦理问题有深入的了解。本文探讨了大学生在伦理上采用生成式人工智能（GenAI）学习应用的决定因素。它探讨了这些因素运作的机制，并调查了关键变量的调节作用。基于这些发现，该研究提出了有针对性的建议，以促进负责任地将GenAI整合到教育中，为在教育环境中更广泛地采用GenAI技术提供了有价值的见解。方法将技术接受模型与技术接受与使用统一理论相结合，构建大学生使用GenAI学习应用的伦理接受模型。在理论模型建立之后，我们进行了实证研究，包括问卷调查、定量数据分析和结果解释，以验证所提出的框架。结果结果表明，大学生对生成式人工智能伦理实践的意愿、促进条件和管理制度与实际遵守伦理规范呈正相关。在这些因素中，伦理意图的作用是最强的。此外，学生对生成式人工智能伦理采用的表现期望与其伦理采用意愿正相关。性别、年级水平、自愿使用和既往经验显著调节了这些影响途径。结论本研究确定了影响大学生在学习应用中采用生成式人工智能（GenAI）的关键因素。这些发现为在教育环境中负责任地整合GenAI技术提供了理论和实践见解。

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引用次数: 0

The Role of Social Media Feedback Mechanisms in Enhancing Motivation and Learning Outcomes: A Self-Determination Theory Perspective on Adolescents Learning English 社交媒体反馈机制对青少年英语学习动机和学习成果的促进作用：自我决定理论视角

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-27 DOI: 10.1111/jcal.70132

Xiaoli Hu

Introduction

Social media has become an effective instrument to enhance adolescents' knowledge-gaining experiences, even in language acquisition. The mechanisms of interactive feedback in such sites can affect motivation and engagement, especially if looked at through the lens of Self-Determination Theory, which highlights the role of competence, relatedness, and autonomy in promoting motivation.

Aim

This research aims to analyse social media's interactive feedback mechanisms' effect on learners' motivation to learn English, specifically focusing on how these mechanisms affect perceived competence, autonomy, and relatedness in consequent learning outcomes.

Methods

The data were collected from 324 adolescents using a stratified random sampling. Quantitative data were analysed using Statistical Package for the Social Sciences (SPSS) for correlation and mediation, while qualitative data were analysed using NVivo for thematic exploration.

Results

The findings indicate that the study variables mediate the effect of feedback on intrinsic motivation; consequently, they improve outcomes in learning. Furthermore, there is evidence that extrinsic motivation was influenced positively by the feedback mechanism, which mediated the relationship between this mechanism and learning outcomes in the English language.

Novelty

The novelty of this study is in exploring the impact of interactive feedback mechanisms on social media in enhancing adolescents' competence, autonomy, relatedness, and motivation in learning English, filling a gap in digital learning research.

Conclusions

The results reveal the highly significant impact of providing interactive feedback on motivating adolescents and enhancing the latter's outcomes in learning English.

社交媒体已经成为增强青少年知识获取经验的有效工具，甚至在语言习得方面也是如此。这些网站中的互动反馈机制可以影响动机和参与度，特别是如果从自我决定理论的角度来看，该理论强调了能力、相关性和自主性在促进动机方面的作用。本研究旨在分析社交媒体的互动反馈机制对学习者学习英语动机的影响，特别关注这些机制如何影响学习者的感知能力、自主性和学习结果的相关性。方法采用分层随机抽样法对324名青少年进行调查。定量数据使用社会科学统计软件包（SPSS）进行相关性和中介分析，而定性数据使用NVivo进行专题探索分析。结果研究结果表明，研究变量在反馈对内在动机的影响中起中介作用；因此，他们提高了学习成绩。此外，有证据表明，外在动机受到反馈机制的积极影响，并在反馈机制与英语学习成果之间起到中介作用。本研究的新颖之处在于探索社交媒体互动反馈机制对提高青少年英语学习能力、自主性、关联性和动机的影响，填补了数字化学习研究的空白。结论互动反馈对青少年英语学习的激励和效果的提高具有显著的促进作用。

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引用次数: 0

From the Performer to the Evaluator: Exploring the Effects of the Evaluation-Explanation-Comparison-Based SVVR on Students' Vocal Music Appreciation and Singing Skills 从表演者到评价者：探讨评价-解释-比较的SVVR对学生声乐欣赏和演唱技能的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-22 DOI: 10.1111/jcal.70145

Hai-Jie Wang, Kai Chen, Youmei Wang, Chen-Chen Liu

Background

Vocal music is a multifaceted subject, as students not only need to master skills but also to appreciate and critically interpret the singing process. Conventional vocal music learning methods emphasise practice and feedback, but deeper learning often stems from reflective assessment, especially when students adopt the perspective of an evaluator, as this role enhances their understanding of evaluative criteria and sharpens their performance focus. However, students rarely have access to authentic evaluation experiences in real-world settings since they are typically positioned as performers rather than evaluators.

Objective

To address this challenge, this study introduces the spherical video-based virtual reality (SVVR) technology that enables students to play the role of vocal evaluators in a highly realistic and immersive context. Nevertheless, without appropriate support, the immersive nature of virtual environments may lead learners to become disoriented and overlook knowledge acquisition. Thus, a structural scaffolding of Evaluation-Explanation-Comparison was proposed for SVVR to support effective reflection and assessment.

Method

A quasi-experimental study was conducted to investigate the effectiveness of the approach with a total of 28 students recruited as the experimental group, while 27 students were in the control group.

Results and Conclusions

The results showed that the method significantly improved students' vocal music appreciation scores and singing skills, as well as their learning motivation, self-efficacy and critical thinking. Furthermore, this study explored learners' feelings and experiences under different methods through interview analyses. This innovative approach offers a creative pathway for vocal music education, highlighting the potential of leveraging technology and new instructional frameworks to promote students' assessment and enhance learning outcomes.

声乐是一门多方面的学科，因为学生不仅需要掌握技巧，还需要欣赏和批判性地解释歌唱过程。传统的声乐学习方法强调练习和反馈，但更深层次的学习往往源于反思性评估，特别是当学生采用评估者的观点时，因为这个角色增强了他们对评估标准的理解，并使他们的表演重点更加突出。然而，学生很少有机会在现实环境中获得真实的评估经验，因为他们通常被定位为表演者而不是评估者。为了应对这一挑战，本研究引入了基于视频的球形虚拟现实（SVVR）技术，使学生能够在高度逼真和身临其境的环境中扮演声音评估者的角色。然而，如果没有适当的支持，虚拟环境的沉浸性可能会导致学习者迷失方向，忽视知识的获取。为此，本文提出了SVVR的评价-解释-比较结构框架，以支持有效的反思和评估。方法采用准实验研究的方法，以28名学生为实验组，27名学生为对照组，考察该方法的有效性。结果与结论结果表明，该方法显著提高了学生的声乐欣赏分数和演唱技巧，并显著提高了学生的学习动机、自我效能感和批判性思维。此外，本研究还通过访谈分析，探讨了学习者在不同方法下的感受和体验。这种创新的方法为声乐教育提供了一条创造性的途径，突出了利用技术和新的教学框架促进学生评估和提高学习成果的潜力。

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引用次数: 0

Exploring Artificial Intelligence Integration and Student-AI Interaction in K-12 Education: A Scoping Review 探索K-12教育中的人工智能集成和学生-人工智能互动：范围综述

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-20 DOI: 10.1111/jcal.70144

Yerin Seung, James D. Basham, Taehyun Kim, Jennifer Lohoefener

Background

Artificial intelligence (AI) can support more personalised learning in K-12 education, reshaping the educational experience for all students. However, little is known about how AI is being designed and implemented to support accessible and equitable learning experiences for all students, including those with disabilities and academic challenges.

Objectives

This scoping review investigated how AI has been integrated in K-12 educational settings and what types of AI, devices and modalities are used to support student-AI interaction of diverse learners.

Methods

We identified 70 empirical studies that included student-AI interaction in K-12 education between 2014 and 2023. The review focused on the scope of literature, types of AI and devices used, and the modalities used for student-AI interaction in K-12 education.

Results and Conclusions

The number of empirical studies on AI integration has surged worldwide in an interdisciplinary fashion across school levels and subjects. However, only a limited number of studies reported the diversity of students. Chatbots and tutoring systems were the most often used AI tools, computers and tablets being the most often used devices. Research across diverse academic backgrounds commonly adopted a single modality to interact with AI. At the same time, multimodalities were more prevalent for the AI's output, both of which were text-dominated. We discussed the necessity for interdisciplinary collaboration and adopting multimodal AI to enhance accessibility for students with diverse backgrounds.

人工智能（AI）可以在K-12教育中支持更加个性化的学习，重塑所有学生的教育体验。然而，人们对人工智能是如何设计和实施的，以支持所有学生（包括那些有残疾和学业困难的学生）获得无障碍和公平的学习体验，知之甚少。本范围综述调查了人工智能如何被整合到K-12教育环境中，以及使用何种类型的人工智能、设备和模式来支持不同学习者的学生与人工智能互动。方法选取了70项实证研究，其中包括2014年至2023年K-12教育中学生与人工智能的互动。这篇综述的重点是文献的范围、人工智能的类型和使用的设备，以及在K-12教育中用于学生与人工智能互动的模式。人工智能整合的实证研究在世界范围内以跨学科、跨学科的方式激增。然而，只有有限数量的研究报告了学生的多样性。聊天机器人和辅导系统是最常用的人工智能工具，电脑和平板电脑是最常用的设备。不同学术背景的研究通常采用单一模式与人工智能互动。与此同时，人工智能输出的多模态更为普遍，两者都以文本为主。我们讨论了跨学科合作和采用多模式人工智能的必要性，以提高不同背景学生的可访问性。

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引用次数: 0

Exploring the Influence of Various Digital Game-Based Learning Platforms on Critical Thinking 探讨各种数字游戏学习平台对批判性思维的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-16 DOI: 10.1111/jcal.70141

Tsung-Yen Chuang, Szu-Kai Tsai, Yu-Hsuan Lu

Background

Current education increasingly emphasises the development and significance of Critical Thinking (CT), aiming to enhance individuals' adaptability in a rapidly evolving society. However, few effective teaching methods have been identified for integrating CT into existing on-site courses. While previous studies have focused on the advantages of Digital Game-Based Learning (DGBL) in CT education, there remains a lack of in-depth evaluation and comparative analysis of the different platforms employed—such as Virtual Reality (VR) and Personal Computer (PC) environments.

Objectives

This study aims to examine the differences in CT efficacy across various DGBL platforms, as well as to analyse the effects of incorporating seven CT teaching steps into digital games on the development of CT skills among elementary students.

Methods

The study employs a custom-made digital game with two versions (VR and PC) integrated with the seven CT teaching steps. It is designed as a quasi-experiment involving 40 participants, equally divided into a VR group (N = 20) and a PC group (N = 20). Students' CT abilities are evaluated before and after the teaching activities. Additionally, interviews are conducted to further explore students' experiences and perceptions of the two teaching platforms, with a particular focus on how these platforms facilitate the development of their CT skills.

Results and Conclusions

The results indicate that participants in the VR group engaged in DGBL demonstrate significant enhancements in CT abilities, particularly within the category of ‘Interpretation’. This observation suggests that the operational framework of the VR platform fosters a comprehensive observational capacity among students. Moreover, the evidence substantiates that different digital game platforms exert varying influences on the development of CT, thereby illustrating the potential of VR as a particularly effective tool for promoting CT in educational contexts.

当前的教育越来越强调批判性思维的发展和重要性，旨在提高个人在快速发展的社会中的适应能力。然而，很少有有效的教学方法可以将CT整合到现有的现场课程中。虽然以前的研究主要集中在数字游戏学习（DGBL）在CT教育中的优势，但仍然缺乏对不同平台（如虚拟现实（VR）和个人电脑（PC）环境）的深入评估和比较分析。本研究旨在探讨不同DGBL平台的CT效果差异，并分析将CT七个教学步骤融入数字游戏对小学生CT技能发展的影响。方法采用定制的VR和PC两种版本的数字游戏，结合CT的七个教学步骤进行研究。它被设计成一个有40名参与者的准实验，平均分为VR组（N = 20）和PC组（N = 20）。在教学活动前后对学生的CT能力进行评估。此外，还进行了访谈，以进一步探讨学生对这两个教学平台的体验和看法，特别关注这些平台如何促进他们的CT技能发展。结果和结论结果表明，参与DGBL的VR组参与者在CT能力方面表现出显著的增强，特别是在“解释”类别中。这一观察表明，VR平台的操作框架培养了学生的综合观察能力。此外，有证据表明，不同的数字游戏平台对CT的发展产生了不同的影响，从而说明VR作为在教育环境中推广CT的特别有效工具的潜力。

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引用次数: 0

The Process of Undergraduates' Collaboration With a Generative Artificial Intelligence Chatbot: Insights From Conversation Content and Epistemic Network Analysis 大学生与生成式人工智能聊天机器人协作的过程：来自会话内容和认知网络分析的见解

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-16 DOI: 10.1111/jcal.70140

Weipeng Shen, Xiao-Fan Lin, Jiachun Liu, Xinxian Liang, Ruiqing Chen, Xiaoyun Lai, Xinwen Zheng

Background

Generative artificial intelligence (GenAI) chatbots extend transformative impact in higher education. Current research requires more comprehensive evaluations of the collaborative learning fostered by students and GenAI chatbots. However, existing articles have rarely explored the dynamic process of student–AI collaboration in higher education.

Objectives

This study aims to analyse and visualise the changes in the process of undergraduates' collaboration with a GenAI chatbot. The interaction patterns of the collaboration were explored under the perspective of social constructivist learning theory. The differences between student-AI interaction patterns at 5 time points (after 5 lessons) were further compared to show the dynamic collaboration process.

Method

A 9-week course was implemented for 40 Chinese undergraduates, who completed 5 rounds of collaboration with a GenAI chatbot named ERNIE Bot. Employing a designed coding scheme, a total of 6180 codes was collected from the conversation content of each round. Based on the interval data, content analysis and epistemic network analysis (ENA) were conducted.

Results

First, undergraduates gradually became more active and targeted in their collaboration with the GenAI chatbot. Second, the focal points of their collaboration changed from “Comprehension” (the first–third lessons) to “Generation” (the third–fifth lessons), along with different interaction patterns. Notably, the interaction patterns changed more rapidly and prominently during the “Comprehension” phase than the “Generation” phase.

Implications

The findings contribute to understanding the social constructivist learning process within student-AI collaboration in higher education. Practical recommendations for students and educators were offered as well.

生成式人工智能（GenAI）聊天机器人对高等教育产生了变革性影响。目前的研究需要对学生和GenAI聊天机器人培养的协作学习进行更全面的评估。然而，现有的文章很少探讨高等教育中学生与人工智能合作的动态过程。本研究旨在分析和可视化大学生与GenAI聊天机器人合作过程中的变化。在社会建构主义学习理论的视角下，探讨了合作的互动模式。进一步比较5个时间点（5节课后）学生与人工智能交互模式的差异，展示动态协作过程。方法对40名中国大学生进行为期9周的课程，与GenAI聊天机器人ERNIE Bot完成5轮合作。采用设计的编码方案，从每轮对话内容中共收集6180个编码。基于区间数据，进行了内容分析和认知网络分析（ENA）。首先，大学生在与GenAI聊天机器人的合作中逐渐变得更加活跃和有针对性。二是合作的重点从“理解”（第一节至第三节课）转变为“生成”（第三节至第五节课），互动模式也发生了变化。值得注意的是，交互模式在“理解”阶段比“生成”阶段变化得更快、更显著。研究结果有助于理解高等教育中学生与人工智能合作中的社会建构主义学习过程。报告还为学生和教育工作者提供了实用的建议。

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引用次数: 0

Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence From Students' Learning Achievements, Perceptions and Behavioural Patterns 概念地图在数字游戏环境中作为内容和语言整合学习促进者：来自学生学习成就、认知和行为模式的三角证据

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-13 DOI: 10.1111/jcal.70136

Shu-Fang Hsieh, Gwo-Jen Hwang

Background

While both Content and Language Integrated Learning (CLIL) and Digital Game-Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual education context, where integrating English into subject teaching is a national priority, finding effective instructional models remains a critical issue. To address this, the present study introduces the Concept Map-Facilitated Content and Language Integrated Digital Gaming (CM-CLDG) model, aiming to enhance bilingual science learning for elementary students by embedding concept mapping into a digital role-playing game.

Objective

Although DGBL has demonstrated potential to increase motivation and engagement, prior studies suggest that without structured guidance, learning outcomes may vary. The CM-CLDG model was designed to scaffold knowledge construction and reduce cognitive overload by integrating concept maps directly into the gaming tasks. This study aims to evaluate the effects of the CM-CLDG approach on students' English and science learning achievements, motivation, flow experience, anxiety and behavioural patterns.

Method

A quasi-experimental design was adopted with 78 sixth-grade students from an elementary school in central Taiwan. Participants were divided into the CM-CLDG group and the conventional CLIL gaming (C-CLDG) group. Pre- and posttests, questionnaires, behavioural log analyses and interviews were conducted to collect triangulated data. Learning behaviours were examined using sequential analysis via GSEQ.

Results and Conclusions

The CM-CLDG group significantly outperformed the C-CLDG group in both English and science achievements. Although no significant differences were found in motivation or anxiety, the C-CLDG group experienced greater flow. Behavioural analysis revealed that the CM-CLDG group exhibited more reflective, structured and strategic learning patterns. Interview findings supported these results, highlighting better memory retention and self-directed learning in the CM-CLDG group. These findings confirm that concept maps, when embedded in digital gameplay, can enhance bilingual learning outcomes and support more effective learning behaviours in CLIL-based educational games.

虽然内容和语言整合学习（CLIL）和数字游戏学习（DGBL）被广泛认为是加强双语教育的有效方法，但它们的结合往往会导致认知过载和学习体验的碎片化。在台湾的双语教育背景下，将英语融入学科教学是国家的优先事项，寻找有效的教学模式仍然是一个关键问题。为了解决这个问题，本研究引入了概念地图促进内容和语言集成数字游戏（CM-CLDG）模型，旨在通过将概念地图嵌入到数字角色扮演游戏中来促进小学生的双语科学学习。虽然DGBL已经证明有可能增加动机和参与，但先前的研究表明，如果没有结构化的指导，学习结果可能会有所不同。CM-CLDG模型旨在通过将概念图直接集成到游戏任务中来支撑知识构建并减少认知超载。本研究旨在评估CM-CLDG方法对学生英语和科学学习成绩、动机、心流体验、焦虑和行为模式的影响。方法采用准实验设计，对中部某小学78名六年级学生进行问卷调查。参与者被分为CM-CLDG组和常规CLIL游戏（C-CLDG）组。进行了前后测试、问卷调查、行为日志分析和访谈，以收集三角数据。学习行为通过GSEQ进行序列分析。结果与结论CM-CLDG组在英语和科学成绩上均明显优于C-CLDG组。虽然在动机或焦虑方面没有发现显著差异，但C-CLDG组经历了更大的心流。行为分析显示，CM-CLDG组表现出更多的反思、结构化和战略性学习模式。访谈结果支持了这些结果，强调CM-CLDG组有更好的记忆保持和自主学习。这些发现证实，当概念图嵌入到数字游戏中，可以提高双语学习成果，并支持基于cll的教育游戏中更有效的学习行为。

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引用次数: 0

Boosting Student Engagement in STEM: Integrating Large Language Model-Based Virtual Agents Into Alternate Reality Games 促进学生对STEM的参与：将基于大型语言模型的虚拟代理集成到替代现实游戏中

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-09 DOI: 10.1111/jcal.70139

Minkai Wang, Jingdong Zhu, Gwo-Jen Hwang, Shao-Chen Chang, Qi-Fan Yang, Di Zhang

Background

STEM education aims to develop innovation and problem-solving skills through interdisciplinary learning, yet struggles to foster student engagement and interdisciplinary thinking. Whilst alternate reality games (ARGs) can boost motivation via game-based problem-solving, integrating large language models (LLMs) remains underexplored. LLM-based virtual agents offer new opportunities for adaptive support.

Objectives

This study aimed to investigate the effectiveness of an LLM-assisted ARG system (LLM-ARG) in enhancing academic performance, metacognitive awareness, and engagement.

Methods

A quasi-experimental study compared LLM-ARG with conventional ARG methods amongst primary school students. The experimental group used LLM-ARG with personalised virtual agent support, whilst the control group employed a conventional ARG with a traditional, rule-based virtual agent that offered only pre-scripted feedback. Data were collected through pre- and post-tests, metacognitive awareness questionnaires, and interaction logs. ANCOVA and correlation analyses were conducted.

Results and Conclusions

LLM-ARG significantly improved learning achievements and metacognitive awareness compared to conventional ARG. High-frequency interactions promoted exploration but did not consistently enhance problem-solving, whilst low-frequency interactions led to higher success via goal-directed strategies. Metacognitive competence emerged as a key predictor of academic performance, highlighting the need to balance exploration with efficiency. This study demonstrates how LLM-driven scaffolding supports diverse learning strategies and promotes adaptive learning in STEM education.

STEM教育旨在通过跨学科学习培养创新和解决问题的能力，但努力培养学生的参与度和跨学科思维。虽然虚拟现实游戏（arg）可以通过基于游戏的问题解决机制来激发玩家的动机，但整合大型语言模型（llm）仍未得到充分探索。基于llm的虚拟代理为自适应支持提供了新的机会。本研究旨在探讨llm辅助ARG系统（LLM-ARG）在提高学业成绩、元认知意识和参与度方面的有效性。方法对小学生进行准实验研究，比较LLM-ARG和传统ARG方法。实验组使用带有个性化虚拟代理支持的LLM-ARG，而对照组使用带有传统的基于规则的虚拟代理的传统ARG，该虚拟代理只提供预先编写的反馈。通过前后测试、元认知意识问卷调查和互动日志收集数据。进行方差分析和相关分析。结果与结论与常规ARG相比，LLM-ARG显著提高了学习成绩和元认知意识。高频率的互动促进了探索，但并不能始终如一地提高解决问题的能力，而低频率的互动通过目标导向的策略导致了更高的成功。元认知能力成为学业成绩的关键预测指标，强调了在探索与效率之间取得平衡的必要性。本研究展示了llm驱动的脚手架如何支持多样化的学习策略，并促进STEM教育中的适应性学习。

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引用次数: 0

The Impact of a Digital Game on Spatial Reasoning for Elementary School Students 数字游戏对小学生空间推理能力的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-09 DOI: 10.1111/jcal.70138

Di Liu, Linxuan Yi, Rui Kang

Background

Spatial reasoning is a crucial factor in students' mathematics performance. Providing training to elementary students in spatial reasoning is a promising way to improve their performance in mathematics. The use of digital games to assist instruction has been found to have a positive impact on students' spatial reasoning.

Objective

This study incorporates digital games into mathematics classrooms to investigate their effects on fourth graders' spatial reasoning.

Methods

The participants were randomly assigned to the experimental group or the control group, with the experimental group using a blended learning approach and the control group still receiving regular instruction. Before and after four sessions of intervention, both groups took a pretest and a posttest on object observation and mental rotation skills.

Results and Conclusions

The Analysis of Covariance (ANCOVA) results revealed that the experimental group showed significantly greater improvement in the two tasks compared to the control group, even after accounting for initial differences. Furthermore, the hierarchical linear regression results indicated that students' performance in the game was predictive of their performance in the object observation task.

Implications

Overall, the results of this study highlight the potential of digital game environments in developing spatial reasoning. The incorporation of digital games into educational practice can be an effective way to develop and improve students' spatial reasoning.

空间推理是影响学生数学成绩的重要因素。对小学生进行空间推理训练是提高其数学成绩的有效途径。使用数字游戏辅助教学已被发现对学生的空间推理有积极影响。目的探讨数字游戏对四年级学生空间推理能力的影响。方法将参与者随机分为实验组和对照组，实验组采用混合式学习方式，对照组仍接受常规教学。在四次干预之前和之后，两组都进行了物体观察和心理旋转技能的前测和后测。结果与结论协方差分析（ANCOVA）结果显示，即使在考虑初始差异后，实验组在两个任务上的改善程度也明显高于对照组。此外，层次线性回归结果表明，学生在游戏中的表现可以预测他们在物体观察任务中的表现。总的来说，这项研究的结果强调了数字游戏环境在发展空间推理方面的潜力。将数字游戏融入教育实践是培养和提高学生空间推理能力的有效途径。

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引用次数: 0

The Effectiveness of Technology-Supported Learning in Improving Students' Digital Literacy—A Meta-Analysis of 56 Experimental and Quasi-Experimental Studies 技术支持学习对提高学生数字素养的有效性——56项实验和准实验研究的元分析

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-09 DOI: 10.1111/jcal.70137

Jin Wang, Wenxiang Fan

Background

For students, digital literacy is an essential competency, and technology-supported learning has become one of the most crucial methods for developing students' digital literacy. However, no academic consensus exists regarding whether technology-supported learning is effective in improving students' digital literacy.

Objectives

This study conducts a meta-analysis to examine the effectiveness of technology-supported learning in improving students' digital literacy. In addition, the influence of moderator variables is tested. Examples of these variables include types of technology, ways of technology use, grade level, types of courses, learning environment, learning methods, duration and different digital literacy dimensions.

Methods

This meta-analysis follows the guidelines outlined in the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). For the 56 studies that met the specified criteria, a random effects model and Hedges' g are used to provide a comprehensive overview of the impact of technology-supported learning on students' digital literacy across different contexts. This study also uses a funnel plot, Begg's test and Egger's test to assess publication bias.

Results and Conclusions

The findings show that: (a) Technology-supported learning has a large positive impact on students' digital literacy (g = 0.612, p < 0.001). (b) Compared to GenAI, extended reality and digital platforms and applications are more effective in fostering digital literacy. (c) Compared to other ways of using technology, employing technology for digital creation and expression has the greatest effect in enhancing students' digital literacy. (d) Compared to other grade levels, technology-supported learning has the greatest effect in promoting kindergarten children's digital literacy. (e) Compared to other course types, technology-supported learning in interdisciplinary courses has the greatest effect in improving students’ digital literacy. (f) Compared to other contexts, technology-supported learning has the greatest effect in cultivating students’ digital literacy when implemented in a blended environment. (g) Compared to other learning methods, blended learning has the greatest effect in promoting students’ digital literacy when combined with technology-supported learning. (h) No significant difference exists in the impact of technology-supported learning on students’ digital literacy development across different intervention durations.

对学生来说，数字素养是一项基本能力，技术支持学习已成为培养学生数字素养的最重要方法之一。然而，关于技术支持的学习是否能有效提高学生的数字素养，学术界尚未达成共识。目的本研究通过荟萃分析来检验技术支持学习在提高学生数字素养方面的有效性。此外，还对调节变量的影响进行了检验。这些变量的例子包括技术类型、技术使用方式、年级水平、课程类型、学习环境、学习方法、持续时间和不同的数字素养维度。方法本荟萃分析遵循系统评价和荟萃分析首选报告项目（PRISMA）中概述的指南。对于符合指定标准的56项研究，使用随机效应模型和Hedges' g来全面概述不同背景下技术支持学习对学生数字素养的影响。本研究还使用漏斗图、Begg检验和Egger检验来评估发表偏倚。结果与结论研究结果表明：(a)技术支持学习对学生数字素养有显著的正向影响（g = 0.612, p < 0.001）。(b)与GenAI相比，扩展现实和数字平台及应用在培养数字素养方面更为有效。（三）与其他使用科技的方式相比，利用科技进行数码创作和表达，对提高学生的数码素养效果最大。（四）与其他年级相比，科技辅助学习对促进幼稚园儿童数码素养的效果最大。(e)与其他课程类型相比，跨学科课程中的技术支持学习对提高学生的数字素养效果最大。(f)与其他情况相比，在混合环境中实施的技术支持学习对培养学生的数字素养效果最大。(g)与其他学习方法相比，混合学习与技术支持学习相结合，对促进学生数字素养的效果最大。(h)技术支持学习对学生数字素养发展的影响在不同干预时间间无显著差异。这些发现为试图通过教育环境中的不同技术提高学生数字素养的教师和研究人员提供了有价值的见解。

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