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

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

Innovation Resistance in EdTech: Functional, Psychological, and Technological Barriers to VR Adoption 教育技术中的创新阻力：VR采用的功能、心理和技术障碍

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-09 DOI: 10.1111/jcal.70149

Yanan Dai, Abdullah Al Mamun, Mohammad Enamul Hoque, Mengling Wu, Yanan Cai

Background

Virtual reality (VR) provides a unique immersive teaching experience and brings significant changes to existing education models. However, barriers may influence the resistance to and non-adoption of VR.

Objectives

Grounded in innovation resistance theory (IRT), this study thus examined the resistance attitudes and non-adoption intention (NAI) of university students toward VR technology from three aspects: functional, psychological, and technological barriers. This approach helps reveal the potential problems of VR technology in the promotion of university education. In addition, this study investigated the mediating effect of resistance on the relationship between these barriers and NAI and the moderating effect of VR attractiveness on the association between resistance and NAI.

Methods

This study collected data from students currently receiving higher education in China through questionnaires and analyzed the data using structural equation modeling.

Results

Results showed that value barrier, cognitive rigidity, and perceived complexity affected the resistance attitudes and NAI of current students toward using VR technology for learning. Furthermore, the attractiveness of VR technology had a negative moderating effect on the relationship between the students' resistance attitudes and NAI while resistance exerted a mediating effect.

Conclusions

The findings of this study could provide insights for university administrators to reduce students' resistance to VR technology adoption, particularly by addressing three key factors: minimizing value barriers, fostering cognitive flexibility, and simplifying perceived complexity. These efforts are expected to reduce students' resistance toward VR technology and ultimately encourage its adoption.

虚拟现实（VR）提供了一种独特的沉浸式教学体验，给现有的教育模式带来了重大变化。然而，障碍可能会影响对虚拟现实的抵制和不采用。本研究以创新阻力理论（IRT）为基础，从功能障碍、心理障碍和技术障碍三个方面考察大学生对虚拟现实技术的抵制态度和不采用意愿（NAI）。这种方法有助于揭示VR技术在促进大学教育方面的潜在问题。此外，本研究还探讨了抗性对这些障碍与NAI之间关系的中介作用以及VR吸引力对抗性与NAI之间关系的调节作用。方法采用问卷调查的方式收集中国高校在校生的数据，采用结构方程模型对数据进行分析。结果结果表明，价值障碍、认知刚性和感知复杂性影响当前大学生对VR技术学习的抵制态度和自主学习能力。此外，虚拟现实技术的吸引力对学生的抗拒态度与NAI之间的关系具有负向调节作用，而抗拒则具有中介作用。本研究的结果可以为大学管理者提供见解，以减少学生对VR技术采用的抵制，特别是通过解决三个关键因素：最大限度地减少价值障碍，培养认知灵活性，简化感知复杂性。这些努力有望减少学生对虚拟现实技术的抵制，并最终鼓励其采用。

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引用次数: 0

Developing and Integrating Metaverse Into EFL Listening Skills to Increase Learners' Self-Determination Based on Social Constructivist Theory 基于社会建构主义理论，将元认知融入英语听力技能中，提高学习者的自主性

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-05 DOI: 10.1111/jcal.70151

Ferdi Çelik, Ceylan Yangın Ersanlı

Background

This mixed-method, controlled quasi-experimental study aimed to examine the effects of metaverse-based English as a foreign language (EFL) instruction on high school students' listening skills and self-determination levels. The lessons, which were designed based on social constructivist theory, were implemented for a total of 8 weeks and 16 lessons, 2 h per week. The main problem investigated is how the metaverse can be utilised to overcome the lack of motivation and engagement in EFL learning, especially in the development of listening skills.

Objectives

The objective was to determine whether metaverse listening lessons based on social constructivist theory could significantly enhance students' listening scores and self-determination levels compared to regular classroom settings.

Methods

A total of 106 Turkish high school students (experimental = 53 and control = 53) were observed for 8 weeks. Lessons were conducted in researcher-designed metaverse environments for the experimental group and in regular classrooms for the control group. Data were collected through a standardised listening test adapted to measure listening achievement, the self-determination scale adapted into Turkish and validated, weekly reflective forms and a checklist developed by the researchers. Quantitative data were analysed using frequentist methods in SPSS 27, while qualitative data were analysed using thematic analysis and content analysis in MAXQDA 24.

Results

The findings revealed that metaverse listening lessons based on social constructivist theory led to significant increases in students' listening scores and self-determination levels. Students reported higher motivation and confidence as metaverse lessons provided authentic contexts, increased engagement through socially interactive tasks and made the learning process enjoyable. However, it was observed that the metaverse environment posed some limitations in terms of technical infrastructure (internet speed and device quality) and cognitive load, for which suggestions were offered to overcome these problems.

Conclusions

The study presents practical recommendations for policymakers, teachers and researchers, and supports the integration of metaverse-based instruction to enhance listening skills and self-determination among high school students.

本研究旨在探讨基于元记忆的英语作为外语教学对高中生听力技能和自我决定水平的影响。这些课程是根据社会建构主义理论设计的，共8周，16节课，每周2小时。研究的主要问题是如何利用元环境来克服英语学习中缺乏动机和投入的问题，特别是在听力技能的发展方面。目的探讨基于社会建构主义理论的元情境听力课程是否能显著提高学生的听力分数和自我决定水平。方法对106名土耳其高中生（实验组53人，对照组53人）进行为期8周的观察。实验组在研究人员设计的虚拟环境中上课，对照组在常规教室上课。数据是通过标准化听力测试收集的，该测试适用于衡量听力成就，自决量表适用于土耳其并经过验证，每周反思形式和研究人员开发的清单。定量数据采用SPSS 27中的频率分析方法进行分析，定性数据采用MAXQDA 24中的主题分析和内容分析进行分析。结果基于社会建构主义理论的元记忆听力课显著提高了学生的听力成绩和自我决定水平。学生们报告说，由于虚拟现实课程提供了真实的背景，通过社会互动任务增加了参与度，并使学习过程变得愉快，因此学生们的动机和信心更高。然而，观察到元环境在技术基础设施（互联网速度和设备质量）和认知负荷方面存在一些限制，并提出了克服这些问题的建议。结论本研究为政策制定者、教师和研究人员提供了切实可行的建议，并支持整合基于元记忆的教学来提高高中生的听力技能和自我决定能力。

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引用次数: 0

Enhancing English Reading Comprehension, Learning Motivation and Attitude Through AI-Supported Pre-Reading Scaffolding 通过人工智能支持的预读脚手架提高英语阅读理解、学习动机和态度

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-03 DOI: 10.1111/jcal.70150

Chih-Chung Lin, Tzu-Hsuan Lin, Chi-Kay Tang

Background

The integration of generative artificial intelligence (Gen-AI) into second language (L2) education has opened new possibilities for personalized and adaptive instruction. While Gen-AI has shown promise in supporting language production skills, its application in reading, particularly in pre-reading scaffolding, remains underexplored.

Objectives

This study aimed to examine the effects of AI-supported pre-reading scaffolding, using ChatGPT, on university EFL students' English reading comprehension, learning motivation, and attitudes towards English learning, compared to traditional teacher-led scaffolding.

Methods

A quasi-experimental pretest-posttest design was employed with 66 first-year university EFL students. Participants were assigned to either a teacher-led control group (n = 34) or an AI-supported experimental group (n = 32). Both groups received structured question-posing scaffolding prior to reading tasks, but delivery methods differed. The control group interacted with instructors, while the experimental group used a custom-designed online platform integrating ChatGPT. ANCOVA was used to analyse the post-intervention outcomes across three domains: reading comprehension, motivation, and attitudes.

Results

ANCOVA results indicated that students in the AI-supported group outperformed the teacher-led group in English reading comprehension, F(1, 63) = 5.06, p = 0.02, partial η² = 0.07. Similarly, learning motivation was higher in the AI group, F(1, 63) = 5.90, p = 0.01, partial η² = 0.08. For learning attitude, the AI-supported group also demonstrated an advantage, F(1, 63) = 14.77, p < 0.001, partial η² = 0.19. These results suggest a moderate-to-large effect of AI-supported pre-reading scaffolding on both cognitive and affective outcomes.

Conclusions

Integrating Gen-AI into pre-reading scaffolding enhances both cognitive and affective outcomes in EFL reading contexts. These findings support the potential of AI-based instructional tools to provide scalable, interactive, and learner-centered support for reading development in higher education.

生成式人工智能（Gen-AI）与第二语言（L2）教育的整合为个性化和适应性教学开辟了新的可能性。虽然Gen-AI在支持语言生成技能方面显示出了希望，但它在阅读方面的应用，特别是在阅读前搭建方面的应用，仍未得到充分探索。本研究旨在考察人工智能支持的阅读前脚手架（使用ChatGPT）与传统教师主导的脚手架相比，对大学英语学生的英语阅读理解、学习动机和英语学习态度的影响。方法采用准实验的前测后测设计对66名大学一年级英语学生进行调查。参与者被分配到教师领导的对照组（n = 34）或人工智能支持的实验组（n = 32）。两组人在阅读任务之前都接受了结构化的提问脚手架，但传递方法不同。对照组与教师互动，实验组使用定制的集成ChatGPT的在线平台。ANCOVA用于分析三个领域的干预后结果：阅读理解、动机和态度。结果ANCOVA结果显示，人工智能支持组学生的英语阅读理解成绩优于教师主导组，F(1,63) = 5.06, p = 0.02，偏η2 = 0.07。同样，AI组的学习动机更高，F(1,63) = 5.90, p = 0.01，偏η2 = 0.08。在学习态度方面，人工智能支持组也表现出优势，F(1,63) = 14.77, p < 0.001，偏η2 = 0.19。这些结果表明，人工智能支持的预阅读支架对认知和情感结果都有中等到较大的影响。结论将Gen-AI整合到阅读前支架中可以提高英语阅读情境中的认知和情感结果。这些发现支持了基于人工智能的教学工具的潜力，为高等教育中的阅读发展提供可扩展的、交互式的和以学习者为中心的支持。

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引用次数: 0

Self-Efficacy, Emotions and Mathematics Achievement: Longitudinal Effects of Flipped Learning 自我效能感、情绪与数学成绩：翻转学习的纵向效应

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-03 DOI: 10.1111/jcal.70148

Petri Nokelainen, Terhi Kaarakka, Jani Hirvonen, Ilmari Puhakka, Riikka Kangaslampi, Simo Ali-Löytty, Vikke Vuorenpää, Elina Viro

<div> <section> <h3> Background</h3> <p>First-year engineering mathematics courses present a critical academic challenge, often leading to a significant decline in student self-efficacy, a key predictor of retention and success. While flipped learning is a proposed solution, a lack of longitudinal research using robust comparison groups has limited our understanding of its true impact over time. This study addresses this gap by examining the interplay of a flipped learning model, self-efficacy, emotions, and achievement across a full academic year.</p> </section> <section> <h3> Objectives</h3> <p>To longitudinally investigate how a student-centred flipped learning model influences the development of first-year engineering students' self-efficacy compared to a student-centred lecture-based model, and to examine the roles of emotional valence and mathematics achievement in this process.</p> </section> <section> <h3> Methods</h3> <p>This quasi-experimental study involved 393 first-year engineering students at a Finnish university. Students were organised into a flipped learning intervention group and a lecture-based control group for four compulsory mathematics courses over the 2019–2020 academic year. Data on self-efficacy and emotional valence were collected at five time points and analysed, along with mathematics achievement scores, using multilevel modelling.</p> </section> <section> <h3> Results</h3> <p>While an overall decline in self-efficacy was observed, the developmental pattern differed by group: the control group showed a steady linear decline, while the intervention group exhibited a non-linear trend of decline and pre-pandemic recovery. However, the flipped learning intervention significantly mitigated this overall decline, with the intervention group maintaining a consistently higher trajectory of self-efficacy. While this treatment effect was statistically significant, its practical effect size was small, a finding that aligns with prior meta-analyses in engineering disciplines. Positive emotions and higher achievement were positively related to self-efficacy for all students, but no significant interaction effects with the instructional model were found.</p> </section> <section> <h3> Conclusions</h3> <p>Flipped learning can serve as a protective buffer against the erosion of student confidence in challenging first-year engineering mathematics courses. The findings suggest that the primary benefit of the model stems not simply from inv

大一的工程数学课程是一项重要的学术挑战，经常导致学生自我效能感的显著下降，而自我效能感是学生留任和成功的关键预测指标。虽然翻转学习是一种建议的解决方案，但缺乏使用强大的比较组的纵向研究，限制了我们对其真正影响的理解。本研究通过考察翻转学习模式、自我效能感、情绪和整个学年的成就之间的相互作用，解决了这一差距。目的纵向考察以学生为中心的翻转学习模式与以学生为中心的授课模式相比对工科大一学生自我效能感发展的影响，并考察情绪效价和数学成绩在这一过程中的作用。方法对芬兰一所大学的393名工科一年级学生进行准实验研究。在2019-2020学年，学生们被分为翻转学习干预组和讲座型对照组，学习四门必修的数学课程。在五个时间点收集了自我效能感和情绪效价的数据，并使用多层模型分析了数学成就分数。结果自我效能感总体下降，但不同组的发展模式不同：对照组呈稳定的线性下降，干预组呈非线性下降趋势，并在大流行前恢复。然而，翻转学习干预显著缓解了这种整体下降，干预组保持了一贯较高的自我效能。虽然这种治疗效果在统计学上是显著的，但它的实际效应大小很小，这一发现与先前在工程学科中的荟萃分析一致。所有学生的积极情绪与高成就对自我效能感均有显著正相关，但与教学模式无显著交互作用。结论翻转学习可以作为一种保护性缓冲，防止学生在具有挑战性的一年级工程数学课程中信心的侵蚀。研究结果表明，该模式的主要好处不仅仅来自反向教学，还来自结构化的、协作的社会互动，这种互动可以促进掌握经验和同伴支持。教育工作者应该优先考虑这些组成部分，在学生向高等教育过渡的关键时期为他们提供支持。

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引用次数: 0

Fostering Computational Thinking: Individual Factors and Mutual Engagement in Middle-School Pair Programming 培养计算思维：中学结对编程中的个人因素与相互参与

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-02 DOI: 10.1111/jcal.70147

Fan Xu, Ana-Paula Correia

Background

Computational thinking (CT) is an essential skill for preparing the younger generation to succeed in an AI-driven world, with pair programming emerging as a widely used approach to foster these skills. However, the role of individual factors and mutual engagement in shaping CT skills within pair programming remains underexplored, particularly in middle school contexts.

Objectives

This study investigates how individuals' attitudes towards programming and collaboration, as well as individuals' prior computer and programming experience, influence CT skills in pair programming. Given the collaborative nature of pair programming, this research extends beyond individual outcomes to explore the mutual influence between partners, examining how these factors shape both individual and partner CT skills. Additionally, it evaluates mutual engagement as a moderator of these relationships.

Methods

Eighty-four eighth-grade students participated in pair programming sessions using P5.js, a creative coding platform. Through the Actor-Partner Interdependence Model and dyadic data analysis, we evaluated the actor and partner effects of each individual factor and their interactions with mutual engagement.

Results and Conclusions

Students' CT scores were positively associated with their attitudes towards programming and collaboration, but not with prior computer or programming experience. Their attitudes towards collaboration and programming frequency also positively influenced partners' CT performance. Mutual engagement moderates the actor effect of prior experience and the partner effect of social value (a subcomponent of attitudes towards programming) on CT performance. These findings enhance understanding of the social and cognitive dynamics in pair programming and provide actionable insights for designing activities that foster CT among young learners.

计算思维（CT）是培养年轻一代在人工智能驱动的世界中取得成功的基本技能，结对编程正成为培养这些技能的一种广泛使用的方法。然而，在结对编程中，个体因素和相互参与在塑造CT技能方面的作用仍未得到充分探索，特别是在中学环境中。目的本研究探讨个人对编程和协作的态度，以及个人先前的计算机和编程经验如何影响结对编程中的CT技能。鉴于结对编程的协作性质，本研究超越了个人结果，探索了合作伙伴之间的相互影响，考察了这些因素如何塑造个人和合作伙伴的CT技能。此外，它评估了相互参与作为这些关系的调节者。方法84名八年级学生使用创意编程平台P5.js进行结对编程。通过行动者-伙伴相互依赖模型和二元数据分析，我们评估了每个个体因素的行动者和伙伴效应以及它们与相互参与的相互作用。结果与结论学生的CT分数与他们对编程和协作的态度呈正相关，但与先前的计算机或编程经验无关。他们对合作的态度和编程频率对合作伙伴的CT表现也有积极的影响。相互参与调节了先前经验的行动者效应和社会价值（对节目态度的一个子成分）对CT表现的伙伴效应。这些发现增强了对结对编程中的社会和认知动态的理解，并为设计培养年轻学习者CT的活动提供了可行的见解。

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引用次数: 0