Journal of Computer Assisted Learning最新文献_第8页

‘Instructor in action’: Co-design and evaluation of human-centred LA-informed feedback in MOOCs 教师在行动"：在 MOOC 中共同设计和评估以人为本的 LA 信息反馈

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-09-04 DOI: 10.1111/jcal.13057

Paraskevi Topali, Ruth Cobos, Unai Agirre-Uribarren, Alejandra Martínez-Monés, Sara Villagrá-Sobrino

Background

Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed that a human-centred approach in the design of LA solutions can be beneficial. Yet, there is a scarcity of empirical studies discussing participatory approaches addressing LA for feedback in MOOCs.

Paper Objectives

We report a human-centred design, where an instructor and a tool developer employed a conceptual framework, named FeeD4Mi, to shape personalised LA-informed feedback in a MOOC.

Methods

The current study follows a qualitative interpretative approach to understand how the proposed conceptual framework FeeD4Mi served the MOOC instructor and the tool developer to design feedback interventions and re-design an existing LA tool, respectively.

Results and Conclusions

The results showed that FeeD4Mi helped the tool developer to create a contextualised LA tool, named edX-LIMS+. edX-LIMS+ allowed the instructor to monitor and assist struggling MOOC learners in a timely manner. Additionally, FeeD4Mi successfully guided the course instructor in designing and delivering personalised interventions. Yet, the feedback design process was perceived as time-demanding, an issue we plan to address in our future work.

Takeaways

The current study extends the existing empirical research about employing human-centred approaches for the design of LA-driven interventions. Moreover, this study advances the theory of scalable feedback tactics, through a conceptual framework that aims to guide MOOC instructors during the definition of feedback interventions. We envision that this research contributes to promoting participatory approaches for designing, delivering, and evaluating LA-informed feedback interventions in authentic contexts.

背景由于大规模开放式在线课程（MOOC）的规模庞大，学习者的需求各不相同，因此，大规模开放式在线课程（MOOC）中个性化的及时反馈受到了阻碍。学习分析（LA）可以支持可扩展的干预措施，但它们往往缺乏教学和情境基础。以往的研究表明，在设计学习分析解决方案时采用以人为本的方法是有益的。论文目的我们报告了一个以人为本的设计，在这个设计中，一名教师和一名工具开发人员采用了一个名为 FeeD4Mi 的概念框架，在 MOOC 中形成了个性化的 LA 信息反馈。结果与结论结果表明，FeeD4Mi 帮助工具开发人员创建了一个名为 edX-LIMS+ 的情境化 LA 工具。此外，FeeD4Mi 还成功地指导了课程教师设计和提供个性化的干预措施。然而，我们认为反馈设计过程耗时较长，我们计划在今后的工作中解决这一问题。本研究扩展了现有的实证研究，即采用以人为本的方法设计洛杉矶驱动的干预措施。此外，本研究通过旨在指导 MOOC 讲师定义反馈干预措施的概念框架，推进了可扩展反馈策略理论的发展。我们设想，这项研究将有助于推广参与式方法，以便在真实情境中设计、实施和评估以 LA 为依据的反馈干预措施。

{"title":"‘Instructor in action’: Co-design and evaluation of human-centred LA-informed feedback in MOOCs","authors":"Paraskevi Topali, Ruth Cobos, Unai Agirre-Uribarren, Alejandra Martínez-Monés, Sara Villagrá-Sobrino","doi":"10.1111/jcal.13057","DOIUrl":"10.1111/jcal.13057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed that a human-centred approach in the design of LA solutions can be beneficial. Yet, there is a scarcity of empirical studies discussing participatory approaches addressing LA for feedback in MOOCs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Paper Objectives</h3>\u0000 \u0000 <p>We report a human-centred design, where an instructor and a tool developer employed a conceptual framework, named FeeD4Mi, to shape personalised LA-informed feedback in a MOOC.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The current study follows a qualitative interpretative approach to understand how the proposed conceptual framework FeeD4Mi served the MOOC instructor and the tool developer to design feedback interventions and re-design an existing LA tool, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that FeeD4Mi helped the tool developer to create a contextualised LA tool, named edX-LIMS+. edX-LIMS+ allowed the instructor to monitor and assist struggling MOOC learners in a timely manner. Additionally, FeeD4Mi successfully guided the course instructor in designing and delivering personalised interventions. Yet, the feedback design process was perceived as time-demanding, an issue we plan to address in our future work.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>The current study extends the existing empirical research about employing human-centred approaches for the design of LA-driven interventions. Moreover, this study advances the theory of scalable feedback tactics, through a conceptual framework that aims to guide MOOC instructors during the definition of feedback interventions. We envision that this research contributes to promoting participatory approaches for designing, delivering, and evaluating LA-informed feedback interventions in authentic contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3149-3166"},"PeriodicalIF":5.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203247","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 moderating effect of self-regulated learning skills on online learning behaviour in blended learning 自我调节学习技能对混合式学习中在线学习行为的调节作用

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-29 DOI: 10.1111/jcal.13059

Shuang Li, Jingxi Chen, Sizhuo Liu

Background

Enhancing the effectiveness of online learning has become a key challenge with regard to the ability of blended learning to reach its full potential. However, mechanisms by which students' self-regulated learning (SRL) skills influence their online learning engagement in blended learning and subsequent learning achievement have yet to be explored fully.

Objectives

This study aims to explore the mechanisms underlying the effects of students' SRL skills on online learning behaviour and learning achievement in blended learning.

Methods

Based on students' self-reported data and learning behavioural data, this study employed a combination of structural equation modelling and learning analytics to conduct an in-depth investigation into the influence of SRL skills on online learning behaviour and blended learning achievement.

Results

The results indicated that the duration spent on challenging mandatory tasks mediates the relationship between psychological engagement and learning achievement; Two SRL skills, task strategies and self-evaluation, played positive moderating roles in the relationship between psychological engagement and online behavioural engagement. Further analysis of behavioural sequences revealed that these two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, self-evaluation impacted the approach to quizzes and error correction during exercises.

Takeaway

The findings of this research enrich and advance the understanding of characteristics and processes of SRL in blended learning contexts and have important implications for both instructional design and learning support in the context of blended K-12 learning.

背景提高在线学习的有效性已成为混合式学习能否充分发挥其潜力的关键挑战。然而，学生的自我调节学习（SRL）技能对他们在混合式学习中的在线学习参与度和后续学习成绩的影响机制仍有待充分探索。本研究旨在探索学生的自我调节学习技能对混合式学习中在线学习行为和学习成绩的影响机制。方法本研究基于学生的自我报告数据和学习行为数据，采用结构方程模型和学习分析相结合的方法，深入探究SRL技能对在线学习行为和混合式学习成绩的影响。结果研究结果表明，在具有挑战性的强制性任务上花费的时间介导了心理投入和学习成绩之间的关系；任务策略和自我评价这两种SRL技能在心理投入和在线行为投入之间的关系中发挥了积极的调节作用。对行为序列的进一步分析表明，这两种技能影响了学生在视频学习过程中的行为模式以及他们在练习中归因错误的有效性。本研究的发现丰富并推进了对混合式学习情境中自学能力学习的特征和过程的理解，对 K-12 混合式学习情境中的教学设计和学习支持具有重要意义。

{"title":"The moderating effect of self-regulated learning skills on online learning behaviour in blended learning","authors":"Shuang Li, Jingxi Chen, Sizhuo Liu","doi":"10.1111/jcal.13059","DOIUrl":"10.1111/jcal.13059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Enhancing the effectiveness of online learning has become a key challenge with regard to the ability of blended learning to reach its full potential. However, mechanisms by which students' self-regulated learning (SRL) skills influence their online learning engagement in blended learning and subsequent learning achievement have yet to be explored fully.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to explore the mechanisms underlying the effects of students' SRL skills on online learning behaviour and learning achievement in blended learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Based on students' self-reported data and learning behavioural data, this study employed a combination of structural equation modelling and learning analytics to conduct an in-depth investigation into the influence of SRL skills on online learning behaviour and blended learning achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicated that the duration spent on challenging mandatory tasks mediates the relationship between psychological engagement and learning achievement; Two SRL skills, task strategies and self-evaluation, played positive moderating roles in the relationship between psychological engagement and online behavioural engagement. Further analysis of behavioural sequences revealed that these two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, self-evaluation impacted the approach to quizzes and error correction during exercises.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaway</h3>\u0000 \u0000 <p>The findings of this research enrich and advance the understanding of characteristics and processes of SRL in blended learning contexts and have important implications for both instructional design and learning support in the context of blended K-12 learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3125-3148"},"PeriodicalIF":5.1,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203248","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

Integrating group awareness into team-based learning 将团体意识融入团队学习

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-26 DOI: 10.1111/jcal.13058

Jian-Wei Lin, Hong-Ren Chen

Background

Team-based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning.

Objectives

This study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL + GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection.

Methods

A quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL + GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes.

Results and Conclusions

The TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback.

Implications

Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment.

背景基于团队的学习（TBL）是一种广受认可的教学策略，被广泛应用于各个领域和课程中。尽管 TBL 取得了成功，但在小组协作中出现的社会闲散现象也引起了人们的关注；这种闲散现象会降低学习的整体效果。本研究通过将小组意识（GA）信息整合到 TBL 的每个阶段来解决上述问题，从而形成了一个旨在加强 TBL 教学的 TBL + GA 系统。在在线协作学习过程中，GA 信息提供了对同伴所完成活动的洞察力，从而了解同伴的准备情况和成绩；这些知识促进了学习动机、参与和反思。方法在台湾一所大学的两个大一班级（分别有 40 名和 41 名学生）的学生中进行了一项准实验，对照班和实验班分别使用了 TBL 系统和 TBL + GA 系统。学生的学习努力通过课前准备进行评估，包括学习材料的使用和在线测试成绩。学习成绩通过评估学生的作业质量来评价。收集并比较了两个班级的学生反馈，包括同学评价和学生对 TBL 体验的看法。结果与结论 TBL + GA 系统大大加强了学员的课前准备工作，减少了社交闲散现象。这种改进表现为更高的练习参与度和更好的在线评估分数。TBL + GA 系统还提高了作业质量，并获得了更具建设性的积极同伴反馈。启示将性别问题信息整合到 TBL 的每个阶段可能会对教学效果产生积极影响。建议的 TBL + GA 系统可作为一个实用模型，供寻求加强 TBL 实施和营造更有吸引力和建设性学习环境的教师使用。

{"title":"Integrating group awareness into team-based learning","authors":"Jian-Wei Lin, Hong-Ren Chen","doi":"10.1111/jcal.13058","DOIUrl":"https://doi.org/10.1111/jcal.13058","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Team-based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL + GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL + GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3111-3124"},"PeriodicalIF":5.1,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642513","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

Factors affecting deep learning of EFL students in higher vocational colleges under small private online courses-based settings: A grounded theory approach 基于小型私人在线课程环境下影响高职院校EFL学生深度学习的因素：基础理论方法

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-25 DOI: 10.1111/jcal.13060

Liping Jiang, Menglei Lv, Mengmeng Cheng, Xia Chen, Changhong Peng

Background

The introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes.

Objectives

By employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors.

Methods

Semi-structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three-tier coding analysis, an “environment-person-mediation -behaviour” (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs.

Results

Our findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation.

Implications

The findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences.

背景在高等职业学院（HVC）的英语作为外语（EFL）教学中引入小型私人在线课程（SPOCs）标志着教育的转变。通过采用基础理论，我们试图探索在高等职业学院的 SPOC 学习环境中影响学生深度学习体验的关键因素，并阐明这些影响因素之间的相互关系。方法对 18 名 EFL 学生和 4 名教师进行了半结构式访谈，并使用 NVivo 11 软件对收集到的数据进行定性分析。通过严格的三层编码分析，构建了 "环境--人--中介--行为"（EPMB）模型，旨在阐明影响高职院校 EFL 学生深度学习的机制。结果我们的研究结果表明，内在动机和认知能力对高职院校 EFL 学生的深度学习至关重要。混合式学习环境、英语课程满意度和英语教师的教学方法是情境影响因素。这些因素相互关联，通过连续性、吸引力、指导、动机和调节等各种中介对深度学习产生积极或消极的影响。

{"title":"Factors affecting deep learning of EFL students in higher vocational colleges under small private online courses-based settings: A grounded theory approach","authors":"Liping Jiang, Menglei Lv, Mengmeng Cheng, Xia Chen, Changhong Peng","doi":"10.1111/jcal.13060","DOIUrl":"10.1111/jcal.13060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>By employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three-tier coding analysis, an “environment-person-mediation -behaviour” (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3098-3110"},"PeriodicalIF":5.1,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203249","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

Design, development and testing of BodoRao—A markerless augmented reality application for endangered language in primary education 设计、开发和测试 BodoRao--小学教育中濒危语言的无标记增强现实应用程序

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-20 DOI: 10.1111/jcal.13056

Dipali Basumatary, Ranjan Maity

Background

Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language.

Objective

This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application.

Method

A mixed-method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non-native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application.

Results and Conclusion

The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non-native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non-native students in the experimental group.

背景增强现实技术可提供三维虚拟体验，在现代教育中得到广泛应用。然而，这些应用对欠发达部落社区的影响还有待研究。据我们所知，还没有开发出专门用于学习博多部落语言的无标记增强现实应用程序。因此，我们开发了一款无标记增强现实应用程序--BodoRao，用于教授博多部落语言的字母和数字。调查增强现实应用程序如何影响学生的语言学习成绩。同时，评估学生对使用增强现实应用程序的态度。方法采用定量和定性相结合的混合方法收集数据。共评估了来自两个用户组（母语使用者和非母语使用者）的 80 名学生，以确定 BodoRao 应用程序是否能使各种语言使用者受益。此外，每个用户组都分成了实验组和对照组。实验组使用增强现实应用程序进行学习，而对照组则使用传统教科书进行学习。研究结果发现，实验组和对照组的母语用户和非母语用户的成绩测试结果存在显著差异。学生对应用软件的积极态度也得到了观察，表现在他们对应用软件的高满意度、低焦虑度和使用准备度。此外，实验组母语和非母语学生的学习成绩和态度之间也存在显著的正相关。

{"title":"Design, development and testing of BodoRao—A markerless augmented reality application for endangered language in primary education","authors":"Dipali Basumatary, Ranjan Maity","doi":"10.1111/jcal.13056","DOIUrl":"10.1111/jcal.13056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed-method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non-native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non-native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non-native students in the experimental group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3083-3097"},"PeriodicalIF":5.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203251","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

Fast certificate issuance in a Moodle-based MOOC platform: A large-scale study 在基于 Moodle 的 MOOC 平台上快速颁发证书：大规模研究

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-20 DOI: 10.1111/jcal.13054

Gabriela Trindade Perry, Marlise Bock Santos

Background

Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.

Objective

The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.

Method

A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.

Results and Conclusions

The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.

背景学术不诚实的情况在在线学习环境中很常见，因为难以发现，导致风险程度相当低。然而，如果不加以识别，不诚实的学习者在 MOOC 点击流数据中引入的噪音可能会导致科学研究的结果和结论出现偏差。方法我们采用了描述性和推论性统计方法来分析巴西一个基于 Moodle 的 MOOC 平台的点击流数据。数据库中有113门MOOC课程的相关信息，以及2016年至2023年期间获得109050份证书的297687名学生的相关信息。结果与结论在没有最低课程时间限制的MOOC颁发的证书中，约有51%是通过快速颁发证书获得的，而在有最低课程时间限制的MOOC中，只有2%的证书是通过这种方式获得的。我们的结论是，课程配置的这种差异是解释所发现行为的关键。结果表明，MOOCs 中不良行为的数量可能比报告的要高得多，对这种教育模式构成了潜在威胁。此外，这种行为的性质取决于课程配置。

{"title":"Fast certificate issuance in a Moodle-based MOOC platform: A large-scale study","authors":"Gabriela Trindade Perry, Marlise Bock Santos","doi":"10.1111/jcal.13054","DOIUrl":"10.1111/jcal.13054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3072-3082"},"PeriodicalIF":5.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203250","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

Exploring gesture frequencies and images in multimedia environments with pedagogical agents 利用教学代理探索多媒体环境中的手势频率和图像

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-12 DOI: 10.1111/jcal.13053

Robert O. Davis, Yong-Jik Lee, Joseph Vincent, Lili Wan

Background

Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.

Objective

The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.

Method

A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.

Results and Conclusions

The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.

背景手势是人与人交流中不可或缺的组成部分，当说话者与听话者可视时，就会出现手势。在过去的几年中，研究人员已经探讨了如何设计计算机生成的教学代理来做出四种主要手势，以及这对代理角色和学习效果的意义。本研究的目的是探索使用静态图像和不同频率的手势来评估两种视觉输入是否会增加注意力分离效应的风险，并研究当两种视觉输入与叙述同时出现时视觉冗余的可能性。将收集有关认知负荷、代理角色和学习成果（回忆和迁移）的数据，以衡量参与者在获取程序性知识（特别是有关闪电原理的知识）时的学习体验，并与之前的研究进行比较。方法混合方法包括三种手势频率条件（增强、平均、无），共有 118 名参与者参与。采用随机效应线性回归模型对定量数据进行分析；而定性数据则通过持续 15-20 分钟的个别访谈收集。结果与结论使用增强型手势频率和图像可能会显著增加内在认知负荷，但手势和图像不会造成外在认知负荷。增强手势条件明显优于无手势条件。访谈表明，根据手势条件的不同，学生会选择性地关注他们认为能提供最大学习机会的信息。使用两种视觉输入不会导致注意力分散，也不会产生视觉冗余效应。

{"title":"Exploring gesture frequencies and images in multimedia environments with pedagogical agents","authors":"Robert O. Davis, Yong-Jik Lee, Joseph Vincent, Lili Wan","doi":"10.1111/jcal.13053","DOIUrl":"10.1111/jcal.13053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3055-3071"},"PeriodicalIF":5.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203252","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 effect of instructor's voice enthusiasm and visual cueing in multimedia learning 多媒体学习中教师的声音热情和视觉提示的效果

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-12 DOI: 10.1111/jcal.13049

Lei Han, Haoyue Guo, Zongshuo Ma, Ruihua Wang, Mengshi Xiao

Background

Given the current technological advancements and the growing need for remote education, multimedia learning has become more popular among teachers and students. Therefore, the creation of multimedia teaching programmes that can improve learning outcomes has become increasingly important. However, there is a lack of research on whether incorporating visual cues into instructors' emotional designs is more effective than using only one approach.

Objectives

Based on the cognitive-affective theory of learning with media and the cognitive affective model of e-learning, this study aimed to explore how instructor's voice enthusiasm and visual cueing affect students' multimedia learning experience and learning outcomes.

Methods

A 2 (instructor's voice enthusiasm: high vs. low) × 2 (visual cueing: visual cues vs. no cues) between-subjects design was used, college students unfamiliar with immunomodulation learned about this subject in a video lesson. Then, they then took a retention test and completed the learning experience scales.

Results and Conclusions

The results indicated that both the instructor's vocal enthusiasm and visual cueing independently have a positive impact on learners' retention test scores. However, if present simultaneously, their positive effects are not cumulative. Specifically, when visual cueing was provided, the instructor's voice enthusiasm did not significantly affect the retention test. Without visual cueing, the instructor's high voice enthusiasm positively impacts the retention test. In addition, the learning experience mediated between the instructor's voice enthusiasm and retention test. These findings offer insights into enhancing the efficacy of multimedia learning by foregrounding instructors' emotional engagement and refining the design of instructional content cues.

背景鉴于当前的技术进步和对远程教育日益增长的需求，多媒体学习越来越受到教师和学生的欢迎。因此，制作能够提高学习效果的多媒体教学程序变得越来越重要。本研究以媒体学习的认知情感理论和电子学习的认知情感模型为基础，旨在探讨教师的语音热情和视觉提示如何影响学生的多媒体学习体验和学习效果。研究采用了 2（教师的声音热情：高与低）×2（视觉提示：有视觉提示与无提示）的被试间设计，让不熟悉免疫调节的大学生通过视频课程了解这一主题。结果和结论结果表明，教师的声音热情和视觉提示都会对学习者的保持测试得分产生积极影响。但是，如果同时出现，它们的积极影响就不会累积。具体来说，在提供视觉提示的情况下，教师的声音热情对保持测试的影响不大。在没有视觉提示的情况下，教师的声音热情会对保持测试产生积极影响。此外，学习体验在教员的声音热情和保持测试之间起到了中介作用。这些发现为通过强调教师的情感投入和改进教学内容线索的设计来提高多媒体学习的效果提供了启示。

{"title":"The effect of instructor's voice enthusiasm and visual cueing in multimedia learning","authors":"Lei Han, Haoyue Guo, Zongshuo Ma, Ruihua Wang, Mengshi Xiao","doi":"10.1111/jcal.13049","DOIUrl":"10.1111/jcal.13049","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given the current technological advancements and the growing need for remote education, multimedia learning has become more popular among teachers and students. Therefore, the creation of multimedia teaching programmes that can improve learning outcomes has become increasingly important. However, there is a lack of research on whether incorporating visual cues into instructors' emotional designs is more effective than using only one approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Based on the cognitive-affective theory of learning with media and the cognitive affective model of e-learning, this study aimed to explore how instructor's voice enthusiasm and visual cueing affect students' multimedia learning experience and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A 2 (instructor's voice enthusiasm: high vs. low) × 2 (visual cueing: visual cues vs. no cues) between-subjects design was used, college students unfamiliar with immunomodulation learned about this subject in a video lesson. Then, they then took a retention test and completed the learning experience scales.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that both the instructor's vocal enthusiasm and visual cueing independently have a positive impact on learners' retention test scores. However, if present simultaneously, their positive effects are not cumulative. Specifically, when visual cueing was provided, the instructor's voice enthusiasm did not significantly affect the retention test. Without visual cueing, the instructor's high voice enthusiasm positively impacts the retention test. In addition, the learning experience mediated between the instructor's voice enthusiasm and retention test. These findings offer insights into enhancing the efficacy of multimedia learning by foregrounding instructors' emotional engagement and refining the design of instructional content cues.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3044-3054"},"PeriodicalIF":5.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226146","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

Comparing effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving: A process modelling approach 比较不同目标类型顺序对工程问题解决中基于协作模拟探究的影响：过程建模方法

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-08 DOI: 10.1111/jcal.13050

Yanyan Sun, Chengjun Feng, Di Peng, Bian Wu

Background

Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.

Objectives

To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving.

Methods

In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.

Results and Conclusions

The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium-performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem-solving goal subtask first (Problem solving goal-Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal-Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated-based complex engineering problem solving could be used as an idea-centered scaffolding, especially for medium-performance learners. However, low-performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.

学习和解决问题是工程教育中复杂问题解决的主要目标。为了了解它们之间的关系，本研究比较了不同目标类型顺序对工程问题解决中基于模拟的协作探究的影响。在本研究中，24 名工程学本科生结成对子，使用计算机模拟应用程序解决风洞问题。研究使用了过程挖掘和认识网络分析来模拟探究过程，并根据日志数据和讨论话语识别探究模式。此外，首次分配的子任务的目标类型对学习者的探究过程也有影响。先分配问题解决目标子任务（问题解决目标-学习目标条件）的学习者有更多的模拟试验，他们的探究话语以澄清为中心，而先分配学习目标子任务（学习目标-问题解决目标条件）的学习者则更多地将反思与其他探究阶段联系起来。本研究的结果表明，在模拟复杂工程问题解决的过程中，首先分配学习目标子任务可以作为一种以想法为中心的支架，尤其是对中等成绩的学习者而言。然而，学习成绩差的学习者会出现 "情景知识悖论"，需要额外的指导。在复杂问题解决过程中，即使寻求解决方案是主要任务，对知识建构过程进行监控也很重要。

{"title":"Comparing effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving: A process modelling approach","authors":"Yanyan Sun, Chengjun Feng, Di Peng, Bian Wu","doi":"10.1111/jcal.13050","DOIUrl":"10.1111/jcal.13050","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium-performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem-solving goal subtask first (Problem solving goal-Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal-Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated-based complex engineering problem solving could be used as an idea-centered scaffolding, especially for medium-performance learners. However, low-performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3030-3043"},"PeriodicalIF":5.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927238","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

Text-to-speech and virtual reality agents in primary school classroom environments 小学课堂环境中的文本到语音和虚拟现实代理

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-07 DOI: 10.1111/jcal.13046

Laduona Dai, Veronika Kritskaia, Evelien van der Velden, Reinder Vervoort, Marlieke Blankendaal, Merel M. Jung, Marie Šafář Postma, Max M. Louwerse

Background

The integration of Text-to-Speech (TTS) and virtual reality (VR) technologies in K-12 education is an emerging trend. However, little is known about how students perceive these technologies and whether these technologies effectively facilitate learning.

Objectives

This study aims to investigate the perception and effectiveness of TTS voices and VR agents in a K-12 classroom setting, with a focus on information recall.

Methods

Using a recent TTS architecture, we developed four different synthetic voices based on 5, 10, 15 and 20 h of training materials. Two experiments were conducted involving students in a K-12 setting. The first experiment examined students' evaluations of TTS voices with varying hours of training material and the impact on information recall. The second experiment assessed the effect of pairing TTS voices with a VR agent on students' perception and recall performance.

Results and Conclusions

Human voices received superior quality ratings over TTS voices within the classroom context. The integration of a VR agent was found to enhance the perception of TTS voices, aligning with existing literature on the positive impact of virtual agents on speech synthesis. However, this incorporation did not translate to improved recall, suggesting that the student focus may have been compromised by the VR agent's novelty and its design limitations.

背景在 K-12 教育中整合文本到语音（TTS）和虚拟现实（VR）技术是一种新兴趋势。本研究旨在调查 TTS 语音和 VR 代理在 K-12 课堂环境中的感知和有效性，重点是信息回忆。方法利用最新的 TTS 架构，我们根据 5、10、15 和 20 小时的培训材料开发了四种不同的合成语音。我们在 K-12 环境中对学生进行了两次实验。第一个实验考察了学生对不同训练时长的 TTS 语音的评价以及对信息回忆的影响。第二个实验评估了将 TTS 语音与 VR 代理配对使用对学生感知和回忆能力的影响。结果与结论在课堂环境中，人声比 TTS 语音获得了更高的质量评价。研究发现，虚拟现实代理的整合增强了对 TTS 语音的感知，这与虚拟代理对语音合成产生积极影响的现有文献相吻合。然而，这种整合并没有转化为记忆力的提高，这表明学生的注意力可能受到了虚拟现实代理的新颖性及其设计局限性的影响。

{"title":"Text-to-speech and virtual reality agents in primary school classroom environments","authors":"Laduona Dai, Veronika Kritskaia, Evelien van der Velden, Reinder Vervoort, Marlieke Blankendaal, Merel M. Jung, Marie Šafář Postma, Max M. Louwerse","doi":"10.1111/jcal.13046","DOIUrl":"10.1111/jcal.13046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The integration of Text-to-Speech (TTS) and virtual reality (VR) technologies in K-12 education is an emerging trend. However, little is known about how students perceive these technologies and whether these technologies effectively facilitate learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to investigate the perception and effectiveness of TTS voices and VR agents in a K-12 classroom setting, with a focus on information recall.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a recent TTS architecture, we developed four different synthetic voices based on 5, 10, 15 and 20 h of training materials. Two experiments were conducted involving students in a K-12 setting. The first experiment examined students' evaluations of TTS voices with varying hours of training material and the impact on information recall. The second experiment assessed the effect of pairing TTS voices with a VR agent on students' perception and recall performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Human voices received superior quality ratings over TTS voices within the classroom context. The integration of a VR agent was found to enhance the perception of TTS voices, aligning with existing literature on the positive impact of virtual agents on speech synthesis. However, this incorporation did not translate to improved recall, suggesting that the student focus may have been compromised by the VR agent's novelty and its design limitations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2964-2984"},"PeriodicalIF":5.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932584","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