Journal of Computer Assisted Learning最新文献_第9页

The Effects of Self-Explanation on Secondary School Students' Computational Thinking and Programming Behaviour 自我解释对中学生计算思维和程序设计行为的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-07 DOI: 10.1111/jcal.70116

Peng Chen, Dong Yang, Jia Zhao, Shu Yang, Jari Lavonen

Background

Computational thinking (CT) refers to the ability to represent problems, design solutions and migrate solutions computationally. While previous studies have shown that self-explanation can enhance students' learning, few empirical studies have examined the effects of using different self-explanation prompts to cultivate students' CT skills.

Objectives

This study aimed to investigate the effects of self-explanation on students' CT skills and programming behaviours.

Methods

Using a quasi-experimental design, 60 7th-grade students were recruited to participate in a 5-week programme. They were randomly assigned to one of three conditions: a group that received scaffolded self-explanation prompts (n = 20), a group that received open-ended self-explanation prompts (n = 20) or a control group that received no self-explanation prompts (n = 20). A series of analyses of covariance (ANCOVAs) were conducted to explore the effects of self-explanation on learning CT skills, and lag sequential analysis (LSA) was used to examine the behavioural patterns and traits exhibited by participants in these three groups throughout the programming learning process.

Results and Conclusions

The results revealed that the students in the experimental groups (i.e., both the scaffolded and the open-ended self-explanation groups) exhibited significantly better CT skills than did those in the control group. Additionally, the students in the experimental groups exhibited more logical and systematic thinking behaviours (e.g., explanations, conclusions, operational simulations and predictions) than did those in the control group. Overall, our findings provide valuable insights that can support the design of instructional strategies to promote students' CT through programming.

计算思维（Computational thinking， CT）是指用计算的方式表达问题、设计解决方案和迁移解决方案的能力。虽然以往的研究表明，自我解释可以促进学生的学习，但很少有实证研究考察使用不同的自我解释提示来培养学生的CT技能的效果。目的探讨自我解释对学生CT技能和编程行为的影响。方法采用准实验设计，招募60名七年级学生参加为期5周的项目。他们被随机分配到三种情况中的一种：一组接受脚手架式的自我解释提示（n = 20），一组接受开放式的自我解释提示（n = 20），另一组没有接受自我解释提示（n = 20）。采用协方差分析（ANCOVAs）探讨自我解释对计算机编程技能学习的影响，并采用滞后序列分析（LSA）考察三组参与者在编程学习过程中表现出的行为模式和特征。结果与结论实验组（即架空自我解释组和开放式自我解释组）学生的CT技能明显优于对照组。此外，实验组的学生比对照组的学生表现出更多的逻辑性和系统性思维行为（例如，解释、结论、操作模拟和预测）。总的来说，我们的研究结果提供了有价值的见解，可以支持设计教学策略，通过编程来促进学生的CT。

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引用次数: 0

Assessing Educational Leaders' Perceptions of Virtual Intercultural Interactions in Digital Learning Environments: Development, Network Analysis and Validation of the Virtual Intercultural Interactions Scale Through a Technology-Driven Approach 评估教育领导者对数字学习环境中虚拟跨文化互动的看法：基于技术驱动的虚拟跨文化互动量表的开发、网络分析和验证

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-07 DOI: 10.1111/jcal.70124

Wafa Mohammed Aldighrir, Fatima's Mohamed Asiri

<div> <section> <h3> Background</h3> <p>As educational institutions increasingly operate as multicultural hubs, leaders must navigate the complexities of cultural differences, language barriers and diverse learning styles in digital environments. These challenges are amplified by the lack of non-verbal cues and the asynchronous nature of online communication, which can lead to misunderstandings and reduced collaboration. At the same time, emerging technologies such as artificial intelligence, virtual reality and social media offer unprecedented opportunities to bridge these gaps, enabling more effective and inclusive intercultural interactions. In regions like Saudi Arabia, where Vision 2030 emphasises internationalisation and multiculturalism in higher education, the need for tools to assess and enhance virtual intercultural competencies is particularly urgent. Addressing this need is essential for fostering inclusive learning environments, driving academic innovation and preparing educational systems for the demands of a globalised world.</p> </section> <section> <h3> Objectives</h3> <p>This study aimed to develop and validate the Virtual Intercultural Interactions Scale (VIIS) to assess educational leaders' intercultural competencies in virtual environments. It seeks to identify key dimensions of virtual intercultural interactions, evaluate the scale's psychometric properties and explore the role of technology in enhancing intercultural understanding. Additionally, the study provides actionable insights for improving intercultural competencies in digital learning environments and establishes a theoretical framework integrating intercultural communication, diversity management and educational technology.</p> </section> <section> <h3> Methods</h3> <p>This exploratory mixed-method study, conducted in 2024, designed and evaluated the psychometric properties of the VIIS among 600 university managers in Saudi Arabia. The study involved a qualitative phase, including interviews and a literature review, for item generation, followed by a quantitative phase to assess the scale's psychometric properties, such as validity and reliability. Additionally, the study employed Exploratory Graph Analysis (EGA) from a network perspective to further examine the construct's structure and ensure its robustness. This comprehensive approach ensured the development of a reliable and valid tool to assess virtual intercultural interactions in educational leadership.</p> </section> <section> <h3> Results and Conclusions</h3> <p>The results identified six key factors: Intercultural Dialogue, Intercultural Understanding and Cooperation, Acceptance of Cultur

随着教育机构越来越多地作为多元文化中心运作，领导者必须在数字环境中应对文化差异、语言障碍和不同学习方式的复杂性。这些挑战由于缺乏非语言提示和在线交流的异步性质而被放大，这可能导致误解和减少合作。与此同时，人工智能、虚拟现实和社交媒体等新兴技术为弥合这些差距提供了前所未有的机会，使跨文化互动更加有效和包容。在沙特阿拉伯等地区，《2030愿景》强调高等教育的国际化和多元文化主义，因此对评估和增强虚拟跨文化能力的工具的需求尤为迫切。满足这一需求对于培育包容性学习环境、推动学术创新和使教育系统适应全球化世界的需求至关重要。本研究旨在开发并验证虚拟跨文化互动量表（VIIS），以评估教育领导者在虚拟环境中的跨文化能力。它试图确定虚拟跨文化互动的关键维度，评估量表的心理测量属性，并探索技术在增强跨文化理解方面的作用。此外，该研究为提高数字化学习环境下的跨文化能力提供了可操作的见解，并建立了跨文化交际、多样性管理和教育技术相结合的理论框架。方法本探索性混合方法研究于2024年开展，设计并评估了沙特阿拉伯600所大学管理人员的VIIS心理测量特性。该研究包括一个定性阶段，包括访谈和文献回顾，用于项目生成，然后是一个定量阶段，用于评估量表的心理测量特性，如有效性和可靠性。此外，本研究采用网络视角的探索性图分析（EGA）进一步检验结构的结构，确保其鲁棒性。这种全面的方法确保了开发一个可靠和有效的工具来评估教育领导中的虚拟跨文化互动。结果与结论结果确定了六个关键因素：跨文化对话、跨文化理解与合作、文化多样性的接受、体验与情感、文化挑战和文化学习与发展。这些因素共同解释了VIIS总方差的60.9%，证明了其强大的结构稳定性和评估虚拟跨文化互动的适用性。研究结果表明，VIIS为在沙特阿拉伯等多元文化背景下制定教育政策和实践提供了可靠的工具，并具有在不同文化和地理背景下更广泛应用的潜力。此外，该量表还有助于为教育领导者设计专业发展计划和培训计划，重点是通过人工智能、虚拟现实和数字通信工具等先进技术提高跨文化能力。

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引用次数: 0

Leveraging Machine Learning Approach to Identify the Predictors of Informal Digital Learning of English Behaviours Among EFL Learners 利用机器学习方法识别英语学习者非正式数字学习行为的预测因素

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-07 DOI: 10.1111/jcal.70111

Yu Cui, Lingjie Tang, Fang Fang

Background Study

With the rapid transition to remote learning necessitated by the closure of traditional educational infrastructures globally, the arena of informal digital learning of English (IDLE) has received much attention, particularly among English as a Foreign Language (EFL) learners in China.

Objective

This study explores how demographic variables (gender, age, grade, major, and background) along with confidence, desire, online self-efficacy, attitudinal belief, and intention to learn English predict IDLE behaviours among EFL learners in IDLE contexts.

Methods

Utilising a comprehensive dataset, the research incorporates machine learning algorithms (e.g., Random Forest, Support Vector Machine, Logistic Regression, Decision Tree, Gradient Boosting Decision Tree and Adaptive Boosting (AdaBoost)) to analyse psychological, behavioural and demographic predictors of IDLE behaviours. Participants included 2, 055 EFL learners in China.

Results

The study finds that EFL learners' confidence, desire, online self-efficacy, attitudinal belief, intention to learn English and IDLE behaviours display a moderate level. Moreover, confidence and desire act as the strongest predictors of IDLE behaviours, whereas demographic variables (gender, age, grade, major and background) predict the minimum of IDLE behaviours.

Conclusion

By understanding these predictors, educational strategies can be better tailored to enhance digital education outcomes.

随着传统教育基础设施的关闭，全球范围内的远程学习迅速过渡，非正式数字英语学习（IDLE）领域受到了广泛关注，特别是在中国的英语作为外语（EFL）学习者中。目的本研究探讨人口统计学变量（性别、年龄、年级、专业和背景）以及自信、渴望、在线自我效能感、态度信念和学习英语意愿如何预测英语学习者在IDLE情境下的IDLE行为。方法利用一个全面的数据集，研究结合了机器学习算法（如随机森林、支持向量机、逻辑回归、决策树、梯度增强决策树和自适应增强（AdaBoost））来分析IDLE行为的心理、行为和人口预测因素。参与者包括2055名中国的英语学习者。结果研究发现，英语学习者的自信心、学习欲望、网络自我效能感、态度信念、英语学习意向和IDLE行为表现为中等水平。此外，信心和欲望是IDLE行为的最强预测因子，而人口变量（性别、年龄、年级、专业和背景）预测IDLE行为的最小值。通过了解这些预测因素，可以更好地定制教育策略，以提高数字教育的成果。

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引用次数: 0

The Effects of Gamification on Students' Flow Experience 游戏化对学生心流体验的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-07 DOI: 10.1111/jcal.70120

Wilk Oliveira, Pasqueline Dantas Scaico, Juho Hamari, Zhaoxing Li, Lei Shi

Background

Gamification has been used in recent years to enhance the student experience in educational environments and to help students achieve an optimal experience. However, there is limited empirical evidence of the effects of gamification on specific psychological experiences, such as the students' flow experience, which is a highly motivating state associated with the learning process.

Objectives

To address this gap, we examined the impact of gamification on students' flow experience within a learning management system.

Methods

We conducted a controlled between-subjects experiment (N = 65) in which participants in the experimental group interacted with a gamified version of the system, which incorporated a typical gamification design consisting of a collection of various game elements that constituted a form of meta-game interaction around the learning activity (as opposed to, for example, serious games or game-based learning). In contrast, the participants in the control group used the same system with the same educational tasks but without gamification. We used descriptive and inferential statistical methods (i.e., Mann–Whitney U test) to compare the students' flow experience between the groups.

Results and Conclusions

The results reveal that the influence of gamification on students' flow experience was not statistically significant. These findings suggest that current gamification designs may not effectively facilitate flow in educational contexts, highlighting the need for further research and development to align gamification with desired educational outcomes.

近年来，游戏化已被用于增强学生在教育环境中的体验，并帮助学生获得最佳体验。然而，关于游戏化对特定心理体验的影响的经验证据有限，例如学生的心流体验，这是一种与学习过程相关的高度激励状态。为了解决这一差距，我们研究了在学习管理系统中游戏化对学生流动体验的影响。我们进行了一项受控的受试者间实验（N = 65），在实验中，实验组的参与者与系统的游戏化版本进行互动，该系统结合了典型的游戏化设计，包括各种游戏元素的集合，这些元素构成了围绕学习活动的元游戏互动形式（与严肃游戏或基于游戏的学习相反）。相比之下，控制组的参与者使用相同的系统进行相同的教育任务，但没有游戏化。我们使用描述性和推断性统计方法（即Mann-Whitney U检验）来比较两组学生的流动体验。结果与结论游戏化对学生流动体验的影响无统计学意义。这些发现表明，当前的游戏化设计可能无法有效地促进教育环境中的心流，因此需要进一步的研究和开发，以使游戏化与期望的教育成果相结合。

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引用次数: 0

Does L2 Speaking Anxiety Differ in Classroom and Synchronous Online Learning Environments? Evidence From EFL College Students 二语口语焦虑在课堂和同步在线学习环境中有何不同？来自英语学院学生的证据

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-04 DOI: 10.1111/jcal.70115

Zixuan Cheng, Peijian Paul Sun

Background

While a substantial number of studies have investigated English-as-a-foreign-language (EFL/L2 English) anxiety, they predominantly examined it from a unidimensional perspective, overlooking the potential insights offered by examining language-skill-specific L2 anxiety from a multidimensional lens. Moreover, prior research has overlooked the influence of shifts in learning environments on L2 anxiety, particularly the transition from traditional face-to-face classroom instruction to technology-mediated synchronous online language learning.

Objective

Against this background, this study, drawing on the tripartite model of L2 anxiety, examined the differences in EFL college students' self-perceived L2 speaking anxiety across the cognitive, somatic and behavioural dimensions under both traditional classroom-based learning and synchronous online learning conditions.

Method

A total of 153 Chinese EFL learners from two universities voluntarily participated in the study. Data were collected using an adapted L2 speaking anxiety scale (22 items). Confirmatory factor analysis and Cronbach's alpha test were conducted to confirm the construct validity and reliability of the scale. Subsequently, linear mixed-effects modelling (LMM) was performed to examine the influence of fixed (traditional classroom vs. synchronous online learning) and random effects (individual differences) on L2 speaking anxiety.

Results and Conclusion

The results revealed that learners' L2 speaking anxiety was significantly lower in the synchronous online learning context than in the traditional classroom setting. Specifically, students experienced less cognitive and somatic anxiety when speaking English in the synchronous online learning environment. However, no significant difference was observed in the behavioural dimension of their L2 speaking anxiety across the two learning conditions. Overall, synchronous online learning appears to offer potential benefits in alleviating learners' L2 speaking anxiety. The study concludes with pedagogical implications for teachers in terms of how to design learning environments to effectively mitigate learners' L2 speaking anxiety.

虽然有大量的研究调查了英语作为外语（EFL/L2英语）焦虑，但它们主要是从一维的角度来研究的，忽视了从多维角度来研究语言技能特定的第二语言焦虑所提供的潜在见解。此外，先前的研究忽略了学习环境的转变对第二语言焦虑的影响，特别是从传统的面对面课堂教学到技术介导的同步在线语言学习的转变。目的在此背景下，本研究利用二语焦虑的三方模型，从认知、躯体和行为三个维度考察传统课堂学习和同步在线学习条件下，英语大学生自我感知二语口语焦虑的差异。方法来自两所大学的153名中国英语学习者自愿参与研究。数据收集使用二语口语焦虑量表（22项）。采用验证性因子分析和Cronbach’s alpha检验来验证量表的结构效度和信度。随后，采用线性混合效应模型（LMM）来检验固定效应（传统课堂与同步在线学习）和随机效应（个体差异）对第二语言口语焦虑的影响。结果与结论在线同步学习环境下学习者的第二语言口语焦虑显著低于传统课堂环境下学习者的口语焦虑。具体而言，学生在同步在线学习环境中说英语时，认知焦虑和躯体焦虑较少。然而，在两种学习条件下，他们的第二语言说话焦虑的行为维度没有显著差异。总体而言，同步在线学习似乎在缓解学习者的第二语言口语焦虑方面提供了潜在的好处。本研究的结论为教师如何设计学习环境以有效减轻学习者的第二语言口语焦虑提供了教学启示。

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引用次数: 0

Integrating Computational Thinking Diagnostic Mechanism and Reflective Learning: An Innovative Approach to Enhance Learning Outcomes in Introductory Programming 整合计算思维、诊断机制和反思性学习：提高程序设计导论学习成果的创新方法

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-03 DOI: 10.1111/jcal.70121

Ting-Ting Wu, Hsin-Yu Lee, Pei-Hua Chen, Wei-Sheng Wang, Yueh-Min Huang

Background

Conventional reflective learning methodologies in programming education often lack structured guidance and individualised feedback, limiting their pedagogical effectiveness. Whilst computational thinking (CT) offers a systematic problem-solving framework with decomposition, pattern recognition, abstraction, and algorithm design, its potential application as a diagnostic instrument for reflection remains insufficiently explored within programming education.

Objectives

This study aims to develop and evaluate a CT-based diagnostic reflective report system as a technological intervention to facilitate structured reflective learning in programming education. Furthermore, it investigates the impact of this system on knowledge construction, higher-order thinking skills (HOTS), and project performance within an introductory Python programming course.

Methods

The study employed a quasi-experimental design spanning two academic semesters, involving 82 undergraduate students randomly assigned to experimental (n = 42) and control (n = 40) groups. The experimental group utilised weekly CT-based diagnostic reflective reports, whilst the control group engaged in traditional reflective practises. The curriculum integrated Python programming with Raspberry Pi embedded systems. Assessment measures included pre- and post-tests for knowledge construction, a validated questionnaire for HOTS evaluation, and the Creative Product Analysis Matrix (CPAM) for project performance assessment.

Results and Conclusions

Implementation of the CT-based diagnostic reflective report system demonstrated statistically significant improvements in knowledge construction, critical thinking, and problem-solving skills compared to traditional approaches. Project performance metrics, including valuable, logical, useful, understandable, and well-crafted, showed marked enhancement. However, no significant impact was observed regarding creativity. These findings substantiate the efficacy of integrating CT diagnostic mechanisms with reflective learning practises.

编程教育中传统的反思性学习方法往往缺乏结构化的指导和个性化的反馈，限制了其教学效果。虽然计算思维（CT）提供了一个系统的问题解决框架，包括分解、模式识别、抽象和算法设计，但其作为反思诊断工具的潜在应用在编程教育中仍未得到充分探索。本研究旨在开发并评估基于ct的诊断性反思报告系统，作为一种技术干预，以促进程序设计教育中的结构化反思学习。此外，它还调查了该系统在入门Python编程课程中对知识构建、高阶思维技能（HOTS）和项目性能的影响。方法采用准实验设计，将82名本科生随机分为试验组（n = 42）和对照组（n = 40）。实验组采用每周一次的基于ct的诊断性反思报告，而对照组则采用传统的反思实践。该课程将Python编程与树莓派嵌入式系统集成在一起。评估措施包括知识构建的前后测试，HOTS评估的有效问卷，以及项目绩效评估的创意产品分析矩阵（CPAM）。与传统方法相比，实施基于ct的诊断反思报告系统在知识构建、批判性思维和解决问题能力方面表现出统计学上显著的改善。项目性能度量，包括有价值的、合乎逻辑的、有用的、可理解的和精心设计的，显示出显著的增强。然而，在创造力方面没有观察到显著的影响。这些发现证实了将CT诊断机制与反思性学习实践相结合的有效性。

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引用次数: 0

Design of a Situated Emergency Decision-Making Educational Game Framework Using Mobile Instant Reasoning Scaffolding 基于移动即时推理脚手架的情境应急决策教育游戏框架设计

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-03 DOI: 10.1111/jcal.70118

Pei-Ching Ngu, Chih-Chung Chien, Huei-Tse Hou

Background

Situated simulation is a pedagogical method used for on-the-job training in many occupations. Establishing a framework that uses mobile devices to provide both simulation elements and incorporates instant feedback as reasoning scaffolding is a promising and relatively unexplored research topic.

Objective

In this study, we designed a simulation game framework with mobile instant feedback to help learners develop high-risk emergency decision-making skills. According to the learners' different emergency decision-making, the mobile game provides instant feedback on the subsequent development of different medical conditions and provides the guidance of an instant reasoning scaffolding to help learners immediate correction strategies. In this study, we analysed the learners' learning effectiveness and psychological responses to the instant reasoning scaffolding-based game-based training, including flow, motivation and activity anxiety, as well as analysing the fidelity of the game.

Methods

A quasi-experimental design study with a total of 96 volunteers participated was grouped into Experimental group 1 (game with instant reasoning scaffolding), Experimental group 2 (game with document scaffolding) and a Control group (general case study with document scaffolding).

Results and Conclusion

The results showed that participants who participated in instant reasoning scaffolding-based game-based training had better learning effectiveness than those who participated in document scaffolding game training and general case study. Participants in the instant reasoning scaffolding-based game-based training were able to achieve high flow, high motivation and low anxiety, and this scaffolding-based game framework has the potential to be extended to various emergency decision-making training areas.

情境模拟是一种用于在职培训的教学方法。建立一个使用移动设备提供模拟元素并将即时反馈作为推理脚手架的框架是一个有前途且相对未被探索的研究主题。目的设计一个具有移动即时反馈的模拟游戏框架，帮助学习者培养高风险应急决策技能。根据学习者不同的应急决策，手机游戏对不同医疗状况的后续发展进行即时反馈，并提供即时推理脚手架的指导，帮助学习者即时纠正策略。在本研究中，我们分析了学习者对基于即时推理脚手架的游戏训练的学习效果和心理反应，包括心流、动机和活动焦虑，并分析了游戏的保真度。方法采用准实验设计研究方法，将96名志愿者分为实验1组（即时推理支架游戏）、实验2组（文件支架游戏）和对照组（文件支架一般案例研究）。结果与结论结果表明，参与即时推理搭建游戏训练的被试学习效果优于文档搭建游戏训练和一般案例学习。在基于即时推理的脚手架游戏训练中，参与者能够实现高心流、高动机和低焦虑，这种基于脚手架的游戏框架具有推广到各种应急决策训练领域的潜力。

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引用次数: 0

Gamification for Wildfire Education and Safety Training: A Systematic Literature Review and Meta-Analysis 游戏化野火教育与安全训练：系统文献回顾与元分析

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-03 DOI: 10.1111/jcal.70108

Tianqi Huang, Zhenan Feng, Daniel Paes, Fei Ying, Xilei Zhao, Max Kinateder, E. R. (Lisa) Langer, Ruggiero Lovreglio

<div> <section> <h3> Background</h3> <p>Wildfires have become increasingly frequent and destructive, highlighting the need for more effective public education on safety and preparedness. Gamification, the use of game design elements in non-game contexts, offers a promising strategy to enhance learner engagement and educational effectiveness compared to traditional methods.</p> </section> <section> <h3> Objective</h3> <p>This study aims to investigate the application of gamification in wildfire education and training, evaluating its effectiveness and highlighting key benefits and challenges.</p> </section> <section> <h3> Methods</h3> <p>A systematic literature review was conducted using the PRISMA 2020 framework. The review includes 38 articles selected from the Web of Science (WoS) and Scopus databases, which were published from 2007 to 2025, pertinent to the integration of gamification in wildfire simulation or education applications. This review examined gamification in wildfire education through planning, conducting and reporting stages, and included a meta-analysis to assess the effect size of immersive versus non-immersive applications. Eligible studies were quality assessed using predefined criteria and analysed to extract key characteristics. VOSviewer was used to conduct a keyword co-occurrence analysis, identifying major research themes. SPSS was used to calculate the effect size for the meta-analysis.</p> </section> <section> <h3> Results and Conclusions</h3> <p>The findings reveal that different gamification strategies distinctly influence user engagement, motivation, learning effectiveness and overall user experience within wildfire education contexts. Through keyword co-occurrence analysis, the study maps the intellectual landscape of the field, identifying key thematic clusters and emerging trends. Moreover, the meta-analysis provides empirical evidence of the impact of immersive gamification, showing a small but statistically significant effect in learning outcomes (Hedges' <i>g</i> = 0.18, <i>p</i> = 0.04). This review identifies five critical research gaps: the underrepresentation of safety behaviour outcomes, limited theoretical integration, lack of community-level and prevention-oriented educational interventions and insufficient attention to implementation barriers. These insights offer a targeted research agenda and practical guidance for advancing the design and deployment of gamified wildfire education initiatives. The novelty and contribution of this study lie in the comprehensive synthesis on the functional roles of gamific

野火变得越来越频繁和具有破坏性，突出表明需要更有效地对公众进行安全和备灾教育。与传统方法相比，游戏化，即在非游戏环境中使用游戏设计元素，提供了一种很有前途的策略，可以提高学习者的参与度和教育效果。本研究旨在探讨游戏化在野火教育和培训中的应用，评估其有效性，并突出其主要优势和挑战。方法采用PRISMA 2020框架进行系统文献综述。该综述包括从Web of Science （WoS）和Scopus数据库中选择的38篇文章，这些文章发表于2007年至2025年，与野火模拟或教育应用中的游戏化集成有关。本综述通过规划、实施和报告阶段考察了野火教育中的游戏化，并包括一项荟萃分析，以评估沉浸式与非沉浸式应用的效应大小。使用预定义的标准对符合条件的研究进行质量评估，并分析提取关键特征。使用VOSviewer进行关键词共现分析，确定主要研究主题。采用SPSS软件计算meta分析的效应量。结果与结论研究结果表明，不同的游戏化策略对野火教育情境下的用户参与度、学习动机、学习效果和整体用户体验有显著影响。通过关键词共现分析，该研究绘制了该领域的知识格局，确定了关键的专题集群和新兴趋势。此外，荟萃分析提供了沉浸式游戏化影响的经验证据，显示了对学习结果的小但统计上显著的影响（赫奇斯的g = 0.18, p = 0.04）。这篇综述确定了五个关键的研究缺口：安全行为结果的代表性不足，理论整合有限，缺乏社区层面和以预防为导向的教育干预措施，以及对实施障碍的关注不足。这些见解为推进游戏化野火教育计划的设计和部署提供了有针对性的研究议程和实践指导。本研究的新颖性和贡献在于全面综合了游戏化在野火教育背景下塑造学习成果的功能作用。

{"title":"Gamification for Wildfire Education and Safety Training: A Systematic Literature Review and Meta-Analysis","authors":"Tianqi Huang, Zhenan Feng, Daniel Paes, Fei Ying, Xilei Zhao, Max Kinateder, E. R. (Lisa) Langer, Ruggiero Lovreglio","doi":"10.1111/jcal.70108","DOIUrl":"https://doi.org/10.1111/jcal.70108","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Wildfires have become increasingly frequent and destructive, highlighting the need for more effective public education on safety and preparedness. Gamification, the use of game design elements in non-game contexts, offers a promising strategy to enhance learner engagement and educational effectiveness compared to traditional methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to investigate the application of gamification in wildfire education and training, evaluating its effectiveness and highlighting key benefits and challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic literature review was conducted using the PRISMA 2020 framework. The review includes 38 articles selected from the Web of Science (WoS) and Scopus databases, which were published from 2007 to 2025, pertinent to the integration of gamification in wildfire simulation or education applications. This review examined gamification in wildfire education through planning, conducting and reporting stages, and included a meta-analysis to assess the effect size of immersive versus non-immersive applications. Eligible studies were quality assessed using predefined criteria and analysed to extract key characteristics. VOSviewer was used to conduct a keyword co-occurrence analysis, identifying major research themes. SPSS was used to calculate the effect size for the meta-analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings reveal that different gamification strategies distinctly influence user engagement, motivation, learning effectiveness and overall user experience within wildfire education contexts. Through keyword co-occurrence analysis, the study maps the intellectual landscape of the field, identifying key thematic clusters and emerging trends. Moreover, the meta-analysis provides empirical evidence of the impact of immersive gamification, showing a small but statistically significant effect in learning outcomes (Hedges' <i>g</i> = 0.18, <i>p</i> = 0.04). This review identifies five critical research gaps: the underrepresentation of safety behaviour outcomes, limited theoretical integration, lack of community-level and prevention-oriented educational interventions and insufficient attention to implementation barriers. These insights offer a targeted research agenda and practical guidance for advancing the design and deployment of gamified wildfire education initiatives. The novelty and contribution of this study lie in the comprehensive synthesis on the functional roles of gamific","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144935343","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

Using Trace Data of Secondary Students to Understand Metacognitive Processes in Writing From Multiple Sources 利用中学生的痕迹数据了解多源写作中的元认知过程

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-03 DOI: 10.1111/jcal.70114

Halima Alnashiri, Mladen Rakovic, Sadia Nawaz, Xinyu Li, Joni Lamsa, Lyn Lim, Maria Bannert, Sanna Jarvela, Dragan Gasevic

Background

Integrating information from multiple sources is a common yet challenging learning task for secondary school students. Many underuse metacognitive skills, such as monitoring and control, which are essential for promoting engagement and effective learning outcomes.

Objective

This study aims to examine the relationship between metacognitive processes and the quality of writing from multiple sources with diverse language backgrounds.

Methods

To understand these processes, we conducted a laboratory study with 162 secondary students from diverse language backgrounds (English, German and Finnish). We collected trace data about metacognition while students were reading and writing in a digital learning platform. These data, along with the language used by students to produce their writing, were analysed to determine the association of metacognition with essay scores obtained using both automated and human evaluations.

Result and Conclusion

Our findings indicate that students from different language backgrounds exhibit varying performance levels detectable by automated scoring. Secondary school students showed limited metacognitive processes in multi-source writing; this contrasts with findings from previous studies conducted in higher education. These findings can inform the development of analytics-based tools to support secondary students' writing through trace data and automated essay scoring, and provide evidence of the need for targeted interventions to assist and support secondary school students in improving their writing from multiple sources.

对中学生来说，整合多种来源的信息是一项常见而又具有挑战性的学习任务。许多元认知技能未得到充分利用，例如监测和控制，而这些技能对于促进参与和有效的学习成果至关重要。目的研究多元语言背景下的元认知过程与写作质量之间的关系。为了了解这些过程，我们对162名来自不同语言背景（英语、德语和芬兰语）的中学生进行了实验室研究。我们收集了学生在数字学习平台上阅读和写作时元认知的追踪数据。对这些数据以及学生写作时使用的语言进行了分析，以确定元认知与使用自动和人工评估获得的论文分数之间的关系。结果和结论我们的研究结果表明，不同语言背景的学生表现出不同的表现水平，可以通过自动评分来检测。中学生多源写作元认知过程有限；这与之前在高等教育中进行的研究结果形成对比。这些发现可以为开发基于分析的工具提供信息，通过跟踪数据和自动作文评分来支持中学生的写作，并提供证据，证明需要有针对性的干预措施，以帮助和支持中学生从多个来源提高写作水平。

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引用次数: 0

Adaptive Feedback in Digital Educational Games: An Explanatory Item Response Theory Approach 数字教育游戏中的适应性反馈：一种解释性项目反应理论方法

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-09-02 DOI: 10.1111/jcal.70104

Febe Demedts, Sameh Said-Metwaly, Kristian Kiili, Manuel Ninaus, Antero Lindstedt, Bert Reynvoet, Delphine Sasanguie, Fien Depaepe

Background

The potential of adaptive feedback in digital educational games remains largely unexplored. Fractions are a suitable topic for investigating the effectiveness of adaptive feedback, as the complexity of this domain highlights the need for adequate feedback.

Objectives

This study examines the effectiveness of explanatory adaptive feedback in a digital educational game to address two particular misconceptions regarding fractions (i.e., Natural Number Bias and Unit of Reference).

Methods

A total of 197 4th graders were randomly assigned to two different conditions, each playing a different version of a digital educational game: one with corrective feedback and one with explanatory adaptive feedback. During gameplay, we collected log data of students' item-wise correctness and misconception errors.

Results

Explanatory item response analyses indicated that correctness improved in both game versions, with a more pronounced increase for the game with explanatory adaptive feedback compared to the game with corrective feedback. However, no decrease in misconception errors was observed in either game version. Moreover, neither the type of misconception nor students' prior fraction knowledge were moderating factors. These results suggest that adaptive feedback can support students in learning fractions; however, to reduce misconception errors concrete feedback should be optimised.

在数字教育游戏中，自适应反馈的潜力仍未得到充分开发。分数是研究自适应反馈有效性的合适主题，因为该领域的复杂性突出了对充分反馈的需求。本研究考察了解释性自适应反馈在数字教育游戏中的有效性，以解决关于分数的两个特定误解（即自然数偏差和参考单位）。方法将197名四年级学生随机分为两组，每组玩一种不同版本的数字教育游戏：一种是纠正性反馈，一种是解释性自适应反馈。在游戏过程中，我们收集了学生的项目正确性和误解错误的日志数据。结果解释性项目反应分析表明，两种游戏版本的正确性都有所提高，具有解释性自适应反馈的游戏比具有纠正性反馈的游戏提高得更明显。然而，在两种游戏版本中，误解错误都没有减少。此外，误解类型和学生的先前分数知识都不是调节因素。这些结果表明，自适应反馈可以支持学生学习分数；然而，为了减少误解错误，应该优化具体反馈。

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引用次数: 0