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

Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think-aloud protocols in case of seductive details 测量多媒体学习中的（元）认知过程：在诱人细节的情况下匹配眼动跟踪指标和思考-朗读协议

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.13051

Lisa Stark, Andreas Korbach, Roland Brünken, Babette Park

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.

背景近年来，眼动仪已成为学习研究的一种重要方法，因为它被认为可以显示（元）认知过程。然而，眼动跟踪指标与特定（元）认知过程之间的假设关系却鲜有实证证据，因此所用指标的建构效度可能会受到质疑。参照多媒体学习的过程模型，研究了理论上推导出的眼动跟踪指标与通过思考-朗读协议捕捉到的多媒体学习的口头（元）认知过程之间的相关性。此外，考虑到在两组设计中已确立的多媒体教学的诱导细节效应，对（元）认知过程的两种过程测量的敏感性进行了研究。最后，计算了序列中介，以研究这两种过程测量在共同解释细节诱惑效应时是否互为补充。结果与结论相关分析和序列中介分析表明，眼动指标和口头表达的（元）认知过程只有部分对应。然而，这两种测量方法都能敏感地显示出诱惑性细节效应。因此，尽管该研究为如何验证提供了启示，但仍需要进一步的系统研究来验证多媒体学习中特定（元）认知过程的眼动追踪指标。

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引用次数: 0

The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review 高等教育混合式学习中自我调节学习策略的有效性：五年系统回顾

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.13052

Ren-Zhi Luo, Yue-Liang Zhou

Background

The COVID-19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self-regulated learning strategies (SRLS) in these new educational environments.

Objective

The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes.

Methods

This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six-part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education.

Results and Conclusions

From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS.

背景COVID-19加速了高等教育向混合式学习（BL）的过渡，促使人们需要进一步研究自我调节学习策略（SRLS）在这些新的教育环境中的有效性。本研究的主要目标是评估过去五年中高等教育中自我调节学习策略的有效性，重点关注趋势、理论基础、方法论及其对学习成果的影响。经过严格的筛选程序，最终共选择了 15 篇 SSCI 文章进行分析。研究设计纳入了一个由六个部分组成的综合编码方案，所选文章侧重于高等教育BL环境中的SRLS.Results and Conclusions从2019年到2023年，关于高等教育BL环境中SRLS的研究主要集中在资源管理、动机信念和元认知策略上，对认知策略的强调相对有限。这些研究采用了多种理论框架，主要采用定量和混合方法。在所审查的 15 篇文章中，有 14 篇明确指出 SRLS 对学习成果有积极影响。此外，本文强调了跨学科研究的重要性，并强调了教育工作者在支持实施 SRLS 方面所发挥的关键作用。今后的研究应深入探讨个体差异和环境因素对 SRLS 的影响。

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引用次数: 0

Examining students' self-regulated learning processes and performance in an immersive virtual environment 考察学生在沉浸式虚拟环境中的自我调节学习过程和表现

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-08-01 DOI: 10.1111/jcal.13047

Yi-Fan Li, Jue-Qi Guan, Xiao-Feng Wang, Qu Chen, Gwo-Jen Hwang

Background

Self-regulated learning (SRL) is a predictive variable in students' academic performance, especially in virtual reality (VR) environments, which lack monitoring and control. However, current research on VR encounters challenges in effective interventions of cognitive and affective regulation, and visualising the SRL processes using multimodal data.

Objectives

This study aimed to analyse multimodal data to investigate the SRL processes (behaviour, cognition and affective states) and learning performance in the VR environment.

Methods

This study developed a VR-based immersive learning system that supports SRL activities, and conducted a pilot study in an English for Geography course. A total of 21 undergraduates participated. Face tracker, electroencephalography, and learning logs were used to gather data for learning behaviour, cognition and affective states in the VR environment.

Results and Conclusions

First, the study identified three categories of learners (HG, MG and LG) within the VR environment who presented different behavioural engagement and SRL strategies. The HG exhibited the highest level of cognition and affective states, which resulted in superior performance in terms of vocabulary acquisition and retention. The MG, despite possessing a higher level of cognition, performed inadequately in other aspects, leading to no difference in vocabulary acquisition and retention from the LG. By collecting and mining multimodal data, this study helps to enrich the visual analysis of SRL processes. In addition, the results of this study help to dissect the problems of students' SRL in a VR learning environment. Furthermore, this study provides a theoretical basis and reference for the study of SRL development in immersive learning environments.

背景自我调节学习（SRL）是学生学业成绩的一个预测变量，尤其是在缺乏监测和控制的虚拟现实（VR）环境中。本研究旨在分析多模态数据，以调查虚拟现实环境中的自律学习过程（行为、认知和情感状态）和学习成绩。方法本研究开发了一个基于虚拟现实的沉浸式学习系统，该系统支持自律学习活动，并在地理英语课程中进行了试点研究。共有 21 名本科生参与。结果与结论首先，研究发现了 VR 环境中的三类学习者（HG、MG 和 LG），他们表现出不同的行为参与和 SRL 策略。HG 表现出最高水平的认知和情感状态，因此在词汇学习和保持方面表现出色。而 MG 虽然拥有较高的认知水平，但在其他方面表现不佳，因此在词汇掌握和保持方面与 LG 没有差异。通过收集和挖掘多模态数据，本研究有助于丰富SRL过程的可视化分析。此外，本研究的结果还有助于剖析学生在 VR 学习环境中的 SRL 问题。此外，本研究还为研究沉浸式学习环境中的自学能力发展提供了理论依据和参考。

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引用次数: 0

Flight emotions unleashed: Navigating training phases and difficulty levels in simulated flying 释放飞行情绪在模拟飞行中驾驭训练阶段和难度级别

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-07-27 DOI: 10.1111/jcal.13037

Alejandra Ruiz-Segura, Andrew Law, Sion Jennings, Alain Bourgon, Ethan Churchill, Susanne Lajoie

Background

Flying accuracy is influenced by pilots' affective reactions to task demands. A better understanding of task-related emotions and flying performance is needed to enhance pilot training.

Objective

Understand pilot trainees' performance and emotional dynamics (intensity, frequency and variability) based on training phase and difficulty level in a flight simulator.

Methods

Twenty-three volunteers performed basic flight manoeuvres. Trials were divided into three phases: Introduction (trials 1–7), session A (trials 8–15) and session B (trials 16–22). Three task difficulty levels were implemented (low, medium and high). Flying performance was evaluated using root mean square error (RMSE) and expert ratings. Emotional intensity was inferred from physiological (electrodermal activity) and behavioural (facial expressions) emotional responses. Emotional variability was calculated to understand fluctuations among multiple emotions. Emotional responses were mapped into task-relevant emotions, like sadness with boredom, and fear with anxiety.

Results and Conclusions

The most frequent facial expressions neutral, anger and surprise. Neutral and anger were interpreted as deep focus states. Surprise was likely a response to unexpected events. Flying performance and emotional dynamics varied across training phases and difficulty levels. During introduction, performance was less accurate, and emotions were less frequent. During session A, performance improved while participants experienced more physiological arousal and emotional variability. During session B, performance was the most accurate. In high-difficulty tasks, performance was the least accurate, participants expressed emotions with more frequency, more variability and higher physiological arousal. Future studies can use simulated flying tasks for trainees to familiarize with their emotional reactions to task demands expecting to improve training outcomes.

背景飞行准确性受飞行员对任务要求的情绪反应影响。方法23名志愿者进行了基本的飞行操作。试验分为三个阶段：入门阶段（试验 1-7）、A 阶段（试验 8-15）和 B 阶段（试验 16-22）。任务难度分为三个等级（低、中、高）。飞行表现采用均方根误差（RMSE）和专家评分进行评估。情绪强度根据生理（皮电活动）和行为（面部表情）情绪反应进行推断。计算情绪变异性是为了了解多种情绪之间的波动。情绪反应被映射为与任务相关的情绪，如悲伤与无聊、恐惧与焦虑。中性和愤怒被解释为深度专注状态。惊讶可能是对意外事件的反应。在不同的训练阶段和难度下，飞行表现和情绪动态各不相同。在入门阶段，飞行表现的准确性较低，情绪波动也较小。在 A 阶段，飞行表现有所改善，而参与者的生理唤醒和情绪变化则更多。在 B 阶段，表现最为准确。在高难度任务中，表现的准确性最低，参与者表达情绪的频率更高，变异性更大，生理唤醒程度更高。未来的研究可以利用模拟飞行任务让学员熟悉他们对任务要求的情绪反应，从而提高训练效果。

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引用次数: 0

Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills 早期人工智能教育：合作游戏和直接教学对幼儿园儿童计算思维、排序、自我调节和思维理论能力的影响

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-07-25 DOI: 10.1111/jcal.13040

Jiahong Su, Weipeng Yang, Iris Heung Yue Yim, Hui Li, Xiao Hu

Background

While the integration of robot-based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning.

Objectives

The study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills.

Methods

An experiment was conducted with 90 kindergarteners (ages 5–6) randomly assigned to either a direct instruction (DI), cooperative play (CP) or control group.

Results

Results show that (1) children in all three groups had significant improvements on computational thinking, sequencing and self-regulation; (2) both early AI education approaches (CP and DI) significantly enhance young children's computational thinking, sequencing, self-regulation and theory of mind skills; (3) the DI group had significant higher improvement than the CP group on computational thinking; (4) the CP group exhibited greater enhancements in theory of mind skills than the DI group.

Conclusion

These findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills.

背景近年来，将基于机器人的学习融入幼儿教育的做法越来越受到关注，但关于人工智能机器人对幼儿学习的影响，目前仍缺乏证据。结果结果表明：(1) 三组儿童在计算思维、排序和自我调节方面都有显著提高；(2) 两种早期人工智能教育方法（CP 和 DI）都能显著提高幼儿的计算思维、排序、自我调节和心智理论技能；(3) DI 组在计算思维方面的提高显著高于 CP 组；(4) CP 组在心智理论技能方面的提高高于 DI 组。结论这些研究结果共同表明，每种人工智能教育方法都有其独特的优势，强调了设计新教学法以拓展儿童技能的重要性。

{"title":"Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills","authors":"Jiahong Su, Weipeng Yang, Iris Heung Yue Yim, Hui Li, Xiao Hu","doi":"10.1111/jcal.13040","DOIUrl":"10.1111/jcal.13040","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While the integration of robot-based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An experiment was conducted with 90 kindergarteners (ages 5–6) randomly assigned to either a direct instruction (DI), cooperative play (CP) or control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results show that (1) children in all three groups had significant improvements on computational thinking, sequencing and self-regulation; (2) both early AI education approaches (CP and DI) significantly enhance young children's computational thinking, sequencing, self-regulation and theory of mind skills; (3) the DI group had significant higher improvement than the CP group on computational thinking; (4) the CP group exhibited greater enhancements in theory of mind skills than the DI group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2917-2925"},"PeriodicalIF":5.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781427","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

A model for assessing student satisfaction with smart classroom environment in higher education 高校智能教室环境学生满意度评估模型

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-07-24 DOI: 10.1111/jcal.13045

Zhicheng Dai, Ling Wang, Xian Peng, Liang Zhao, Junxia Xiong

Background

Smart classroom environment has drawn worldwide attention, however, there is still a lack of studies that can explore and analyse potential factors, which affect students' satisfaction with smart classrooms in higher education.

Objectives

To assess students' satisfaction with smart classrooms in higher education, this study proposed the smart classroom environment satisfaction model based on TAM and ACSI models.

Methods

A sample of 1979 Chinese college students who studied in a smart classroom environment completed a survey assessing student satisfaction with the smart classroom environment. And a structural equation modelling analysis was used to further analyse students' preferences for smart classroom environments.

Results and conclusions

The results showed that student satisfaction with smart classroom environment is significantly correlated with subjective perception factors after use, such as students' perceived value (PV), user experience and perceived expectations (PE). It indicated that user experience indirectly affected overall satisfaction (OS) through its positive impact on PV, while PE indirectly affected OS through its positive impact on user experience. Second, user experience had the greatest impact on student satisfaction, followed by PV and PE. This study is a theoretical supplement to future research on smart classroom environment in higher education, and can also provide reference for relevant government departments, universities and enterprises to build and manage smart classroom environment.

为了评估高校学生对智能教室的满意度，本研究在TAM和ACSI模型的基础上提出了智能教室环境满意度模型，对1979名在智能教室环境中学习的中国大学生进行了问卷调查，评估学生对智能教室环境的满意度。结果表明，学生对智慧教室环境的满意度与使用后的主观感知因素，如学生的感知价值（PV）、用户体验和感知期望（PE）显著相关。结果表明，用户体验通过对感知价值的正向影响间接影响总体满意度（OS），而感知期望通过对用户体验的正向影响间接影响总体满意度（OS）。其次，用户体验对学生满意度的影响最大，其次是 PV 和 PE。本研究是对今后高校智慧教室环境研究的理论补充，也可为相关政府部门、高校和企业建设和管理智慧教室环境提供参考。

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引用次数: 0

The relationship between students' self-regulated learning behaviours and problem-solving efficiency in technology-rich learning environments 在科技丰富的学习环境中，学生自我调节学习行为与解决问题效率之间的关系

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-07-23 DOI: 10.1111/jcal.13043

Tingting Wang, Alejandra Ruiz-Segura, Shan Li, Susanne P. Lajoie

Background

Scholars have confirmed the vital roles of self-regulated learning (SRL) behaviours in predicting task performance, especially within non-linear technology-rich learning environments (TREs). However, few studies focused on the learning costs (e.g., study effort and time-on-task) related to SRL and the efficiency outcome of SRL (i.e., the relative relationship between learning costs and performance).

Objectives

This study examined the relationship between students' SRL behaviours and problem-solving efficiency in the context of TREs.

Methods

Eighty-two medical students accomplished a diagnostic task in a computer-simulated environment, and they were classified into the efficient or less efficient group according to diagnostic performance and time-on-task. Then we coded students' SRL behaviours from trace data and counted the frequency of each SRL behaviour. The recurrence quantification and lag sequential analyses were performed to extract the dynamic characteristics of SRL behaviours, including recurrent patterns and sequential transitions.

Results and Conclusions

Efficient students conducted more frequent Self-reflection behaviours than the less efficient. For the recurrent patterns, efficient students tended to exhibit longer SRL behaviour sequences comprising a variety of different SRL behaviours (e.g., Task Analysis > Add Test > Add Hypotheses > Categorise Evidence) as well as longer sequences of repeated SRL behaviours (e.g., Add Test > Add Test > Add Test > Add Test). Moreover, efficient students exhibited more sequential transitions between different SRL behaviours than less efficient.

Takeaways

Overall, this study revealed the effects of SRL on problem-solving efficiency, which inspired researchers to incorporate problem-solving efficiency as an evaluation criterion of SRL processes.

背景学者们已经证实了自我调节学习（SRL）行为在预测任务绩效方面的重要作用，尤其是在非线性技术丰富的学习环境（TRE）中。然而，很少有研究关注与自律学习相关的学习成本（如学习努力和任务时间）以及自律学习的效率结果（即学习成本与学习成绩之间的相对关系）。然后，我们根据跟踪数据对学生的 SRL 行为进行编码，并统计每种 SRL 行为的频率。结果与结论高效率学生的自我反思行为比低效率学生更频繁。在重复模式方面，高效率学生往往表现出更长的SRL行为序列，包括各种不同的SRL行为（如任务分析> 添加测试> 添加假设> 证据分类）以及更长的重复SRL行为序列（如添加测试> 添加测试> 添加测试> 添加测试> 添加测试）。此外，与效率较低的学生相比，效率高的学生在不同的自律学习行为之间表现出更多的序列转换。总之，本研究揭示了自律学习对问题解决效率的影响，这启发了研究人员将问题解决效率作为自律学习过程的评价标准。

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引用次数: 0

Educational policy as predictor of computational thinking: A supervised machine learning approach 作为计算思维预测器的教育政策：监督机器学习方法

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-07-21 DOI: 10.1111/jcal.13041

Ndudi O. Ezeamuzie, Jessica S. C. Leung, Dennis C. L. Fung, Mercy N. Ezeamuzie

Background

Computational thinking is derived from arguments that the underlying practices in computer science augment problem-solving. Most studies investigated computational thinking development as a function of learners' factors, instructional strategies and learning environment. However, the influence of the wider community such as educational policies on computational thinking remains unclear.

Objectives

This study examines the impact of basic and technology-related educational policies on the development of computational thinking.

Methods

Using supervised machine learning, the computational thinking achievements of 31,823 eighth graders across nine countries were analysed. Seven rule-based and tree-based classification models were generated and triangulated to determine how educational policies predicted students' computational thinking.

Results and conclusions

Predictions show that students have a higher propensity to develop computational thinking skills when schools exercise full autonomy in governance and explicitly embed computational thinking in their curriculum. Plans to support students, teachers and schools with technology or introduce 1:1 computing have no discernible predicted influence on students' computational thinking achievement.

Implications

Although predictions deduced from these attributes are not generalizable, traces of how educational policies affect computational thinking exist to articulate more fronts for future research on the influence of educational policies on computational thinking.

背景计算思维源于计算机科学中的基本实践能够促进问题解决的论点。大多数研究将计算思维的发展视为学习者因素、教学策略和学习环境的函数。本研究探讨了与基础和技术相关的教育政策对计算思维发展的影响。方法利用监督机器学习，分析了九个国家 31823 名八年级学生的计算思维成绩。结果和结论预测表明，当学校行使充分的管理自主权并将计算思维明确纳入课程时，学生发展计算思维能力的倾向性更高。启示尽管从这些属性中推导出的预测并不具有普遍性，但教育政策如何影响计算思维的蛛丝马迹已经存在，这为未来研究教育政策对计算思维的影响提供了更多视角。

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引用次数: 0

Learning analytics dashboard design: Workplace learner preferences for reference frames in immersive training in practice 学习分析仪表板设计：职场学员在沉浸式培训实践中对参考框架的偏好

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-07-16 DOI: 10.1111/jcal.13042

Timothy Gallagher, Bert Slof, Marieke van der Schaaf, Michaela Arztmann, Sofia Garcia Fracaro, Liesbeth Kester

Background

Learning analytics dashboards are increasingly being used to communicate feedback to learners. However, little is known about learner preferences for dashboard designs and how they differ depending on the self-regulated learning (SRL) phases the dashboards are presented (i.e., forethought, performance, and self-reflection phases) and SRL skills. Insight into design preferences for dashboards with different reference frames (i.e., progress, social, internal achievement and external achievement) is important because the effectiveness of feedback can depend upon how a learner perceives it.

Objective

This study examines workplace learner preferences for four dashboard designs for each SRL phase and how SRL skills relate to these preferences.

Methods

Seventy participants enrolled in a chemical process apprenticeship program took part in the study. Preferences were determined using a method of adaptive comparative judgement and SRL skills were measured using a questionnaire. Preferences were tested on four dashboard designs informed by social and temporal comparison theory and goal setting theory. Multinomial logistic regressions were used to examine the relationship between dashboard preferences and SRL.

Results and Conclusions

Results show that the progress reference frame is more preferred before and after task performance, and the social reference frame is less preferred before and after task performance. It was found that the higher the SRL skill score the higher the probability a learner preferred the progress reference frame compared to having no preference before task performance. The results are consistent with other findings, which suggest caution when using social comparison in designing dashboards which provide feedback.

学习分析仪表盘越来越多地被用于向学习者传达反馈信息。然而，关于学习者对仪表盘设计的偏好，以及仪表盘所呈现的自我调节学习（SRL）阶段（即预想、表现和自我反思阶段）和自我调节学习技能不同，学习者对仪表盘设计的偏好有何不同，人们知之甚少。本研究考察了工作场所的学习者对每个自律学习阶段的四种仪表板设计的偏好，以及自律学习技能与这些偏好之间的关系。研究采用适应性比较判断法来确定偏好，并通过问卷调查来测量自学能力。根据社会和时间比较理论以及目标设定理论，对四个仪表盘设计进行了偏好测试。结果显示，在任务执行前后，进度参照系更受偏好，而在任务执行前后，社会参照系的偏好度较低。研究发现，与任务执行前无偏好相比，自学能力技能得分越高，学习者偏好进度参照框架的概率就越高。这些结果与其他研究结果一致，建议在设计提供反馈的仪表盘时谨慎使用社会比较。

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引用次数: 0

Learning with videos: Do task instructions and the availability of a pause button matter? 通过视频学习：任务说明和暂停按钮是否重要？

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2024-07-16 DOI: 10.1111/jcal.13044

Martin Merkt, Daniel Bodemer

Background

When watching educational online videos, learners need to determine whether the videos' contents are suitable for learning. Whereas this may induce metacognitive monitoring processes, it may also distract learners from the learning materials.

Objectives

In the current set of experiments, we investigated whether asking participants to rate the suitability of three educational videos to impart knowledge (both experiments) and enabling participants to pause the video (Experiment 2) affects learning.

Methods

Experiment 1 was conducted in the laboratory with a sample of university students. Participants were randomly assigned to one of two experimental conditions (rating task vs. viewing task). Experiment 2 was conducted online. Participants were randomly assigned to one of four conditions resulting from the two factors task (rating task vs. viewing task) and pause button (available vs. not available).

Results and Conclusion

In Experiment 1, we observed detrimental effects of the rating task on learning outcomes, but more accurate judgements of learning. In Experiment 2, we did not find any effects of the rating task on learning outcomes and the accuracy of the participants' judgements of learning. However, the inclusion of a pause button did result in more accurate judgements of learning. Further, exploratory analyses revealed that older participants reported higher levels of intrinsic and germane cognitive load than the younger participants. This increased effort only translated into better learning outcomes in the condition in that participants could pause the video. Thus, age is introduced as a potential boundary condition that should be investigated in instructional design research.

在观看在线教育视频时，学习者需要判断视频内容是否适合学习。在本组实验中，我们研究了让参与者对三个教育视频传授知识的适宜性进行评分（两个实验）和让参与者暂停视频（实验 2）是否会影响学习。实验 1 是在实验室中对大学生样本进行的。参与者被随机分配到两种实验条件之一（评分任务与观看任务）。实验 2 在网上进行。在实验 1 中，我们观察到评分任务对学习结果的不利影响，但对学习的判断更为准确。在实验 2 中，我们没有发现评级任务对学习结果和参与者对学习的准确判断有任何影响。然而，加入暂停按钮确实会使学习判断更加准确。此外，探索性分析表明，与年轻学员相比，年长学员报告的内在和外在认知负荷水平更高。只有在参与者可以暂停视频的条件下，这种努力的增加才会转化为更好的学习效果。因此，在教学设计研究中，年龄被作为一个潜在的边界条件加以研究。

{"title":"Learning with videos: Do task instructions and the availability of a pause button matter?","authors":"Martin Merkt, Daniel Bodemer","doi":"10.1111/jcal.13044","DOIUrl":"10.1111/jcal.13044","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>When watching educational online videos, learners need to determine whether the videos' contents are suitable for learning. Whereas this may induce metacognitive monitoring processes, it may also distract learners from the learning materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>In the current set of experiments, we investigated whether asking participants to rate the suitability of three educational videos to impart knowledge (both experiments) and enabling participants to pause the video (Experiment 2) affects learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Experiment 1 was conducted in the laboratory with a sample of university students. Participants were randomly assigned to one of two experimental conditions (rating task vs. viewing task). Experiment 2 was conducted online. Participants were randomly assigned to one of four conditions resulting from the two factors task (rating task vs. viewing task) and pause button (available vs. not available).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>In Experiment 1, we observed detrimental effects of the rating task on learning outcomes, but more accurate judgements of learning. In Experiment 2, we did not find any effects of the rating task on learning outcomes and the accuracy of the participants' judgements of learning. However, the inclusion of a pause button did result in more accurate judgements of learning. Further, exploratory analyses revealed that older participants reported higher levels of intrinsic and germane cognitive load than the younger participants. This increased effort only translated into better learning outcomes in the condition in that participants could pause the video. Thus, age is introduced as a potential boundary condition that should be investigated in instructional design research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2856-2871"},"PeriodicalIF":5.1,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644155","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}

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