IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-02 DOI: 10.1016/j.system.2024.103486

Michael Barcomb , Maiko Iwashita

The present instrumental case study explores the application of positive psychology in language education by investigating the ways in which two adolescent English as a foreign language learners engaged with a desktop virtual reality (VR) project. Foreign language enjoyment (FLE) represents a key positive emotion that enables students to persist at learning a foreign language, yet research about it is limited when it comes to the experiences of young learners in online settings. This study addresses this gap by offering a detailed examination of two adolescent English as a foreign language students from an online school in Japan who used Google Street View to craft and showcase desktop VR tours of personally relevant locations to each other, exploring to what extent this collaborative desktop VR project supports the learners' FLE. Given the overlap between the theoretical underpinnings of FLE (e.g., collaboration, creativity, authenticity) and the affordances of VR (e.g., creativity, interactivity, immersion), the research site was conceptualized as a rich space for examining FLE. Quantitative data include an FLE survey. Qualitative data include a co-constructed lesson plan, observations of state FLE episodes during desktop VR tours, and semi-structured interviews. Survey results indicated that the participants had high level of FLE prior to the start of the present study. An analysis of the qualitative data sources revealed that learners' state FLE surfaced consistently, enabling them to tap into their stable trait-level FLE to persist and enjoy the project. This multi-method examination of young adolescent learners' FLE provides perspective into desktop VR's potential for facilitating personalized, creatively expressive, and supportive language learning experiences.

本工具性案例研究通过调查两名青少年英语外语学习者参与桌面虚拟现实（VR）项目的方式，探索积极心理学在语言教育中的应用。外语乐趣（FLE）是一种关键的积极情绪，它能让学生坚持不懈地学习外语，但有关在线环境下青少年学习者体验的研究却十分有限。本研究针对这一空白，详细研究了日本一所在线学校的两名青少年英语作为外语的学生，他们使用谷歌街景制作并向彼此展示了与个人相关的地点的桌面 VR 旅游，探讨了这一协作性桌面 VR 项目在多大程度上支持了学习者的 FLE。鉴于 FLE 的理论基础（如协作、创造性、真实性）与 VR 的可负担性（如创造性、互动性、沉浸感）之间存在重叠，研究地点被概念化为研究 FLE 的丰富空间。定量数据包括一项 FLE 调查。定性数据包括共同构建的教案、桌面 VR 参观过程中对各州 FLE 情节的观察以及半结构式访谈。调查结果显示，在本研究开始之前，参与者的 FLE 水平较高。对定性数据源的分析表明，学习者的状态 FLE 持续浮现，使他们能够利用稳定的特质级 FLE 来坚持并享受项目。这种对青少年学习者 FLE 的多方法研究为桌面 VR 在促进个性化、创造性表达和支持性语言学习体验方面的潜力提供了视角。

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引用次数: 0

The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China 动机、乐趣和自我效能对非正式数字化学习语言教学的预测作用：来自中国法语和德语学习者的证据

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-30 DOI: 10.1016/j.system.2024.103504

Guangxiang Leon Liu , Xian Zhao , Binyu Yang

This article highlights the prevalent bias on global English in the existing informal digital language learning (IDLL) research and draws attention to informal digital learning of language other than English (IDL-LOTE) as a highly under-researched area in computer-assisted language learning. Recognizing how motivation, enjoyment, and self-efficacy serve as three crucial individual differences factors in second language (L2) development, the study sets out to examine the predictive effects of the three variables on IDL-LOTE. Drawing upon questionnaire data collected from 862 Chinese university students learning French or German as their LOTE, a structural equation modeling analysis was conducted. Our findings highlight that 1) promotion-focused motivation, enjoyment, and self-efficacy can significantly and directly influence IDL-LOTE, but prevention-focused motivation fails to generate such a direct impact; 2) enjoyment and self-efficacy can respectively act as a full mediator in the indirect effect of prevention-focused motivation on IDL-LOTE, and they can also partially channel the indirect influence of promotion-focused motivation on IDL-LOTE; 3) the specific language being learned (i.e., French or German) does not moderate the predictive effects of motivation, enjoyment, and self-efficacy on IDL-LOTE. These findings enable us to propose pedagogical implications and point out future research directions to advance the agenda of IDLL.

本文强调了现有非正式数字语言学习（IDLL）研究中普遍存在的对全球英语的偏见，并提请注意非正式数字语言学习（IDL-LOTE）是计算机辅助语言学习中一个研究严重不足的领域。本研究认识到动机、乐趣和自我效能是第二语言（L2）发展过程中三个关键的个体差异因素，因此着手研究这三个变量对 IDL-LOTE 的预测效果。本研究利用从 862 名学习法语或德语作为第二语言的中国大学生中收集的问卷数据，进行了结构方程建模分析。我们的研究结果表明：1）以促进为中心的学习动机、学习乐趣和自我效能感能够显著而直接地影响 IDL-LOTE，但以预防为中心的学习动机却不能产生这种直接影响；2）学习乐趣和自我效能感可以分别作为预防为中心的学习动机对 IDL-LOTE 间接影响的完全中介，也可以部分地引导以促进为中心的学习动机对 IDL-LOTE 的间接影响；3）学习的具体语言（即法语或德语）对 IDL-LOTE 的影响没有调节作用、3）学习的具体语言（即法语或德语）并不影响动机、乐趣和自我效能对 IDL-LOTE 的预测作用。这些发现使我们能够提出教学意义，并指出未来的研究方向，以推进 IDLL 的议程。

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引用次数: 0

Exploring ChatGPT-supported teacher feedback in the EFL context 在英语语言环境中探索由 ChatGPT 支持的教师反馈

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-30 DOI: 10.1016/j.system.2024.103502

Jining Han , Mimi Li

This study investigates the ChatGPT-supported teacher feedback in the Chinese tertiary EFL context and explores an innovative AI-aided writing pedagogy by integrating ChatGPT into teacher writing feedback provisions to alleviate the challenges of teacher feedback in a large class, which were reported in previous research. The participants of this study were four instructors and 102 students from two undergraduate classes in the world language education program. The students completed two writing tasks: an argumentative essay and an expository essay; then, the instructors provided detailed feedback on their essays based on the ChatGPT feedback. Two prompts were provided to ChatGPT after the training: 1) corrective feedback drawing on Ferris's (2006)15 types of common errors and 2) holistic rhetorical feedback. Afterwards, the teachers adapted the ChatGPT feedback and shared the detailed individualized writing feedback with each student. We closely examined the types and features of ChatGPT-supported teacher feedback and how EFL students incorporate this feedback into their writing revisions. The findings indicate that the ChatGPT-supported teacher feedback addressed diverse error categories and included helpful comments on the overall rhetoric. Moreover, the students incorporated more of the feedback into their revisions across tasks, which reflects their deeper engagement with the feedback content. This study notes the importance of an “AI + Teacher” model that leverages the analytical strengths of AI while maintaining essential teacher‒student interactions. This new approach of ChatGPT-supported teacher feedback has great potential in L2 writing feedback provision and will shed novel light on the writing pedagogy with the aid of AIin the digital era.

本研究调查了 ChatGPT 在中国高等院校 EFL 背景下支持教师反馈的情况，并探索了一种创新的人工智能辅助写作教学法，将 ChatGPT 整合到教师写作反馈规定中，以减轻教师在大班反馈中遇到的挑战。本研究的参与者是世界语言教育专业两个本科班的四名教师和 102 名学生。学生们完成了两个写作任务：一篇议论文和一篇说明文；然后，指导教师根据 ChatGPT 的反馈意见对他们的作文提供了详细的反馈。培训结束后，教师为 ChatGPT 提供了两个提示：1）借鉴 Ferris（2006）15 的常见错误类型提供纠正反馈；2）提供整体修辞反馈。之后，教师对 ChatGPT 的反馈进行了调整，并与每位学生分享了详细的个性化写作反馈。我们仔细研究了由 ChatGPT 支持的教师反馈的类型和特点，以及 EFL 学生如何将这些反馈融入他们的写作修改中。研究结果表明，由 ChatGPT 支持的教师反馈涉及不同的错误类别，包括对整体修辞的有益评论。此外，学生们将更多的反馈纳入了他们的修改任务中，这反映了他们对反馈内容的深入参与。这项研究指出了 "人工智能+教师 "模式的重要性，这种模式既能利用人工智能的分析优势，又能保持必要的师生互动。这种由 ChatGPT 支持的教师反馈新方法在提供 L2 写作反馈方面具有巨大潜力，并将为数字时代借助人工智能的写作教学法带来新的启示。

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引用次数: 0

Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning 特定任务的写作焦虑和自我效能感与一般的 L2 写作焦虑和自我效能感是分开的，它们与任务前和任务内计划中书面纠正反馈的效果有着不同的联系

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-30 DOI: 10.1016/j.system.2024.103480

Hyejin An , Shaofeng Li

This study examines the validity of task-specific anxiety and self-efficacy and the joint effects of task-specific and general second language (L2) writing anxiety and self-efficacy on learning gains resulting from different task conditions formed based on two types of written corrective feedback and two types of task planning. 115 high school EFL learners in South Korea were divided into two groups and received either direct correction or metalinguistic feedback on their wrong use of English articles and past tense in their written narratives. After receiving feedback, each of the two large groups was further divided into three subgroups, each performing a second writing task under three conditions: pre-task planning, within-task planning, and no planning. The learners responded to questionnaires that aimed to measure task-specific and L2 general anxiety and self-efficacy. The results demonstrated that task-specific anxiety and self-efficacy were distinct from general L2 writing anxiety and self-efficacy and that they played different roles in L2 development under the different treatment conditions. Specifically, general L2 writing anxiety was a negative predictor of learning gains regardless of learning condition; task-specific anxiety showed a positive effect in metalinguistic explanation + within-task planning but a negative effect in all other task conditions; neither task-specific nor general L2 self-efficacy was a significant predictor of treatment effects. This study demonstrates the importance of investigating task-specific individual difference variables and shows the differential associations between general and task-specific individual difference variables on one hand and different types of task-based instruction on the other.

本研究探讨了特定任务焦虑和自我效能感的有效性，以及特定任务焦虑和自我效能感与一般第二语言（L2）写作焦虑和自我效能感对基于两种书面纠正反馈和两种任务计划形成的不同任务条件下学习效果的共同影响。115名韩国高中EFL学习者被分为两组，就他们在书面叙述中错误使用英语冠词和过去时接受直接纠正或金属语言反馈。接受反馈后，两个大组又被分成三个小组，分别在任务前计划、任务内计划和无计划三种条件下完成第二个写作任务。学习者回答了旨在测量任务特定焦虑和 L2 一般焦虑以及自我效能感的问卷。结果表明，特定任务焦虑和自我效能感不同于一般的 L2 写作焦虑和自我效能感，它们在不同的处理条件下对 L2 的发展起着不同的作用。具体地说，无论学习条件如何，一般的 L2 写作焦虑都是学习收获的负面预测因素；任务特定焦虑在金属语言解释 + 任务内规划中显示出积极作用，但在所有其他任务条件中显示出消极作用；任务特定焦虑和一般 L2 自我效能感都不是治疗效果的显著预测因素。这项研究证明了调查特定任务个体差异变量的重要性，并显示了一般个体差异变量和特定任务个体差异变量与不同类型任务型教学之间的不同关联。

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引用次数: 0

Mitigating ethnic minority students’ Foreign language anxiety through Co-learning in Chinese as an additional language classrooms: A transpositioning perspective 在汉语作为额外语言的课堂上通过共同学习减轻少数民族学生的外语焦虑：换位思考

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-27 DOI: 10.1016/j.system.2024.103496

Kevin W.H. Tai , Tong King Lee

Recent studies on ethnic minority students in Hong Kong have highlighted the difficulties they face when learning Chinese-as-an-Additional-Language (CAL). These linguistic challenges can cause anxiety and hinder their integration into Hong Kong society. Transpositioning is an emerging notion in the field of Applied Linguistics and involves individuals stepping out of their assigned roles and adopting different perspectives through translanguaging. It has been argued that engaging in transpositioning can potentially engage students’ learning and participation in classroom interaction. However, there is limited research on how multilingual classroom teachers can suspend their social roles to alleviate students' anxiety while learning a second language in classrooms. This paper seeks to fill this research gap by examining how a Chinese teacher creates a safe translanguaging space for co-learning, which allows him to move beyond his predefined social roles and alleviate ethnic minority students' anxiety in learning CAL. The study uses Multimodal Conversation Analysis to analyse classroom interaction data. The fine-grained classroom analysis is triangulated with the video-stimulated-recall-interviews with the teacher and students which are analysed using Interpretative Phenomenological Analysis. The paper argues for a Transpositioning-Translanguaging-Co-Learning approach to reduce students' anxiety related to CAL learning. By positioning both the teacher and students as equal contributors to knowledge, this can foster student engagement and active participation in classroom interactions.

最近有关香港少数族裔学生的研究，突显了他们在学习中文作为辅助语言（CAL）时所面临的困难。这些语言上的挑战可能会引起他们的焦虑，阻碍他们融入香港社会。Transpositioning 是应用语言学领域的一个新兴概念，涉及个人跳出自己的指定角色，通过翻译语言采用不同的视角。有观点认为，参与转置有可能促进学生的学习和参与课堂互动。然而，关于多语课堂教师如何暂停自己的社会角色，以减轻学生在课堂上学习第二语言时的焦虑的研究却很有限。本文试图填补这一研究空白，研究一位汉语教师如何为共同学习创造一个安全的翻译语言空间，从而超越自己预设的社会角色，缓解少数民族学生在学习 CAL 时的焦虑。本研究采用多模态会话分析法（Multimodal Conversation Analysis）来分析课堂互动数据。细粒度的课堂分析与教师和学生的视频刺激回放访谈进行了三角测量，后者使用解释性现象学分析方法进行了分析。论文认为，应采用 "转位-转语-共同学习 "的方法来减少学生对 CAL 学习的焦虑。通过将教师和学生都定位为知识的平等贡献者，这可以促进学生的参与和积极参与课堂互动。

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引用次数: 0

The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments 心理资本在不同语言环境下大学生外语焦虑与学习倦怠关系中的中介作用

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-26 DOI: 10.1016/j.system.2024.103499

Chufeng Gu , Feiyang Jin , Yu Li

Language environments play a crucial role in foreign language learning. Increasing Chinese students choose to attend joint venture colleges where a foreign language is predominantly used. Naturally, the language environment in these institutions differs from that of traditional colleges where Chinese is exclusively used, potentially leading to differences in foreign language anxiety (FLA). However, these differences have not been examined. Although students with higher FLA levels tend to experience heightened learning burnout and reduced psychological capital, a protective factor against the negative impacts of difficulties and challenges, it remains unknown the relationships among these variables in these two types of college students. This study addressed these questions by measuring the FLA levels, learning burnout, and psychological capital of 260 joint venture college students and 267 traditional Chinese college students. Results showed that FLA levels were significantly higher in traditional Chinese college students, psychological capital partially mediated the relationship between FLA and learning burnout in both groups, and school type moderated the path from FLA to psychological capital. These results suggest that psychological capital can mitigate the impact of FLA on learning burnout and these mitigating effects are influenced by language environment. Practical implications for school administrators and instructors are discussed.

语言环境在外语学习中起着至关重要的作用。越来越多的中国学生选择进入以外语为主的合资院校。自然，这些院校的语言环境与只使用中文的传统院校不同，可能导致外语焦虑（FLA）的差异。然而，这些差异尚未得到研究。尽管外语焦虑水平较高的学生往往会经历更高的学习倦怠和更低的心理资本（一种抵御困难和挑战负面影响的保护性因素），但这两类大学生的这些变量之间的关系仍然未知。本研究通过测量 260 名中外合资大学生和 267 名中国传统大学生的 FLA 水平、学习倦怠和心理资本来解决这些问题。结果表明，中国传统大学生的FLA水平明显更高，心理资本在两组大学生的FLA和学习倦怠之间起到了部分中介作用，而学校类型则调节了从FLA到心理资本的路径。这些结果表明，心理资本可以缓解FLA对学习倦怠的影响，而这种缓解作用受到语言环境的影响。本文讨论了对学校管理者和教师的实际意义。

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引用次数: 0

Distinct trajectories of EFL motivation: A self-determination theory perspective EFL 动机的不同轨迹：自我决定理论视角

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-25 DOI: 10.1016/j.system.2024.103441

Jiajing Li , Ronnel B. King , Vivian WY Lee

According to self-determination theory, students who learn English as a foreign language (EFL) can be motivated by autonomous or controlled reasons. These motivations change over time, and students could exhibit distinct motivational trajectories. However, previous studies have mostly adopted cross-sectional designs and overlooked the developmental aspects of motivation. Furthermore, there is little understanding of the key factors associated with students' distinct motivational trajectories. To address these gaps, we used parallel process growth mixture modeling to examine the trajectories of students' autonomous and controlled motivation. Participants were 467 students from four junior secondary schools who were surveyed over the course of a semester. Results revealed three distinct motivational trajectories: “increasing controlled motivation”, “stable motivation”, and “increasing autonomous motivation”. Students whose basic psychological needs were satisfied were more likely to be in the “increasing autonomous motivation” profile. Students across distinct profiles had varying levels of achievement with those in the “increasing autonomous motivation” profile showing the highest levels of achievement, and those in the “increasing controlled motivation” profile having the lowest achievement. This study underscores the significance of nurturing autonomous motivation and supporting students’ basic psychological needs in EFL contexts.

根据自我决定理论，学习英语作为外语（EFL）的学生可能出于自主或受控的原因而产生学习动机。这些动机会随着时间的推移而变化，学生可能会表现出不同的动机轨迹。然而，以往的研究大多采用横断面设计，忽视了学习动机的发展方面。此外，人们对与学生不同的学习动机轨迹相关的关键因素了解甚少。为了弥补这些不足，我们采用平行过程成长混合模型来研究学生自主动机和受控动机的发展轨迹。我们对来自四所初中的 467 名学生进行了为期一个学期的调查。结果显示了三种不同的学习动机轨迹："受控动机不断增强"、"稳定动机 "和 "自主动机不断增强"。基本心理需求得到满足的学生更有可能属于 "自主动机增强型"。不同类型的学生成绩各不相同，其中 "自主动机不断增强 "类型的学生成绩最高，而 "受控动机不断增强 "类型的学生成绩最低。这项研究强调了在英语语言环境中培养自主动机和支持学生基本心理需求的重要性。

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引用次数: 0

Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice 探索英语语言学习者在口语练习中使用人工智能语音评估系统的前景和局限性

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-24 DOI: 10.1016/j.system.2024.103497

Bin Zou , Sara Liviero , Qing Ma , Weilei Zhang , Yiran Du , Peiling Xing

This study explores English as a Foreign Language (EFL) learners' perceptions of the promise and limitations of EAP Talk, an AI-based speech evaluation system, for speaking practice. Using a mixed-methods approach, data were collected from 366 EFL learners across five universities through questionnaires and semi-structured interviews. The findings reveal that EAP Talk significantly enhances speaking skills, including pronunciation, grammar accuracy, idea-organization, read-aloud, and presentation skills. Participants appreciated the convenience, motivational aspects, and institutional efficiency of EAP Talk, which allowed for flexible and autonomous learning. However, several limitations were identified. Issues with the accuracy of voice recognition and score feedback affected learners' confidence in the feedback. The relevance of practice materials to academic courses was another concern, as was the limited detail in the feedback provided by EAP Talk, which often lacked comprehensive explanations and corrective guidance. The absence of feedback on grammar accuracy and speech organization further limited the tool's effectiveness for developing comprehensive speaking proficiency. These findings suggest that while EAP Talk holds significant potential for enhancing language learning, ongoing improvements are necessary to address its limitations. This study contributes to the understanding of how AI tools can support EFL learners for speaking practice.

本研究探讨了英语作为外语（EFL）的学习者对基于人工智能的语音评估系统 EAP Talk 在口语练习中的前景和局限性的看法。研究采用混合方法，通过问卷调查和半结构式访谈收集了五所大学 366 名英语为外语的学习者的数据。研究结果表明，EAP Talk 显著提高了口语技能，包括发音、语法准确性、思路组织、朗读和演讲技能。学员们对 EAP Talk 的便利性、激励性和机构效率表示赞赏，认为它可以实现灵活自主的学习。但也发现了一些局限性。语音识别和分数反馈的准确性问题影响了学员对反馈的信心。练习材料与学术课程的相关性是另一个令人担忧的问题，EAP Talk 提供的反馈细节有限，往往缺乏全面的解释和纠正指导。缺乏语法准确性和语言组织方面的反馈进一步限制了该工具在培养综合口语能力方面的有效性。这些研究结果表明，尽管 EAP Talk 在提高语言学习方面具有巨大潜力，但仍需不断改进以解决其局限性。本研究有助于了解人工智能工具如何支持 EFL 学习者进行口语练习。

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引用次数: 0

Artificial Intelligence in L2 learning: A meta-analysis of contextual, instructional, and social-emotional moderators L2 学习中的人工智能：对情境、教学和社会情感调节因素的元分析

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-23 DOI: 10.1016/j.system.2024.103498

Xiu-Yi Wu

This study conducts a comprehensive meta-analysis to examine the effectiveness of artificial intelligence (AI) interventions in language learning and to explore the moderating effects of various contextual, instructional, and social-emotional factors. By synthesizing data from 49 studies comprising 79 reports, the analysis reveals that AI interventions have a significant positive impact on language learning outcomes. The study identifies several key moderators influencing AI effectiveness, including the learning environment, intervention duration, educational level, participants’ age, sample size, language skills targeted, interactivity types, and feedback sources. The findings indicate that online and blended learning environments, medium-duration interventions (6 weeks–6 months), higher education settings, and young adult learners show the highest effectiveness. Additionally, AI interventions are most effective in enhancing listening and speaking skills, with significant benefits also observed for writing and vocabulary acquisition. Social-emotional factors such as motivation, anxiety reduction, and willingness to communicate are positively influenced by AI, though engagement and satisfaction exhibit variability. The study underscores the importance of personalized and adaptive AI tools, leveraging both automated and human feedback to maximize learning outcomes. These insights contribute to the growing body of literature on AI in education, offering guidance for optimizing AI-enhanced educational tools to support diverse learners effectively. Future research should further investigate individual differences among learners to tailor AI interventions more precisely and enhance their educational impact.

本研究对人工智能（AI）干预措施在语言学习中的有效性进行了全面的荟萃分析，并探讨了各种情境、教学和社会情感因素的调节作用。通过对包含 79 份报告的 49 项研究的数据进行综合分析，分析结果表明，人工智能干预措施对语言学习效果有显著的积极影响。研究确定了影响人工智能效果的几个关键调节因素，包括学习环境、干预持续时间、教育水平、参与者年龄、样本大小、目标语言技能、互动类型和反馈来源。研究结果表明，在线和混合式学习环境、中等持续时间的干预（6 周至 6 个月）、高等教育环境和年轻的成人学习者显示出最高的有效性。此外，人工智能干预在提高听力和口语技能方面最为有效，在写作和词汇掌握方面也有显著效果。虽然参与度和满意度存在差异，但人工智能对动机、焦虑减少和交流意愿等社会情感因素产生了积极影响。这项研究强调了个性化和自适应人工智能工具的重要性，利用自动和人工反馈最大限度地提高学习效果。这些见解为越来越多的人工智能教育文献做出了贡献，为优化人工智能增强型教育工具提供了指导，从而有效地支持不同的学习者。未来的研究应进一步调查学习者之间的个体差异，以便更精确地定制人工智能干预措施，增强其教育效果。

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引用次数: 0

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-21 DOI: 10.1016/j.system.2024.103492

Lixiang Gao

引用次数: 0

System最新文献