Recent advances in generative artificial intelligence (AI) and multimodal learning analytics (MMLA) have allowed for new and creative ways of leveraging AI to support K12 students' collaborative learning in STEM+C domains. To date, there is little evidence of AI methods supporting students' collaboration in complex, open‐ended environments. AI systems are known to underperform humans in (1) interpreting students' emotions in learning contexts, (2) grasping the nuances of social interactions and (3) understanding domain‐specific information that was not well‐represented in the training data. As such, combined human and AI (ie, hybrid) approaches are needed to overcome the current limitations of AI systems. In this paper, we take a first step towards investigating how a human‐AI collaboration between teachers and researchers using an AI‐generated multimodal timeline can guide and support teachers' feedback while addressing students' STEM+C difficulties as they work collaboratively to build computational models and solve problems. In doing so, we present a framework characterizing the human component of our human‐AI partnership as a collaboration between teachers and researchers. To evaluate our approach, we present our timeline to a high school teacher and discuss the key insights gleaned from our discussions. Our case study analysis reveals the effectiveness of an iterative approach to using human‐AI collaboration to address students' STEM+C challenges: the teacher can use the AI‐generated timeline to guide formative feedback for students, and the researchers can leverage the teacher's feedback to help improve the multimodal timeline. Additionally, we characterize our findings with respect to two events of interest to the teacher: (1) when the students cross a <jats:italic>difficulty threshold,</jats:italic> and (2) the <jats:italic>point of intervention</jats:italic>, that is, when the teacher (or system) should intervene to provide effective feedback. It is important to note that the teacher explained that there should be a lag between (1) and (2) to give students a chance to resolve their own difficulties. Typically, such a lag is not implemented in computer‐based learning environments that provide feedback.<jats:label/><jats:boxed-text content-type="box" position="anchor"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type="bullet"> <jats:list-item>Collaborative, open‐ended learning environments enhance students' STEM+C conceptual understanding and practice, but they introduce additional complexities when students learn concepts spanning multiple domains.</jats:list-item> <jats:list-item>Recent advances in generative AI and MMLA allow for integrating multiple datastreams to derive holistic views of students' states, which can support more informed feedback mechanisms to address students' difficulties in complex STEM+C environments.</jats:list-item> <jats:list-item>Hybrid human‐AI approache
{"title":"A multimodal approach to support teacher, researcher and AI collaboration in STEM+C learning environments","authors":"Clayton Cohn, Caitlin Snyder, Joyce Horn Fonteles, Ashwin T. S., Justin Montenegro, Gautam Biswas","doi":"10.1111/bjet.13518","DOIUrl":"https://doi.org/10.1111/bjet.13518","url":null,"abstract":"Recent advances in generative artificial intelligence (AI) and multimodal learning analytics (MMLA) have allowed for new and creative ways of leveraging AI to support K12 students' collaborative learning in STEM+C domains. To date, there is little evidence of AI methods supporting students' collaboration in complex, open‐ended environments. AI systems are known to underperform humans in (1) interpreting students' emotions in learning contexts, (2) grasping the nuances of social interactions and (3) understanding domain‐specific information that was not well‐represented in the training data. As such, combined human and AI (ie, hybrid) approaches are needed to overcome the current limitations of AI systems. In this paper, we take a first step towards investigating how a human‐AI collaboration between teachers and researchers using an AI‐generated multimodal timeline can guide and support teachers' feedback while addressing students' STEM+C difficulties as they work collaboratively to build computational models and solve problems. In doing so, we present a framework characterizing the human component of our human‐AI partnership as a collaboration between teachers and researchers. To evaluate our approach, we present our timeline to a high school teacher and discuss the key insights gleaned from our discussions. Our case study analysis reveals the effectiveness of an iterative approach to using human‐AI collaboration to address students' STEM+C challenges: the teacher can use the AI‐generated timeline to guide formative feedback for students, and the researchers can leverage the teacher's feedback to help improve the multimodal timeline. Additionally, we characterize our findings with respect to two events of interest to the teacher: (1) when the students cross a <jats:italic>difficulty threshold,</jats:italic> and (2) the <jats:italic>point of intervention</jats:italic>, that is, when the teacher (or system) should intervene to provide effective feedback. It is important to note that the teacher explained that there should be a lag between (1) and (2) to give students a chance to resolve their own difficulties. Typically, such a lag is not implemented in computer‐based learning environments that provide feedback.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>Collaborative, open‐ended learning environments enhance students' STEM+C conceptual understanding and practice, but they introduce additional complexities when students learn concepts spanning multiple domains.</jats:list-item> <jats:list-item>Recent advances in generative AI and MMLA allow for integrating multiple datastreams to derive holistic views of students' states, which can support more informed feedback mechanisms to address students' difficulties in complex STEM+C environments.</jats:list-item> <jats:list-item>Hybrid human‐AI approache","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"17 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Liz Ebersole, Teresa S. Foulger, Yi Jin, Daniel James Mourlam
Social media has been shown to be an efficient way to engage in networked participatory scholarship (NPS), which is defined as the use of online social networks to share and further develop scholarship. As leaders in the field, educational technology scholars should be at the forefront of this practice. We used social network analysis (SNA) to examine the structure and characteristics of the #TPACK Twitter network and to determine whether and how the users were engaging in value‐added NPS. Our findings revealed that the #TPACK Twitter network was loosely organized, and users were not very well connected outside of their clusters. Our findings also revealed that #TPACK tweets largely did not represent value‐added NPS. The majority of posts lacked useful context, were limited to merely sharing links to resources and did not establish meaningful interactions among users. The implications of this study provide a new direction for educational technology researchers and PK‐12 practitioners to approach social media from a value‐added standpoint and to apply value‐added NPS to improve their use of social media to advance research, enhance professional learning and forge closer ties between researchers and practitioners.<jats:label/><jats:boxed-text content-type="box" position="anchor"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type="bullet"> <jats:list-item>Publication in high‐impact academic journals and measuring research impact through citations and journal indexing is still the dominant practice in research dissemination; however, there is growth in the use of alternative methods and the use of altmetrics to measure the impact of these methods.</jats:list-item> <jats:list-item>Scholars struggle with using social media in ways that align with networked participatory scholarship (NPS).</jats:list-item> <jats:list-item>Social network analysis (SNA) is the study of the structure and characteristics of the relationships that form in social networks, and can be used to fanalyze an online social network.</jats:list-item> </jats:list>What this paper adds <jats:list list-type="bullet"> <jats:list-item>Value‐added social learning theory and NPS can be used in SNA to both evaluate and inform scholars' social media practices.</jats:list-item> <jats:list-item>Educational technology scholars and practitioners struggle with using social media for value‐added NPS.</jats:list-item> <jats:list-item>Lost opportunities for value‐added NPS that were documented in this study include lack of engagement with the wider network, not sharing the role of spreading ideas and not making value‐added contributions.</jats:list-item> </jats:list>Implications for practice and policy <jats:list list-type="bullet"> <jats:list-item>Education scholars should use SNA as a tool to evaluate the level of value‐added NPS in the social media networks around areas of study they care about so that they can develop both personal and system
{"title":"Exploring Twitter as a social learning space for education scholars: An analysis of value‐added contributions to the #TPACK network","authors":"Liz Ebersole, Teresa S. Foulger, Yi Jin, Daniel James Mourlam","doi":"10.1111/bjet.13521","DOIUrl":"https://doi.org/10.1111/bjet.13521","url":null,"abstract":"Social media has been shown to be an efficient way to engage in networked participatory scholarship (NPS), which is defined as the use of online social networks to share and further develop scholarship. As leaders in the field, educational technology scholars should be at the forefront of this practice. We used social network analysis (SNA) to examine the structure and characteristics of the #TPACK Twitter network and to determine whether and how the users were engaging in value‐added NPS. Our findings revealed that the #TPACK Twitter network was loosely organized, and users were not very well connected outside of their clusters. Our findings also revealed that #TPACK tweets largely did not represent value‐added NPS. The majority of posts lacked useful context, were limited to merely sharing links to resources and did not establish meaningful interactions among users. The implications of this study provide a new direction for educational technology researchers and PK‐12 practitioners to approach social media from a value‐added standpoint and to apply value‐added NPS to improve their use of social media to advance research, enhance professional learning and forge closer ties between researchers and practitioners.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>Publication in high‐impact academic journals and measuring research impact through citations and journal indexing is still the dominant practice in research dissemination; however, there is growth in the use of alternative methods and the use of altmetrics to measure the impact of these methods.</jats:list-item> <jats:list-item>Scholars struggle with using social media in ways that align with networked participatory scholarship (NPS).</jats:list-item> <jats:list-item>Social network analysis (SNA) is the study of the structure and characteristics of the relationships that form in social networks, and can be used to fanalyze an online social network.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>Value‐added social learning theory and NPS can be used in SNA to both evaluate and inform scholars' social media practices.</jats:list-item> <jats:list-item>Educational technology scholars and practitioners struggle with using social media for value‐added NPS.</jats:list-item> <jats:list-item>Lost opportunities for value‐added NPS that were documented in this study include lack of engagement with the wider network, not sharing the role of spreading ideas and not making value‐added contributions.</jats:list-item> </jats:list>Implications for practice and policy <jats:list list-type=\"bullet\"> <jats:list-item>Education scholars should use SNA as a tool to evaluate the level of value‐added NPS in the social media networks around areas of study they care about so that they can develop both personal and system","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"17 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lili Yan, Breanne K. Litts, Melissa Tehee, Stuart Baggaley, Jennifer Jenkins
Although education is framed as a future‐oriented enterprise, we often fail to serve the diverse futurities of youth, particularly in formal learning environments. The cultural norms of formal learning environments are rooted in dominant ways of being and knowing and this shapes how learning environments and learning technologies can be designed. As a result, the futures youth can envision for themselves in these spaces are often static and limited by the dominant culture. As a move toward supporting youths' diverse cultural backgrounds and experiences, we ask how youth develop relationship with culture through creating culturally centred multimedia projects. Guided by a case study approach, we collected thirty‐six remixing multimedia projects from twelve sixth graders, who created these projects for three culturally centred learning activities over a school year. Findings share one case from each learning activity to demonstrate how students represent their relationships with culture through three forms of symbolising. Implications from this work reject the settled expectations of dominant culture in formal learning environments and, instead, invite youths' knowledges and experiences through remixing with multimedia.<jats:label/><jats:boxed-text content-type="box" position="anchor"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type="bullet"> <jats:list-item>Formal learning environments are shaped by norms rooted in the dominant culture but are often assumed to be acultural spaces.</jats:list-item> <jats:list-item>Multimedia technologies have been leveraged to engage youth with culture in the classroom.</jats:list-item> <jats:list-item>Remixing is a sociocultural learning process that allows youth to reimagine their lived experiences.</jats:list-item> </jats:list>What this paper adds <jats:list list-type="bullet"> <jats:list-item>Sixth graders' relationships with culture were mediated by remixing with multimedia resources in a series of culturally centred multimedia projects.</jats:list-item> <jats:list-item>Forms of symbolising in students' remixing works reveal diverse relationships with their own culture and other cultures.</jats:list-item> <jats:list-item>Culturally centred multimedia projects afford the development of intertwined and reciprocal relationships with one's own culture and other cultures.</jats:list-item> </jats:list>Implications for practice <jats:list list-type="bullet"> <jats:list-item>Formal learning environments and embedded learning activities often operate on static or limited relationships between youth and their diverse range of cultural experiences.</jats:list-item> <jats:list-item>Engaging with multimedia projects can develop students' relationships with their own culture and other cultures in a reciprocal way.</jats:list-item> <jats:list-item>Supporting the development of diverse relationships with culture is crucial to designing a culturally centred learning env
{"title":"Youths' relationship with culture: Tracing sixth graders' learning through designing culturally centred multimedia projects","authors":"Lili Yan, Breanne K. Litts, Melissa Tehee, Stuart Baggaley, Jennifer Jenkins","doi":"10.1111/bjet.13520","DOIUrl":"https://doi.org/10.1111/bjet.13520","url":null,"abstract":"Although education is framed as a future‐oriented enterprise, we often fail to serve the diverse futurities of youth, particularly in formal learning environments. The cultural norms of formal learning environments are rooted in dominant ways of being and knowing and this shapes how learning environments and learning technologies can be designed. As a result, the futures youth can envision for themselves in these spaces are often static and limited by the dominant culture. As a move toward supporting youths' diverse cultural backgrounds and experiences, we ask how youth develop relationship with culture through creating culturally centred multimedia projects. Guided by a case study approach, we collected thirty‐six remixing multimedia projects from twelve sixth graders, who created these projects for three culturally centred learning activities over a school year. Findings share one case from each learning activity to demonstrate how students represent their relationships with culture through three forms of symbolising. Implications from this work reject the settled expectations of dominant culture in formal learning environments and, instead, invite youths' knowledges and experiences through remixing with multimedia.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>Formal learning environments are shaped by norms rooted in the dominant culture but are often assumed to be acultural spaces.</jats:list-item> <jats:list-item>Multimedia technologies have been leveraged to engage youth with culture in the classroom.</jats:list-item> <jats:list-item>Remixing is a sociocultural learning process that allows youth to reimagine their lived experiences.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>Sixth graders' relationships with culture were mediated by remixing with multimedia resources in a series of culturally centred multimedia projects.</jats:list-item> <jats:list-item>Forms of symbolising in students' remixing works reveal diverse relationships with their own culture and other cultures.</jats:list-item> <jats:list-item>Culturally centred multimedia projects afford the development of intertwined and reciprocal relationships with one's own culture and other cultures.</jats:list-item> </jats:list>Implications for practice <jats:list list-type=\"bullet\"> <jats:list-item>Formal learning environments and embedded learning activities often operate on static or limited relationships between youth and their diverse range of cultural experiences.</jats:list-item> <jats:list-item>Engaging with multimedia projects can develop students' relationships with their own culture and other cultures in a reciprocal way.</jats:list-item> <jats:list-item>Supporting the development of diverse relationships with culture is crucial to designing a culturally centred learning env","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"10 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preparing preservice teachers (PSTs) to be able to notice, interpret, respond to and orchestrate student ideas—the core practices of responsive teaching—is a key goal for contemporary science and mathematics teacher education. This mixed‐methods study, employing a virtual reality (VR)‐supported simulation integrated with artificial intelligence (AI)‐powered virtual students, explored the frequent patterns of PSTs' talk moves as they attempted to orchestrate a responsive discussion, as well as the affordances and challenges of leveraging AI‐supported virtual simulation to enhance PSTs' responsive teaching skills. Sequential analysis of the talk moves of both PSTs (<jats:italic>n</jats:italic> = 24) and virtual students indicated that although PSTs did employ responsive talk moves, they encountered difficulties in transitioning from the authoritative, teacher‐centred teaching approach to a responsive way of teaching. The qualitative analysis with triangulated dialogue transcripts, observational field notes and semi‐structured interviews revealed participants' engagement in (1) orchestrating discussion by leveraging the design features of AI‐supported simulation, (2) iterative rehearsals through naturalistic and contextualized interactions and (3) exploring realism and boundaries in AI‐powered virtual students. The study findings provide insights into the potential of leveraging AI‐supported virtual simulation to improve PSTs' responsive teaching skills. The study also underscores the need for PSTs to engage in well‐designed pedagogical practices with adaptive and in situ support.<jats:label/><jats:boxed-text content-type="box" position="anchor"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type="bullet"> <jats:list-item>Developing the teaching capacity of responsive teaching is an important goal for preservice teacher (PST) education. PSTs need systematic opportunities to build fluency in this approach.</jats:list-item> <jats:list-item>Virtual simulations can provide PSTs with the opportunities to practice interactive teaching and have been shown to improve their teaching skills.</jats:list-item> <jats:list-item>Artificial intelligence (AI)‐powered virtual students can be integrated into virtual simulations to enable interactive and authentic practice of teaching.</jats:list-item> </jats:list>What this paper adds <jats:list list-type="bullet"> <jats:list-item>AI‐supported simulation has the potential to support PSTs' responsive teaching skills.</jats:list-item> <jats:list-item>While PSTs enact responsive teaching talk moves, they struggle to enact those talk moves in challenging teaching scenarios due to limited epistemic and pedagogical resources.</jats:list-item> <jats:list-item>AI‐supported simulation affords iterative and contextualized opportunities for PSTs to practice responsive teaching talk moves; it challenges teachers to analyse student discourse and respond in real time.</jats:list
{"title":"Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence‐supported virtual simulation","authors":"Nuodi Zhang, Fengfeng Ke, Chih‐Pu Dai, Sherry A. Southerland, Xin Yuan","doi":"10.1111/bjet.13522","DOIUrl":"https://doi.org/10.1111/bjet.13522","url":null,"abstract":"Preparing preservice teachers (PSTs) to be able to notice, interpret, respond to and orchestrate student ideas—the core practices of responsive teaching—is a key goal for contemporary science and mathematics teacher education. This mixed‐methods study, employing a virtual reality (VR)‐supported simulation integrated with artificial intelligence (AI)‐powered virtual students, explored the frequent patterns of PSTs' talk moves as they attempted to orchestrate a responsive discussion, as well as the affordances and challenges of leveraging AI‐supported virtual simulation to enhance PSTs' responsive teaching skills. Sequential analysis of the talk moves of both PSTs (<jats:italic>n</jats:italic> = 24) and virtual students indicated that although PSTs did employ responsive talk moves, they encountered difficulties in transitioning from the authoritative, teacher‐centred teaching approach to a responsive way of teaching. The qualitative analysis with triangulated dialogue transcripts, observational field notes and semi‐structured interviews revealed participants' engagement in (1) orchestrating discussion by leveraging the design features of AI‐supported simulation, (2) iterative rehearsals through naturalistic and contextualized interactions and (3) exploring realism and boundaries in AI‐powered virtual students. The study findings provide insights into the potential of leveraging AI‐supported virtual simulation to improve PSTs' responsive teaching skills. The study also underscores the need for PSTs to engage in well‐designed pedagogical practices with adaptive and in situ support.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>Developing the teaching capacity of responsive teaching is an important goal for preservice teacher (PST) education. PSTs need systematic opportunities to build fluency in this approach.</jats:list-item> <jats:list-item>Virtual simulations can provide PSTs with the opportunities to practice interactive teaching and have been shown to improve their teaching skills.</jats:list-item> <jats:list-item>Artificial intelligence (AI)‐powered virtual students can be integrated into virtual simulations to enable interactive and authentic practice of teaching.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>AI‐supported simulation has the potential to support PSTs' responsive teaching skills.</jats:list-item> <jats:list-item>While PSTs enact responsive teaching talk moves, they struggle to enact those talk moves in challenging teaching scenarios due to limited epistemic and pedagogical resources.</jats:list-item> <jats:list-item>AI‐supported simulation affords iterative and contextualized opportunities for PSTs to practice responsive teaching talk moves; it challenges teachers to analyse student discourse and respond in real time.</jats:list","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"128 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Markus Wolfgang Hermann Spitzer, Miguel Ruiz‐Garcia, Korbinian Moeller
<jats:label/>Research on fostering learning about percentages within intelligent tutoring systems (ITSs) is limited. Additionally, there is a lack of data‐driven approaches for improving the design of ITS to facilitate learning about percentages. To address these gaps, we first investigated whether students' understanding of basic mathematical skills (eg, arithmetic, measurement units and geometry) and fractions within an ITS predicts their understanding of percentages. We then applied a psychological network analysis to evaluate interdependencies within the data on 44 subtopics of basic mathematical concepts, fractions and percentages. We leveraged a large‐scale dataset consisting of 2798 students using the ITS <jats:italic>bettermarks</jats:italic> and working on approximately 4.1 million mathematical problems. We found that advanced arithmetic, measurement units, geometry and fraction understanding significantly predicted percentage understanding. Closer inspection indicated that percentage understanding was best predicted by problems sharing similar features, such as fraction word problems and fraction/natural number multiplication/division problems. Our findings suggest that practitioners and software developers may consider revising specific subtopics which share features with percentage problems for students struggling with percentages. More broadly, our study demonstrates how evaluating interdependencies between subtopics covered within an ITS as a data‐driven approach can provide practical insights for improving the design of ITSs.<jats:label/><jats:boxed-text content-type="box" position="anchor"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type="bullet"> <jats:list-item>Longitudinal studies showed that basic mathematical skills predict fraction understanding.</jats:list-item> <jats:list-item>There is only limited evidence on whether similar predictions can be observed for percentage understanding—in general and within intelligent tutoring systems.</jats:list-item> <jats:list-item>Process data from such intelligent tutoring systems can be leveraged to pursue both educational research questions and optimizing digital learning software.</jats:list-item> <jats:list-item>Problems involving percentages typically are word problems requiring multiplications and/or divisions.</jats:list-item> </jats:list>What this paper adds <jats:list list-type="bullet"> <jats:list-item>Similar to the case of fractions, students' performance on advanced arithmetic, measurement units and geometry significantly predicted performance with percentages.</jats:list-item> <jats:list-item>Students' performance with fractions also predicted performance with percentages significantly.</jats:list-item> <jats:list-item>A psychological network analysis was applied to evaluate specific interdependencies between a range of subtopics (eg, <jats:italic>Multiplying and dividing fractions, Adding and subtracting fractions</
{"title":"Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system","authors":"Markus Wolfgang Hermann Spitzer, Miguel Ruiz‐Garcia, Korbinian Moeller","doi":"10.1111/bjet.13517","DOIUrl":"https://doi.org/10.1111/bjet.13517","url":null,"abstract":"<jats:label/>Research on fostering learning about percentages within intelligent tutoring systems (ITSs) is limited. Additionally, there is a lack of data‐driven approaches for improving the design of ITS to facilitate learning about percentages. To address these gaps, we first investigated whether students' understanding of basic mathematical skills (eg, arithmetic, measurement units and geometry) and fractions within an ITS predicts their understanding of percentages. We then applied a psychological network analysis to evaluate interdependencies within the data on 44 subtopics of basic mathematical concepts, fractions and percentages. We leveraged a large‐scale dataset consisting of 2798 students using the ITS <jats:italic>bettermarks</jats:italic> and working on approximately 4.1 million mathematical problems. We found that advanced arithmetic, measurement units, geometry and fraction understanding significantly predicted percentage understanding. Closer inspection indicated that percentage understanding was best predicted by problems sharing similar features, such as fraction word problems and fraction/natural number multiplication/division problems. Our findings suggest that practitioners and software developers may consider revising specific subtopics which share features with percentage problems for students struggling with percentages. More broadly, our study demonstrates how evaluating interdependencies between subtopics covered within an ITS as a data‐driven approach can provide practical insights for improving the design of ITSs.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>Longitudinal studies showed that basic mathematical skills predict fraction understanding.</jats:list-item> <jats:list-item>There is only limited evidence on whether similar predictions can be observed for percentage understanding—in general and within intelligent tutoring systems.</jats:list-item> <jats:list-item>Process data from such intelligent tutoring systems can be leveraged to pursue both educational research questions and optimizing digital learning software.</jats:list-item> <jats:list-item>Problems involving percentages typically are word problems requiring multiplications and/or divisions.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>Similar to the case of fractions, students' performance on advanced arithmetic, measurement units and geometry significantly predicted performance with percentages.</jats:list-item> <jats:list-item>Students' performance with fractions also predicted performance with percentages significantly.</jats:list-item> <jats:list-item>A psychological network analysis was applied to evaluate specific interdependencies between a range of subtopics (eg, <jats:italic>Multiplying and dividing fractions, Adding and subtracting fractions</","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"23 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<div> <section> <p>Agency, or the capacity to take intentional actions, is considered one of the primary affordances of virtual reality (VR) for learning. VR is expected to increase learners' agency because it allows for full-body interactivity from a first-person perspective, giving them novel ways of interacting with the digital environment. Yet, agency in immersive learning has not been well-studied relative to other affordances like presence, and more evidence is needed to understand how varied media and designs heighten or diminish agency. This mixed-method study addressed this need by developing and validating measures of sense of agency with 30 high school students who used VR field trips in their engineering class over four lessons. By comparing immersive videos to video game-like interactive graphical environments, the study illustrates some of the complexities of agency in VR. The findings indicate agency is not a unidimensional construct nor is it equivalent to full-body interactivity in VR as learners felt some types of agency when using immersive videos. Furthermore, learners' identities moderated associations between the type of VR media and their sense of agency, and agency did not change over time as the novelty of VR waned. These results suggest VR designers should consider varied ways of interacting in VR that are beneficial for learning. They also support the use of immersive videos when the educator's goal is to increase agency over learning or focus, and provide measures and direction for future research to assess the relationship between varied types of agency, features of VR experiences and learning outcomes.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Virtual reality (VR) can enhance learning by giving learners a strong sense of presence in the virtual environment and giving them agency over their learning through novel forms of interactivity.</li> <li>Many studies have looked at increasing the learner's presence in VR, but fewer have assessed learners' agency.</li> <li>Prior work found the impact of increased interactivity on learning was mixed: sometimes it increased learning outcomes and motivation, other times it did not.</li> </ul> <p>What this paper adds </p><ul> <li>This study develops and validates measures of learners' sense of agency within VR learning environments.</li>
{"title":"Interactivity and identity impact learners' sense of agency in virtual reality field trips","authors":"Eileen McGivney","doi":"10.1111/bjet.13513","DOIUrl":"https://doi.org/10.1111/bjet.13513","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Agency, or the capacity to take intentional actions, is considered one of the primary affordances of virtual reality (VR) for learning. VR is expected to increase learners' agency because it allows for full-body interactivity from a first-person perspective, giving them novel ways of interacting with the digital environment. Yet, agency in immersive learning has not been well-studied relative to other affordances like presence, and more evidence is needed to understand how varied media and designs heighten or diminish agency. This mixed-method study addressed this need by developing and validating measures of sense of agency with 30 high school students who used VR field trips in their engineering class over four lessons. By comparing immersive videos to video game-like interactive graphical environments, the study illustrates some of the complexities of agency in VR. The findings indicate agency is not a unidimensional construct nor is it equivalent to full-body interactivity in VR as learners felt some types of agency when using immersive videos. Furthermore, learners' identities moderated associations between the type of VR media and their sense of agency, and agency did not change over time as the novelty of VR waned. These results suggest VR designers should consider varied ways of interacting in VR that are beneficial for learning. They also support the use of immersive videos when the educator's goal is to increase agency over learning or focus, and provide measures and direction for future research to assess the relationship between varied types of agency, features of VR experiences and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Virtual reality (VR) can enhance learning by giving learners a strong sense of presence in the virtual environment and giving them agency over their learning through novel forms of interactivity.</li>\u0000 \u0000 <li>Many studies have looked at increasing the learner's presence in VR, but fewer have assessed learners' agency.</li>\u0000 \u0000 <li>Prior work found the impact of increased interactivity on learning was mixed: sometimes it increased learning outcomes and motivation, other times it did not.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study develops and validates measures of learners' sense of agency within VR learning environments.</li>\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"410-434"},"PeriodicalIF":6.7,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a multidimensional view of AI's role in education, emphasising the intricate interplay among AI, analytics and human learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools in Education, exemplified in generative AI tools, and argue for the importance of alternative conceptualisations of AI for achieving human–AI hybrid intelligence. I highlight the differences between human intelligence and artificial information processing, the importance of hybrid human–AI systems to extend human cognition and posit that AI can also serve as an instrument for understanding human learning. Early learning sciences and AI in Education Research (AIED), which saw AI as an analogy for human intelligence, have diverged from this perspective, prompting a need to rekindle this connection. The paper presents three unique conceptualisations of AI: the externalisation of human cognition, the internalisation of AI models to influence human mental models and the extension of human cognition via tightly coupled human–AI hybrid intelligence systems. Examples from current research and practice are examined as instances of the three conceptualisations in education, highlighting the potential value and limitations of each conceptualisation for human competence development, as well as the perils of overemphasis on approaches that replace human learning opportunities with AI tools. The paper concludes with advocacy for a broader approach to AIED that goes beyond considerations on the design and development of AI and includes educating people about AI and innovating educational systems to remain relevant in an AI ubiquitous world.
{"title":"The interplay of learning, analytics and artificial intelligence in education: A vision for hybrid intelligence","authors":"Mutlu Cukurova","doi":"10.1111/bjet.13514","DOIUrl":"https://doi.org/10.1111/bjet.13514","url":null,"abstract":"This paper presents a multidimensional view of AI's role in education, emphasising the intricate interplay among AI, analytics and human learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools in Education, exemplified in generative AI tools, and argue for the importance of alternative conceptualisations of AI for achieving human–AI hybrid intelligence. I highlight the differences between human intelligence and artificial information processing, the importance of hybrid human–AI systems to extend human cognition and posit that AI can also serve as an instrument for understanding human learning. Early learning sciences and AI in Education Research (AIED), which saw AI as an analogy for human intelligence, have diverged from this perspective, prompting a need to rekindle this connection. The paper presents three unique conceptualisations of AI: the externalisation of human cognition, the internalisation of AI models to influence human mental models and the extension of human cognition via tightly coupled human–AI hybrid intelligence systems. Examples from current research and practice are examined as instances of the three conceptualisations in education, highlighting the potential value and limitations of each conceptualisation for human competence development, as well as the perils of overemphasis on approaches that replace human learning opportunities with AI tools. The paper concludes with advocacy for a broader approach to AIED that goes beyond considerations on the design and development of AI and includes educating people about AI and innovating educational systems to remain relevant in an AI ubiquitous world.","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"34 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<div> <section> <p>Given their easy accessibility and dual-channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning tool among many students. Teachers often use various nonverbal behaviours to elicit social reactions and guide learners' attention in instructional videos. The current study conducted three eye-tracking experiments to examine the circumstances under which a teacher's happy facial expressions are beneficial in instructional videos, with or without pointing gestures and mouse pointing. Experiments 1 and 2 demonstrated that the combination of happy facial expressions and pointing gestures attracted learners' attention to the teacher and hindered students' learning performance, regardless of the complexity of slides. Experiment 3 showed that in instructional videos with complex slides, using happy facial expressions along with mouse pointing can enhance students' learning performance. Teachers are advised to show happy facial expressions and avoid using pointing gestures when designing instructional videos.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Given easy accessibility and dual-channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning.</li> <li>When teachers record instructional videos while standing alongside slides, they often use nonverbal cues to support their speech.</li> <li>Teachers' social and attentional cues interactively influence students' learning processes and performance.</li> </ul> <p>What this paper adds </p><ul> <li>A teacher's happy facial expressions evoke more positive emotions and greater motivation in learners compared to bored expressions.</li> <li>A teacher's pointing gestures, when combined with happy facial expressions, divert students' attention away from slides and towards the teacher.</li> <li>A teacher's happy facial expressions enhance students' learning performance when no pointing gestures are used in videos with simple slides.</li> </ul> <p>Implications for practice/policy </p><ul> <li>Teachers are advised to display happy facial expressions and avoid using pointing gestures in instructional videos, regardless of the complexity of the slides.</li>
{"title":"Happy facial expressions and mouse pointing enhance EFL vocabulary learning from instructional videos","authors":"Zhongling Pi, Xuemei Huang, Yun Wen, Qin Wang, Xin Zhao, Xiying Li","doi":"10.1111/bjet.13515","DOIUrl":"10.1111/bjet.13515","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Given their easy accessibility and dual-channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning tool among many students. Teachers often use various nonverbal behaviours to elicit social reactions and guide learners' attention in instructional videos. The current study conducted three eye-tracking experiments to examine the circumstances under which a teacher's happy facial expressions are beneficial in instructional videos, with or without pointing gestures and mouse pointing. Experiments 1 and 2 demonstrated that the combination of happy facial expressions and pointing gestures attracted learners' attention to the teacher and hindered students' learning performance, regardless of the complexity of slides. Experiment 3 showed that in instructional videos with complex slides, using happy facial expressions along with mouse pointing can enhance students' learning performance. Teachers are advised to show happy facial expressions and avoid using pointing gestures when designing instructional videos.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Given easy accessibility and dual-channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning.</li>\u0000 \u0000 <li>When teachers record instructional videos while standing alongside slides, they often use nonverbal cues to support their speech.</li>\u0000 \u0000 <li>Teachers' social and attentional cues interactively influence students' learning processes and performance.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>A teacher's happy facial expressions evoke more positive emotions and greater motivation in learners compared to bored expressions.</li>\u0000 \u0000 <li>A teacher's pointing gestures, when combined with happy facial expressions, divert students' attention away from slides and towards the teacher.</li>\u0000 \u0000 <li>A teacher's happy facial expressions enhance students' learning performance when no pointing gestures are used in videos with simple slides.</li>\u0000 </ul>\u0000 <p>Implications for practice/policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Teachers are advised to display happy facial expressions and avoid using pointing gestures in instructional videos, regardless of the complexity of the slides.</li>\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"388-409"},"PeriodicalIF":6.7,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<div> <section> <p>Virtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low-achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self-regulating their learning progress and becoming disoriented in the lack of guidance. This study aims to explore the improvement of self-regulated VR learning environment based on the Cognitive Theory of Multimedia Learning and enhance the performance of low-achieving students. We designed a VR course on electronic circuit hardware and programming, providing participants with a series of learning aids in the VR learning environment, including feedback, hints and guidance. Feedback aids provide correct or incorrect feedback after each task or test, guidance aids display progress following each task or test and hint aids offer guidance when inactivity is detected. A quasi-experiment was conducted by using questionnaires and practical tasks to assess the participants' cognitive levels, practical hands-on skills, self-regulated learning abilities and learning engagement after VR learning. The results demonstrated significant improvements in all learning indicators for low-achieving students.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Virtual Reality (VR) presents itself as a promising tool for self-regulated learning (SRL).</li> <li>SRL abilities are of paramount importance within the learning environment of VR.</li> <li>In the context of the self-regulated Virtual Reality (SRVR) learning environment, low-achieving students have received little attention.</li> </ul> <p>What this paper adds </p><ul> <li>It examines the effectiveness of learning aid mechanisms within the SRVR learning environment.</li> <li>These mechanisms support cognitive levels and increase engagement in SRVR learning.</li> <li>Low-achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment.</li> </ul> <p>Implications for practice and/or policy </p><ul> <li>Providing learning aid mechanisms within the SRVR learning environment can potentially augme
{"title":"Enhancing students' learning outcomes in self-regulated virtual reality learning environment with learning aid mechanisms","authors":"Wei-Sheng Wang, Hsin-Yu Lee, Chia-Ju Lin, Pin-Hui Li, Yueh-Min Huang, Ting-Ting Wu","doi":"10.1111/bjet.13512","DOIUrl":"10.1111/bjet.13512","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Virtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low-achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self-regulating their learning progress and becoming disoriented in the lack of guidance. This study aims to explore the improvement of self-regulated VR learning environment based on the Cognitive Theory of Multimedia Learning and enhance the performance of low-achieving students. We designed a VR course on electronic circuit hardware and programming, providing participants with a series of learning aids in the VR learning environment, including feedback, hints and guidance. Feedback aids provide correct or incorrect feedback after each task or test, guidance aids display progress following each task or test and hint aids offer guidance when inactivity is detected. A quasi-experiment was conducted by using questionnaires and practical tasks to assess the participants' cognitive levels, practical hands-on skills, self-regulated learning abilities and learning engagement after VR learning. The results demonstrated significant improvements in all learning indicators for low-achieving students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Virtual Reality (VR) presents itself as a promising tool for self-regulated learning (SRL).</li>\u0000 \u0000 <li>SRL abilities are of paramount importance within the learning environment of VR.</li>\u0000 \u0000 <li>In the context of the self-regulated Virtual Reality (SRVR) learning environment, low-achieving students have received little attention.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>It examines the effectiveness of learning aid mechanisms within the SRVR learning environment.</li>\u0000 \u0000 <li>These mechanisms support cognitive levels and increase engagement in SRVR learning.</li>\u0000 \u0000 <li>Low-achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Providing learning aid mechanisms within the SRVR learning environment can potentially augme","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"366-387"},"PeriodicalIF":6.7,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141865436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Valeria Aloizou, Stavey Linardatou, Michael Boloudakis, Symeon Retalis
<div> <section> <p>Incorporating immersive technologies in education has become increasingly popular due to their ability to facilitate active learning and engage students in the acquisition of concepts and skills. One form of immersive technology includes educational games that incorporate movement interaction, allowing children to engage with in-game elements by either immersing their own image within the game environment or by controlling an avatar using their hand and body gestures. Nonetheless, successfully incorporating these technologies into classrooms with sizable student populations presents a challenge, necessitating the implementation of a well-considered design approach. This paper introduces a systematic learning design approach facilitating the integration of a movement-based learning platform as a core curriculum tool in multimodal learning stations within authentic Kindergarten classroom settings. The design approach was evaluated in a case study involving three kindergarten teachers and 49 students conducted over a full school year. Progress data were gathered utilizing a combination of quantitative and qualitative evaluation tools. Analysis of the data suggests that integrating multimodal learning activities led to improvements in overall academic performance, particularly in critical mathematical skills compared to pre-test scores. Teachers expressed a positive attitude towards the integration of movement-based games using the learning design approach, finding it to be beneficial and effective for student learning. The study emphasizes the importance of purposeful design in creating immersive learning experiences and underscores the significance of utilizing multiple representations to enhance student motivation and engagement. The proposed systematic learning design approach has the potential to be applied to a broad range of grade levels, academic subjects and educational contexts to facilitate the integration of immersive technologies.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic? </p><ul> <li>Immersive technologies are becoming popular in education.</li> <li>Immersive technologies have been shown to enhance skills and enable the collection of multimodal data to better understand learning processes.</li> <li>The movement-based learning games fall under the category of immersive technologies that merge real and virtual worlds.</li> <li>Designing effective immersive learning experiences for these new technology-enh
{"title":"Integrating a movement-based learning platform as core curriculum tool in kindergarten classrooms","authors":"Valeria Aloizou, Stavey Linardatou, Michael Boloudakis, Symeon Retalis","doi":"10.1111/bjet.13511","DOIUrl":"10.1111/bjet.13511","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Incorporating immersive technologies in education has become increasingly popular due to their ability to facilitate active learning and engage students in the acquisition of concepts and skills. One form of immersive technology includes educational games that incorporate movement interaction, allowing children to engage with in-game elements by either immersing their own image within the game environment or by controlling an avatar using their hand and body gestures. Nonetheless, successfully incorporating these technologies into classrooms with sizable student populations presents a challenge, necessitating the implementation of a well-considered design approach. This paper introduces a systematic learning design approach facilitating the integration of a movement-based learning platform as a core curriculum tool in multimodal learning stations within authentic Kindergarten classroom settings. The design approach was evaluated in a case study involving three kindergarten teachers and 49 students conducted over a full school year. Progress data were gathered utilizing a combination of quantitative and qualitative evaluation tools. Analysis of the data suggests that integrating multimodal learning activities led to improvements in overall academic performance, particularly in critical mathematical skills compared to pre-test scores. Teachers expressed a positive attitude towards the integration of movement-based games using the learning design approach, finding it to be beneficial and effective for student learning. The study emphasizes the importance of purposeful design in creating immersive learning experiences and underscores the significance of utilizing multiple representations to enhance student motivation and engagement. The proposed systematic learning design approach has the potential to be applied to a broad range of grade levels, academic subjects and educational contexts to facilitate the integration of immersive technologies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Immersive technologies are becoming popular in education.</li>\u0000 \u0000 <li>Immersive technologies have been shown to enhance skills and enable the collection of multimodal data to better understand learning processes.</li>\u0000 \u0000 <li>The movement-based learning games fall under the category of immersive technologies that merge real and virtual worlds.</li>\u0000 \u0000 <li>Designing effective immersive learning experiences for these new technology-enh","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"339-365"},"PeriodicalIF":6.7,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：