A new mode of knowledge production, known as the ‘organic growth pattern’, has emerged within the online learning environment. It exhibits several unique features, such as iterative growth, fuelled by collective intelligence, fuzzy complexity, etc. It is more valuable and adaptable to support knowledge innovation within rapidly changing fields. To reveal its new evolutional production pattern and the interaction mechanism of different generative topics, We take a dual perspective of content and behaviour into consideration. A total of 1855 interactive data points were collected from a connectivist massive open online course. The study employed methods, such as latent Dirichlet allocation, content analysis and lag sequential analysis. Results showed that (1) the paths of knowledge innovation were complex and diverse. The process typically began with an ill-structured question and was driven by collective contribution and cognitive conflict. (2) Knowledge production involved interactive evolution and collaborative growth of multiple generative topics. (3) The four stages of knowledge production were cyclic, with sense-making acting as a bridge between way-finding and innovation. Several implications of the findings are recommended to enhance the quality of knowledge growth, such as designing ill-structured questions, providing discussion activities from easy to difficult, introducing relevant topics, taking advantage of various platforms and mobilizing learners' or participants' quality attention-related behaviours.
{"title":"Research on the patterns of the organic growth knowledge production based on a dual perspective of content and behaviour","authors":"Yaqian Xu, Yang Yang","doi":"10.1111/bjet.13418","DOIUrl":"10.1111/bjet.13418","url":null,"abstract":"<p>A new mode of knowledge production, known as the ‘organic growth pattern’, has emerged within the online learning environment. It exhibits several unique features, such as iterative growth, fuelled by collective intelligence, fuzzy complexity, etc. It is more valuable and adaptable to support knowledge innovation within rapidly changing fields. To reveal its new evolutional production pattern and the interaction mechanism of different generative topics, We take a dual perspective of content and behaviour into consideration. A total of 1855 interactive data points were collected from a connectivist massive open online course. The study employed methods, such as latent Dirichlet allocation, content analysis and lag sequential analysis. Results showed that (1) the paths of knowledge innovation were complex and diverse. The process typically began with an ill-structured question and was driven by collective contribution and cognitive conflict. (2) Knowledge production involved interactive evolution and collaborative growth of multiple generative topics. (3) The four stages of knowledge production were cyclic, with sense-making acting as a bridge between way-finding and innovation. Several implications of the findings are recommended to enhance the quality of knowledge growth, such as designing ill-structured questions, providing discussion activities from easy to difficult, introducing relevant topics, taking advantage of various platforms and mobilizing learners' or participants' quality attention-related behaviours.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138820297","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}
Children with neurodevelopmental disorders often have social–emotional difficulties. Serious games can be used to support their social–emotional learning. This study investigated if 6–10-year-old children with autism spectrum condition, attention deficit hyperactivity disorder and developmental language disorder would improve their emotion discrimination skills by playing a serious game. Intervention (n = 30) and control groups (n = 20), comprising children with neurodevelopmental disorders, and a group of typically developing (TD) age peers (n = 106), completed six emotion discrimination tasks. ABA research design was applied in this study. Prior to the game intervention, children with neurodevelopmental disorders were significantly delayed in relation to their TD age peers in all tasks. After playing the game for two months, the children in the intervention group had significantly improved their emotion discrimination skills in four tasks, whereas the control group had significantly advanced in only one task without practice. Intervention gains were maintained at the one-month follow-up. Parents reported that the children in the intervention group somewhat improved their emotion recognition and behavioural skills in daily life in comparison to the control group. Implications for practice are discussed.
Practitioner notes
What is already known about this topic
Children with neurodevelopmental disorders often exhibit various social–emotional symptoms.
Within the field of social–emotional learning, many serious games have a narrow focus on specific skills, and they often only provide possibilities for observing target behaviours, not actual skill training.
There are mixed results on the efficacy of game-based interventions targeted at improving social–emotional skills.
What this paper adds
The Emotion Detectives game used in this study offers a well-designed learning environment that provides adaptive learning and feedback systems.
The participating children's social–emotional skills were assessed with versatile methods and via triangulation.
Intervention with the Emotion Detectives game helped to decrease some emotion and behavioural symptoms of the players.
{"title":"Serious game the Emotion Detectives helps to improve social–emotional skills of children with neurodevelopmental disorders","authors":"Joanna Löytömäki, Pasi Ohtonen, Kerttu Huttunen","doi":"10.1111/bjet.13420","DOIUrl":"10.1111/bjet.13420","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Children with neurodevelopmental disorders often have social–emotional difficulties. Serious games can be used to support their social–emotional learning. This study investigated if 6–10-year-old children with autism spectrum condition, attention deficit hyperactivity disorder and developmental language disorder would improve their emotion discrimination skills by playing a serious game. Intervention (<i>n</i> = 30) and control groups (<i>n</i> = 20), comprising children with neurodevelopmental disorders, and a group of typically developing (TD) age peers (<i>n</i> = 106), completed six emotion discrimination tasks. ABA research design was applied in this study. Prior to the game intervention, children with neurodevelopmental disorders were significantly delayed in relation to their TD age peers in all tasks. After playing the game for two months, the children in the intervention group had significantly improved their emotion discrimination skills in four tasks, whereas the control group had significantly advanced in only one task without practice. Intervention gains were maintained at the one-month follow-up. Parents reported that the children in the intervention group somewhat improved their emotion recognition and behavioural skills in daily life in comparison to the control group. Implications for practice are discussed.</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>Children with neurodevelopmental disorders often exhibit various social–emotional symptoms.</li>\u0000 \u0000 <li>Within the field of social–emotional learning, many serious games have a narrow focus on specific skills, and they often only provide possibilities for observing target behaviours, not actual skill training.</li>\u0000 \u0000 <li>There are mixed results on the efficacy of game-based interventions targeted at improving social–emotional skills.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>The Emotion Detectives game used in this study offers a well-designed learning environment that provides adaptive learning and feedback systems.</li>\u0000 \u0000 <li>The participating children's social–emotional skills were assessed with versatile methods and via triangulation.</li>\u0000 \u0000 <li>Intervention with the Emotion Detectives game helped to decrease some emotion and behavioural symptoms of the players.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13420","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138744084","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}
Regina Kaplan-Rakowski, Deborah Cockerham, Richard E. Ferdig
Multisensory-rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, and learning. However, extensive sensory stimuli could also compromise learning through sensory overload. In museum settings, visitors who are inundated with excessive stimuli such as unrelated background music or competing visual options may not experience optimal learning. This mixed-methods study addressed this potential problem by exploring the impact of sound on learning, enjoyment, sense of presence, and the development of interest among museum attendees (N = 255) who used two different types of technology: high-immersion VR or a tablet. Results from a one-way MANOVA revealed that learning and sense of presence were unaffected by the technology used unless sound was added. Using a tablet with sound lowered the sense of presence. Participants in the VR condition with or without sound had significantly higher enjoyment scores than those in either tablet condition. The development of interest was not significantly affected by any condition, regardless of whether sound was used. The research findings have implications for implementing VR for learning in museum settings. For instance, VR can enhance a sense of presence in museum exhibits, but a sense of presence may be significantly diminished when museum visitors use tablets with sound. Additional recommendations for the use of multimodal VR in museums are provided.
Practitioner notes
What is already known about this topic
VR can support an immersive and engaging experience for users.
VR is more immersive than tablets.
When designed effectively, sound can increase immersion and engagement.
When integrated into the visual environment, sound can add authenticity to the learning content.
VR can complement museum exhibits as it allows museum visitors to extend their learning experiences.
What this paper adds
VR enriched with sound can significantly and positively impact sense of presence.
Compared with a soundless VR exhibition, VR enriched with sound enhances engagement of museum visitors by drawing their attention to the content of the exhibits.
VR with and without sound can support learning and
{"title":"The impact of sound and immersive experience on learners when using virtual reality and tablet: A mixed-method study","authors":"Regina Kaplan-Rakowski, Deborah Cockerham, Richard E. Ferdig","doi":"10.1111/bjet.13417","DOIUrl":"10.1111/bjet.13417","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Multisensory-rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, and learning. However, extensive sensory stimuli could also compromise learning through sensory overload. In museum settings, visitors who are inundated with excessive stimuli such as unrelated background music or competing visual options may not experience optimal learning. This mixed-methods study addressed this potential problem by exploring the impact of sound on learning, enjoyment, sense of presence, and the development of interest among museum attendees (<i>N</i> = 255) who used two different types of technology: high-immersion VR or a tablet. Results from a one-way MANOVA revealed that learning and sense of presence were unaffected by the technology used unless sound was added. Using a tablet with sound lowered the sense of presence. Participants in the VR condition with or without sound had significantly higher enjoyment scores than those in either tablet condition. The development of interest was not significantly affected by any condition, regardless of whether sound was used. The research findings have implications for implementing VR for learning in museum settings. For instance, VR can enhance a sense of presence in museum exhibits, but a sense of presence may be significantly diminished when museum visitors use tablets with sound. Additional recommendations for the use of multimodal VR in museums are provided.</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>VR can support an immersive and engaging experience for users.</li>\u0000 \u0000 <li>VR is more immersive than tablets.</li>\u0000 \u0000 <li>When designed effectively, sound can increase immersion and engagement.</li>\u0000 \u0000 <li>When integrated into the visual environment, sound can add authenticity to the learning content.</li>\u0000 \u0000 <li>VR can complement museum exhibits as it allows museum visitors to extend their learning experiences.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>VR enriched with sound can significantly and positively impact sense of presence.</li>\u0000 \u0000 <li>Compared with a soundless VR exhibition, VR enriched with sound enhances engagement of museum visitors by drawing their attention to the content of the exhibits.</li>\u0000 \u0000 <li>VR with and without sound can support learning and ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138686994","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}
People in modern society are media multitaskers due to portable devices and omnipresent wireless networks, and college students are no exception. Previous studies have indicated that students' media multitasking behaviours in class harm their academic performances, and understanding the reasons for college students' engagement in such behaviour is meaningful. However, the literature takes media multitasking behaviour as an audience behaviour, which ignores the interaction between students and their surroundings. This study fills this gap by emphasizing the role of the social learning process. A survey was conducted in a public and comprehensive university in western China, and a total of 457 valid respondents were obtained. The results from PLS-SEM revealed that college students' in-class media multitasking behaviours were influenced by both observational learning (ie, imitating others) and reinforcement learning (ie, in-class interventions), and this learning process was shaped by students' media multitasking self-efficacy and self-management of learning. These findings contribute to the current literature by providing a relatively new perspective for understanding college students' in-class media multitasking behaviours, and suggestions about how to deal with such behaviours are also provided.
Practitioner notes
What is already known about this topic
In-class media multitasking behaviours (ICMMBs) damage college students' academic performance.
College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking.
Social learning theory is widely adopted as a general theoretical background to explain those behaviours of which possible consequences are easily observed no matter from others or from individuals themselves.
What this paper adds
This work enriches the media multitasking literature by investigating the predictors of ICMMBs from a relatively new perspective, that is, the social learning perspective.
This work also contributes to the literature on media multitasking by examining how the social learning process of college students' ICMMBs differs across students.
This work extends the application scope of social learning theory to the context of college students' ICMMBs.
{"title":"Why do college students engage in in-class media multitasking behaviours? A social learning perspective","authors":"Chunxiao Yin, Lirui Li, Liang Yu","doi":"10.1111/bjet.13422","DOIUrl":"10.1111/bjet.13422","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>People in modern society are media multitaskers due to portable devices and omnipresent wireless networks, and college students are no exception. Previous studies have indicated that students' media multitasking behaviours in class harm their academic performances, and understanding the reasons for college students' engagement in such behaviour is meaningful. However, the literature takes media multitasking behaviour as an audience behaviour, which ignores the interaction between students and their surroundings. This study fills this gap by emphasizing the role of the social learning process. A survey was conducted in a public and comprehensive university in western China, and a total of 457 valid respondents were obtained. The results from PLS-SEM revealed that college students' in-class media multitasking behaviours were influenced by both observational learning (ie, imitating others) and reinforcement learning (ie, in-class interventions), and this learning process was shaped by students' media multitasking self-efficacy and self-management of learning. These findings contribute to the current literature by providing a relatively new perspective for understanding college students' in-class media multitasking behaviours, and suggestions about how to deal with such behaviours are also provided.</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>In-class media multitasking behaviours (ICMMBs) damage college students' academic performance.</li>\u0000 \u0000 <li>College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking.</li>\u0000 \u0000 <li>Social learning theory is widely adopted as a general theoretical background to explain those behaviours of which possible consequences are easily observed no matter from others or from individuals themselves.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This work enriches the media multitasking literature by investigating the predictors of ICMMBs from a relatively new perspective, that is, the social learning perspective.</li>\u0000 \u0000 <li>This work also contributes to the literature on media multitasking by examining how the social learning process of college students' ICMMBs differs across students.</li>\u0000 \u0000 <li>This work extends the application scope of social learning theory to the context of college students' ICMMBs.</li>\u0000 </ul>\u0000 <p>Implications ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998152","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}
Davy Tsz Kit Ng, Wenjie Wu, Jac Ka Lok Leung, Thomas Kin Fung Chiu, Samuel Kai Wah Chu
Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self-efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32-item self-reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first- and second-order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four-factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework.
Practitioner notes
What is already known about this topic
AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy.
Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy.
Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes.
What this paper adds
Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions.
Proposes a parsimonious model based on the ABCE framework and addresses a skill set
{"title":"Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach","authors":"Davy Tsz Kit Ng, Wenjie Wu, Jac Ka Lok Leung, Thomas Kin Fung Chiu, Samuel Kai Wah Chu","doi":"10.1111/bjet.13411","DOIUrl":"10.1111/bjet.13411","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self-efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32-item self-reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first- and second-order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four-factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework.</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>AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy.</li>\u0000 \u0000 <li>Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy.</li>\u0000 \u0000 <li>Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions.</li>\u0000 \u0000 <li>Proposes a parsimonious model based on the ABCE framework and addresses a skill set","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139004278","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}
The purpose of this study was to investigate the collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance for both slow- and fast-paced students. Forty-six postgraduate students participated in the study. The students were asked to solve programming problems in pairs; those pairs' conversations were recorded when they worked on their tasks. Data analysis methods, including lag sequential analysis, cluster analysis and paired t-test, were employed, and the results showed that (1) four collaborative dialogue patterns emerged: Lecture, Guide, Question and Answer (Q&A), and Inquiry patterns; (2) Guide and Inquiry patterns significantly increased programming self-efficacy for both fast- and slow-paced students while Lecture and Q&A patterns significantly increased programming self-efficacy for slow-paced students but not for fast-paced students; (3) Guide and Inquiry patterns played a significant role in improving coding performance for slow-paced students. The study reveals a complex relationship between collaborative dialogue patterns with programming self-efficacy and coding performance, critically affecting students' pair programming quality. Further details of the findings are also discussed.
Practitioner notes
What is already known about this topic
Pair programming is promising in promoting problem solving and knowledge transfer and is widely used in programming education.
There are different patterns observed in the pair programming process.
Collaborative dialogue patterns found in “expert-novice” pair programming were derived from a single programming task.
What this paper adds
Four collaborative dialogue patterns of pair programming emerged by increasing the different tasks and experiment duration and expanding the sample size, which further verified the stability of the similar patterns in previous studies.
Four collaborative dialogue patterns showed different significant impacts on different students' programming self-efficacy and coding performance.
This study presents the finer-grained characteristics of collaborative interaction in programmer pairs and contributes to the explanation regarding the different
本研究的目的是调查结对编程的协作对话模式及其对慢速和快速学生的编程自我效能感和编码表现的影响。46 名研究生参与了这项研究。学生们被要求结对解决编程问题；他们在完成任务时的对话被记录下来。研究采用了滞后序列分析、聚类分析和配对 t 检验等数据分析方法，结果表明：(1) 出现了四种协作对话模式：(1) 出现了四种协作对话模式：讲授、引导、问答（Q&A）和探究模式；(2) 引导和探究模式显著提高了快节奏和慢节奏学生的编程自我效能感，而讲授和问答模式显著提高了慢节奏学生的编程自我效能感，但没有提高快节奏学生的编程自我效能感；(3) 引导和探究模式在提高慢节奏学生的编码成绩方面发挥了重要作用。该研究揭示了协作对话模式与编程自我效能感和编码成绩之间的复杂关系，对学生的结对编程质量产生了重要影响。本文还讨论了研究结果的更多细节。
{"title":"Collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance","authors":"Jinbo Tan, Lei Wu, Shanshan Ma","doi":"10.1111/bjet.13412","DOIUrl":"10.1111/bjet.13412","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The purpose of this study was to investigate the collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance for both slow- and fast-paced students. Forty-six postgraduate students participated in the study. The students were asked to solve programming problems in pairs; those pairs' conversations were recorded when they worked on their tasks. Data analysis methods, including lag sequential analysis, cluster analysis and paired <i>t</i>-test, were employed, and the results showed that (1) four collaborative dialogue patterns emerged: Lecture, Guide, Question and Answer (Q&A), and Inquiry patterns; (2) Guide and Inquiry patterns significantly increased programming self-efficacy for both fast- and slow-paced students while Lecture and Q&A patterns significantly increased programming self-efficacy for slow-paced students but not for fast-paced students; (3) Guide and Inquiry patterns played a significant role in improving coding performance for slow-paced students. The study reveals a complex relationship between collaborative dialogue patterns with programming self-efficacy and coding performance, critically affecting students' pair programming quality. Further details of the findings are also discussed.</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>Pair programming is promising in promoting problem solving and knowledge transfer and is widely used in programming education.</li>\u0000 \u0000 <li>There are different patterns observed in the pair programming process.</li>\u0000 \u0000 <li>Collaborative dialogue patterns found in “expert-novice” pair programming were derived from a single programming task.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Four collaborative dialogue patterns of pair programming emerged by increasing the different tasks and experiment duration and expanding the sample size, which further verified the stability of the similar patterns in previous studies.</li>\u0000 \u0000 <li>Four collaborative dialogue patterns showed different significant impacts on different students' programming self-efficacy and coding performance.</li>\u0000 \u0000 <li>This study presents the finer-grained characteristics of collaborative interaction in programmer pairs and contributes to the explanation regarding the different ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13412","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138559997","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}
Heqiu Song, Emilia I. Barakova, Jaap Ham, Panos Markopoulos
Research on the educational applications of social robots has shown how they can motivate children and help improve academic learning outcomes. Here, we examine how robots can support skill learning and, more specifically, musical instrument practice. Drawing from social facilitation theory and evaluation apprehension theory we expected that the robot's mere presence would impact children's performance and that this effect would be contingent upon the children expecting the robot to evaluate their performance. We report an experiment with children (N = 31) aged nine to twelve who practiced a familiar and new piece alone, in the presence of an evaluative robot, and in the presence of a non-evaluative robot. We found that children performed better in terms of rhythm, pitch, and general impression in the presence of the non-evaluative robot. These findings offer important insights for designing robot tutors for music learning.
Practitioner notes
What is already known about this topic
Social robots have been applied in different educational scenarios (e.g., second language, math, and programming) and were proven to be beneficial for children's motivation.
Musical instrument learning requires practice, perseverance, and social support to become successful.
Social robots can be used as a provider of social support during musical instrument practice.
Children tend to perform better on easy or well-rehearsed tasks and worse on complex tasks or new ones with the presence of observers, but only when they believe the observer can evaluate them.
What this paper adds
Social robots are beneficial for children's performance in musical instrument learning.
Limited evidence was found to prove that children tend to perform better on old melodies and worse on new melodies in the presence of a social robot. However, the results confirmed that the level of evaluative of the robot matters.
Children tend to have better performance with the robot that did not provide evaluative comments when practicing a new melody (a difficult task) than alone and with the robot that offered evaluative comments.
{"title":"The impact of social robots' presence and roles on children's performance in musical instrument practice","authors":"Heqiu Song, Emilia I. Barakova, Jaap Ham, Panos Markopoulos","doi":"10.1111/bjet.13416","DOIUrl":"10.1111/bjet.13416","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Research on the educational applications of social robots has shown how they can motivate children and help improve academic learning outcomes. Here, we examine how robots can support skill learning and, more specifically, musical instrument practice. Drawing from social facilitation theory and evaluation apprehension theory we expected that the robot's mere presence would impact children's performance and that this effect would be contingent upon the children expecting the robot to evaluate their performance. We report an experiment with children (<i>N</i> = 31) aged nine to twelve who practiced a familiar and new piece alone, in the presence of an evaluative robot, and in the presence of a non-evaluative robot. We found that children performed better in terms of rhythm, pitch, and general impression in the presence of the non-evaluative robot. These findings offer important insights for designing robot tutors for music learning.</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>Social robots have been applied in different educational scenarios (e.g., second language, math, and programming) and were proven to be beneficial for children's motivation.</li>\u0000 \u0000 <li>Musical instrument learning requires practice, perseverance, and social support to become successful.</li>\u0000 \u0000 <li>Social robots can be used as a provider of social support during musical instrument practice.</li>\u0000 \u0000 <li>Children tend to perform better on easy or well-rehearsed tasks and worse on complex tasks or new ones with the presence of observers, but only when they believe the observer can evaluate them.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Social robots are beneficial for children's performance in musical instrument learning.</li>\u0000 \u0000 <li>Limited evidence was found to prove that children tend to perform better on old melodies and worse on new melodies in the presence of a social robot. However, the results confirmed that the level of evaluative of the robot matters.</li>\u0000 \u0000 <li>Children tend to have better performance with the robot that did not provide evaluative comments when practicing a new melody (a difficult task) than alone and with the robot that offered evaluative comments.</li>\u0000 \u0000 <li","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138559954","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}
High attrition/dropout rates and low engagement have been major concerns of online educators. This study examined female high school students' cognitive engagement and disengagement in an online learning context during the COVID-19 pandemic through the lens of self-determination theory's basic psychological needs. We investigated an extended dual-process motivation mediation model that emphasizes the mediating role of the need for competence, including an additional factor, technology self-efficacy, in a South Korean high school context (n = 235). Results from structural equation modelling provided evidence for the proposed model. Our findings indicated that the exogenous variables (ie, perceived autonomy support, perceived teacher control and technology self-efficacy) predicted cognitive engagement and disengagement with the mediating role of competence need satisfaction and competence need frustration. We found distinct processes including (a) “autonomy support-competence need satisfaction-cognitive engagement”, (b) “teacher control-competence need frustration-cognitive disengagement”, (c) “technology self-efficacy-competence need satisfaction-cognitive engagement” and (d) “technology self-efficacy-competence need frustration (negative effect)-cognitive disengagement”. This study suggests using autonomy support strategies to fulfil students' competence needs in online learning contexts. We also found a possible role of technology self-efficacy in influencing psychological competence needs, cognitive engagement and cognitive disengagement in online learning contexts. Implications of the findings are discussed.
Practitioner notes
What is already known about this topic
High attrition/dropout rates and low engagement have been major concerns of online educators.
Emergency remote teaching (ERT) has implications for online teaching beyond the ERT paradigm.
Self-determination theory (SDT) has been adopted and adapted with the goal of determining how to achieve need satisfaction, optimize learner motivation and enhance student engagement in classroom settings.
What this paper adds
This study applied a dual-process motivation mediation model to investigate both cognitive engagement and disengagement among female high school students in an ERT online learning environment.
{"title":"A dual-process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in South Korea","authors":"Ji Yae Bong, Kyunghwa Cho, Zhichun Liu, Dan He","doi":"10.1111/bjet.13415","DOIUrl":"10.1111/bjet.13415","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>High attrition/dropout rates and low engagement have been major concerns of online educators. This study examined female high school students' cognitive engagement and disengagement in an online learning context during the COVID-19 pandemic through the lens of self-determination theory's basic psychological needs. We investigated an extended dual-process motivation mediation model that emphasizes the mediating role of the need for competence, including an additional factor, technology self-efficacy, in a South Korean high school context (<i>n</i> = 235). Results from structural equation modelling provided evidence for the proposed model. Our findings indicated that the exogenous variables (ie, perceived autonomy support, perceived teacher control and technology self-efficacy) predicted cognitive engagement and disengagement with the mediating role of competence need satisfaction and competence need frustration. We found distinct processes including (a) “autonomy support-competence need satisfaction-cognitive engagement”, (b) “teacher control-competence need frustration-cognitive disengagement”, (c) “technology self-efficacy-competence need satisfaction-cognitive engagement” and (d) “technology self-efficacy-competence need frustration (negative effect)-cognitive disengagement”. This study suggests using autonomy support strategies to fulfil students' competence needs in online learning contexts. We also found a possible role of technology self-efficacy in influencing psychological competence needs, cognitive engagement and cognitive disengagement in online learning contexts. Implications of the findings are discussed.</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>High attrition/dropout rates and low engagement have been major concerns of online educators.</li>\u0000 \u0000 <li>Emergency remote teaching (ERT) has implications for online teaching beyond the ERT paradigm.</li>\u0000 \u0000 <li>Self-determination theory (SDT) has been adopted and adapted with the goal of determining how to achieve need satisfaction, optimize learner motivation and enhance student engagement in classroom settings.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study applied a dual-process motivation mediation model to investigate both cognitive engagement and disengagement among female high school students in an ERT online learning environment.</li>\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13415","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560000","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}
Elvis Ortega-Ochoa, Marta Arguedas, Thanasis Daradoumis
Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating these agents. The data sources were empirical studies, including peer-reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor & Francis Online, Web of Science and Wiley Online Library. The remaining papers underwent a rigorous quality assessment. A filter study meeting the objective was based on keywords. Comparative analysis and synthesis of results were used to handle data and combine study outcomes. Out of 1162 search results, 13 studies were selected. The results indicate that agents promote dialogic learning, proficiency in knowledge domains, personalized feedback and empathic abilities as essential design principles. Most implementations employ a quantitative approach, and two variables are used for evaluation. Feedback types play a vital role in achieving positive results in learning performance and student perceptions. The main limitations and gaps are the time range for literature selection, the level of integration of the empathic field and the lack of a detailed development stage report. Moreover, future directions are the ethical implications of agents operating beyond scheduled learning times and the adoption of Responsible AI principles. In conclusion, this review provides a comprehensive framework of empathic PCAs, mostly in their evaluation. The systematic review registration number is osf.io/3xk6a.
人工智能（AI）和自然语言处理技术推动了具有移情对话能力的教学对话代理（PCA）的发展。然而，还没有系统的文献综述探讨过对话代理、教育和情感之间的交叉点。因此，本研究旨在概述设计、实施和评估这些代理的关键方面。数据来源是实证研究，包括同行评审的会议论文和期刊论文，以及来自 ACM 数字图书馆、IEEE Xplore、ProQuest、ScienceDirect、Scopus、SpringerLink、Taylor & Francis Online、Web of Science 和 Wiley Online Library 的最新出版物。其余论文经过了严格的质量评估。根据关键词筛选出符合目标的研究。比较分析和结果综合被用来处理数据和合并研究结果。在 1162 项搜索结果中，选出了 13 项研究。结果表明，代理促进对话式学习、精通知识领域、个性化反馈和移情能力是基本的设计原则。大多数实施方案采用量化方法，并使用两个变量进行评估。反馈类型在学习成绩和学生感知方面取得积极成果方面起着至关重要的作用。主要的局限和差距在于文献选择的时间范围、移情领域的整合程度以及缺乏详细的开发阶段报告。此外，未来的发展方向还包括：代理在预定学习时间之外运行的道德影响，以及采用负责任的人工智能原则。总之，本综述为移情型 PCAs 提供了一个全面的框架，主要是对其进行评估。系统综述注册号为osf.io/3xk6a。
{"title":"Empathic pedagogical conversational agents: A systematic literature review","authors":"Elvis Ortega-Ochoa, Marta Arguedas, Thanasis Daradoumis","doi":"10.1111/bjet.13413","DOIUrl":"10.1111/bjet.13413","url":null,"abstract":"<p>Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating these agents. The data sources were empirical studies, including peer-reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor & Francis Online, Web of Science and Wiley Online Library. The remaining papers underwent a rigorous quality assessment. A filter study meeting the objective was based on keywords. Comparative analysis and synthesis of results were used to handle data and combine study outcomes. Out of 1162 search results, 13 studies were selected. The results indicate that agents promote dialogic learning, proficiency in knowledge domains, personalized feedback and empathic abilities as essential design principles. Most implementations employ a quantitative approach, and two variables are used for evaluation. Feedback types play a vital role in achieving positive results in learning performance and student perceptions. The main limitations and gaps are the time range for literature selection, the level of integration of the empathic field and the lack of a detailed development stage report. Moreover, future directions are the ethical implications of agents operating beyond scheduled learning times and the adoption of Responsible AI principles. In conclusion, this review provides a comprehensive framework of empathic PCAs, mostly in their evaluation. The systematic review registration number is osf.io/3xk6a.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13413","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560405","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}
Lyn Lim, Maria Bannert, Joep van der Graaf, Yizhou Fan, Mladen Rakovic, Shaveen Singh, Inge Molenaar, Dragan Gašević
Scaffolds that support self-regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning needs. The present study investigated finer-grained effects of how personalized scaffolds driven by a rule-based artificial intelligence system influenced SRL processes, especially how students learned with them. Using a pre-post experimental design, we investigated personalized scaffolds based on university students' real-time learning processes in a technologically enhanced learning environment. Students in the experimental group (n = 30) received personalized scaffolds, while the control group (n = 29) learned without scaffolds. All students completed a 45-minute learning task with trace data recorded. Findings indicated scaffold effects on students' subsequent learning behaviour. Additionally, only scaffold interaction correlated to essay performance and suggests that the increase in frequencies of SRL activities alone does not contribute directly to learning outcomes. As guidelines for real-time SRL support are lacking, this study provides valuable insights to enhance SRL support with adaptive learning technologies.
Practitioner notes
What is already known about this topic
Self-regulated learning scaffolds, especially adaptive scaffolds, improve learning.
Personalized scaffolds have effects on self-regulated learning activities.
Past research focused on aggregated effects of scaffolds.
What this paper adds
Investigates how students learn with personalized scaffolds in terms of frequencies of learning activities and scaffold interaction.
Takes a closer look at which learning activities and when the effects of personalized scaffolds occur.
Examines how finer-grained effects of personalized scaffolds correspond to learning outcomes.
{"title":"How do students learn with real-time personalized scaffolds?","authors":"Lyn Lim, Maria Bannert, Joep van der Graaf, Yizhou Fan, Mladen Rakovic, Shaveen Singh, Inge Molenaar, Dragan Gašević","doi":"10.1111/bjet.13414","DOIUrl":"10.1111/bjet.13414","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Scaffolds that support self-regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning needs. The present study investigated finer-grained effects of how personalized scaffolds driven by a rule-based artificial intelligence system influenced SRL processes, especially how students learned with them. Using a pre-post experimental design, we investigated personalized scaffolds based on university students' real-time learning processes in a technologically enhanced learning environment. Students in the experimental group (<i>n</i> = 30) received personalized scaffolds, while the control group (<i>n</i> = 29) learned without scaffolds. All students completed a 45-minute learning task with trace data recorded. Findings indicated scaffold effects on students' subsequent learning behaviour. Additionally, only scaffold interaction correlated to essay performance and suggests that the increase in frequencies of SRL activities alone does not contribute directly to learning outcomes. As guidelines for real-time SRL support are lacking, this study provides valuable insights to enhance SRL support with adaptive learning 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><ol>\u0000 \u0000 <li>Self-regulated learning scaffolds, especially adaptive scaffolds, improve learning.</li>\u0000 \u0000 <li>Personalized scaffolds have effects on self-regulated learning activities.</li>\u0000 \u0000 <li>Past research focused on aggregated effects of scaffolds.</li>\u0000 </ol>\u0000 <p>What this paper adds\u0000\u0000 </p><ol>\u0000 \u0000 <li>Investigates how students learn with personalized scaffolds in terms of frequencies of learning activities and scaffold interaction.</li>\u0000 \u0000 <li>Takes a closer look at which learning activities and when the effects of personalized scaffolds occur.</li>\u0000 \u0000 <li>Examines how finer-grained effects of personalized scaffolds correspond to learning outcomes.</li>\u0000 </ol>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ol>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13414","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519647","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}
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