<div> <section> <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> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>In-class media multitasking behaviours (ICMMBs) damage college students' academic performance.</li> <li>College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking.</li> <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> </ul> <p>What this paper adds </p><ul> <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> <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> <li>This work extends the application scope of social learning theory to the context of college students' ICMMBs.</li> </ul> <p>Implications
{"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":"55 3","pages":"1105-1125"},"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
<div> <section> <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> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy.</li> <li>Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy.</li> <li>Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes.</li> </ul> <p>What this paper adds </p><ul> <li>Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions.</li> <li>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":"55 3","pages":"1082-1104"},"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}
<div> <section> <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> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Pair programming is promising in promoting problem solving and knowledge transfer and is widely used in programming education.</li> <li>There are different patterns observed in the pair programming process.</li> <li>Collaborative dialogue patterns found in “expert-novice” pair programming were derived from a single programming task.</li> </ul> <p>What this paper adds </p><ul> <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> <li>Four collaborative dialogue patterns showed different significant impacts on different students' programming self-efficacy and coding performance.</li> <li>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":"55 3","pages":"1060-1081"},"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
<div> <section> <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> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <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> <li>Musical instrument learning requires practice, perseverance, and social support to become successful.</li> <li>Social robots can be used as a provider of social support during musical instrument practice.</li> <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> </ul> <p>What this paper adds </p><ul> <li>Social robots are beneficial for children's performance in musical instrument learning.</li> <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> <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> <li
{"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":"55 3","pages":"1041-1059"},"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}
<div> <section> <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> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>High attrition/dropout rates and low engagement have been major concerns of online educators.</li> <li>Emergency remote teaching (ERT) has implications for online teaching beyond the ERT paradigm.</li> <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> </ul> <p>What this paper adds </p><ul> <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>
{"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":"55 3","pages":"1020-1040"},"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":"55 3","pages":"886-909"},"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
<div> <section> <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> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ol> <li>Self-regulated learning scaffolds, especially adaptive scaffolds, improve learning.</li> <li>Personalized scaffolds have effects on self-regulated learning activities.</li> <li>Past research focused on aggregated effects of scaffolds.</li> </ol> <p>What this paper adds </p><ol> <li>Investigates how students learn with personalized scaffolds in terms of frequencies of learning activities and scaffold interaction.</li> <li>Takes a closer look at which learning activities and when the effects of personalized scaffolds occur.</li> <li>Examines how finer-grained effects of personalized scaffolds correspond to learning outcomes.</li> </ol> <p>Implications for practice and/or policy </p><ol>
{"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":"55 4","pages":"1309-1327"},"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}
<div> <section> <p>In this study, we examine the design process for a visual learning analytics (VLA) approach in addition to its effect on developing students' epistemic understanding of discourse and relationships to promote knowledge-building inquiry. Over a 3-month period, an experimental class of secondary school students took a visual arts course using a knowledge-building design augmented by VLA, while a comparison class took the same course within a regular knowledge-building environment. The VLA approach implemented in the experimental class emphasized collective reflections using assessment tools to visualize the students' online and classroom discussions. The analysis of the students' questionnaire responses and Knowledge Forum discourse showed that the VLA approach helped the students develop a deeper epistemic understanding of discourse for productive inquiry and greater domain knowledge. In addition, the students' epistemic understanding was associated with their performance in productive Knowledge Forum inquiry. Qualitative analysis of the classroom and group discussions, interview responses and learning artefacts showed that the VLA design helped them understand the nature of discourse deeply by encouraging them to notice community orientations, increase their awareness of productive discourse moves and advance idea development. The implications of the VLA design in improving epistemic understanding of discourse are discussed. We contribute to the literature by examining the epistemic dimensions of discourse and implementing VLA as an epistemic tool for knowledge building.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Supporting students to develop a meta-level understanding, ie, their epistemic understanding of the nature of discourse, is important for promoting productive inquiry but continues to be challenging in education, and limited research has focused on the epistemic aspects of discourse.</li> <li>Little research has examined the role of a computer-supported knowledge-building environment augmented by a visual learning analytics approach on students' epistemic understanding of discourse, productive inquiry and domain knowledge.</li> </ul> <p>What this paper adds </p><ul> <li>A knowledge-building design augmented by a visual learning analytics approach linking online and face-to-face discourse supported students' epistemic understanding of discourse, productive inquiry and domain knowledge.</li> <li>VLA-supported
{"title":"A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge","authors":"Yuyao Tong, Chao Yang, Gaowei Chen","doi":"10.1111/bjet.13409","DOIUrl":"10.1111/bjet.13409","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>In this study, we examine the design process for a visual learning analytics (VLA) approach in addition to its effect on developing students' epistemic understanding of discourse and relationships to promote knowledge-building inquiry. Over a 3-month period, an experimental class of secondary school students took a visual arts course using a knowledge-building design augmented by VLA, while a comparison class took the same course within a regular knowledge-building environment. The VLA approach implemented in the experimental class emphasized collective reflections using assessment tools to visualize the students' online and classroom discussions. The analysis of the students' questionnaire responses and Knowledge Forum discourse showed that the VLA approach helped the students develop a deeper epistemic understanding of discourse for productive inquiry and greater domain knowledge. In addition, the students' epistemic understanding was associated with their performance in productive Knowledge Forum inquiry. Qualitative analysis of the classroom and group discussions, interview responses and learning artefacts showed that the VLA design helped them understand the nature of discourse deeply by encouraging them to notice community orientations, increase their awareness of productive discourse moves and advance idea development. The implications of the VLA design in improving epistemic understanding of discourse are discussed. We contribute to the literature by examining the epistemic dimensions of discourse and implementing VLA as an epistemic tool for knowledge building.</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>Supporting students to develop a meta-level understanding, ie, their epistemic understanding of the nature of discourse, is important for promoting productive inquiry but continues to be challenging in education, and limited research has focused on the epistemic aspects of discourse.</li>\u0000 \u0000 <li>Little research has examined the role of a computer-supported knowledge-building environment augmented by a visual learning analytics approach on students' epistemic understanding of discourse, productive inquiry and domain knowledge.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>A knowledge-building design augmented by a visual learning analytics approach linking online and face-to-face discourse supported students' epistemic understanding of discourse, productive inquiry and domain knowledge.</li>\u0000 \u0000 <li>VLA-supported ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"992-1019"},"PeriodicalIF":6.6,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519646","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}
Chioma Udeozor, Fernando Russo Abegão, Jarka Glassey
<div> <section> <p>Digital games (DGs) have the potential to immerse learners in simulated real-world environments that foster contextualised and active learning experiences. These also offer opportunities for performance assessments by providing an environment for students to carry out tasks requiring the application of knowledge and skills learned in the classroom. Although widely used for teaching and learning, there are challenges in using digital game applications for assessment. Designing assessments around tasks in complex learning environments like DGs is not always easy, particularly for educators new to using these technologies for teaching. This paper presents a game-based assessment framework (GBAF) that is designed to be educator-friendly and useful for the design of assessments for immersive learning environments. The application of the framework to the design of embedded and external (multiple-choice questions) assessments is also presented. The GBAF offered an easy and structured basis for the design of two distinct assessments for a computer game. It provides educators with useful guidelines for designing assessments around pre-existing games.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic</p> <p>Immersive technologies are increasingly being used for teaching and learning due to their benefits to knowledge and skills acquisition. However, for educators interested in using these tools for formal classroom teaching, there is a lack of resources and guidance on assessment designs and implementations. The most commonly used assessment design framework, the evidence-centred design (ECD), is complicated to use, requiring advanced machine learning skills to implement. This has so far limited its use to large-scale computerised and game-based testing.</p> <p>What this paper adds</p> <p>This paper presents a framework developed to guide educators through the design and implementation of assessments when teaching with immersive learning applications. Grounded in the constructive alignment principles and the ECD framework, the game-based assessment framework is designed to help educators align assessment tasks to game tasks and the intended learning outcomes. It also provides step-by-step guidelines for the identification of appropriate immersive applications. It shows the practical application of the framework to the design of embedded (in-game) assessments and external (multiple-choice tests) assessments.</p> <p>Implications for practice and/or policy</p> <p>The framework presented in this paper provides a structured and pedagogically sound basis for th
{"title":"Measuring learning in digital games: Applying a game-based assessment framework","authors":"Chioma Udeozor, Fernando Russo Abegão, Jarka Glassey","doi":"10.1111/bjet.13407","DOIUrl":"10.1111/bjet.13407","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Digital games (DGs) have the potential to immerse learners in simulated real-world environments that foster contextualised and active learning experiences. These also offer opportunities for performance assessments by providing an environment for students to carry out tasks requiring the application of knowledge and skills learned in the classroom. Although widely used for teaching and learning, there are challenges in using digital game applications for assessment. Designing assessments around tasks in complex learning environments like DGs is not always easy, particularly for educators new to using these technologies for teaching. This paper presents a game-based assessment framework (GBAF) that is designed to be educator-friendly and useful for the design of assessments for immersive learning environments. The application of the framework to the design of embedded and external (multiple-choice questions) assessments is also presented. The GBAF offered an easy and structured basis for the design of two distinct assessments for a computer game. It provides educators with useful guidelines for designing assessments around pre-existing games.</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</p>\u0000 <p>Immersive technologies are increasingly being used for teaching and learning due to their benefits to knowledge and skills acquisition. However, for educators interested in using these tools for formal classroom teaching, there is a lack of resources and guidance on assessment designs and implementations. The most commonly used assessment design framework, the evidence-centred design (ECD), is complicated to use, requiring advanced machine learning skills to implement. This has so far limited its use to large-scale computerised and game-based testing.</p>\u0000 <p>What this paper adds</p>\u0000 <p>This paper presents a framework developed to guide educators through the design and implementation of assessments when teaching with immersive learning applications. Grounded in the constructive alignment principles and the ECD framework, the game-based assessment framework is designed to help educators align assessment tasks to game tasks and the intended learning outcomes. It also provides step-by-step guidelines for the identification of appropriate immersive applications. It shows the practical application of the framework to the design of embedded (in-game) assessments and external (multiple-choice tests) assessments.</p>\u0000 <p>Implications for practice and/or policy</p>\u0000 <p>The framework presented in this paper provides a structured and pedagogically sound basis for th","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"957-991"},"PeriodicalIF":6.6,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519648","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}
<div> <section> <p>This study aimed to examine how the levels of physical fidelity of controllers (high, mid and low) and task repetitions (four trials) influence undergraduate students' perceived task load and performance in an immersive virtual reality (VR)-based simulation. The simulation was developed using the Unity 3D engine. VR controllers were developed to reflect a real power tool in three fidelity levels: high (most realistic: weight and tactile engagement), mid (tactile engagement without weight) and low (control group: only controller). The tasks were designed to reflect complexities with four working postures: no walking & standing up, no walking & bending over, walking & standing up and walking & bending over. Thirty-six healthy undergraduate male students participated in the study. Participants were instructed to complete motor tasks accurately. Audio feedback (drill sound) and haptic feedback (vibration) were activated for three groups when the controller and a screw made contact. Each participant used all three fidelity controllers and repeated the four tasks in a counterbalanced order to account for order effects. The results of a one-way repeated measures MANOVA indicated that two dimensions of task load were significantly different among the three physical fidelity conditions. Also, task completion time, inaccurate operation time and inaccurate counts were significantly shorter when four tasks were repeated. The study findings provide design implications for VR-based training experiences for future workforce development.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>VR training simulations offer immersive opportunities for skills development, creating interactive and visually appealing learning environments.</li> <li>VR training simulations employ VR controllers as interactive interfaces to enhance task performance in virtual environments.</li> <li>Consideration of physical fidelity is crucial to improve simulation realism and support realistic sensory input for user interaction and tool manipulation. High physical fidelity in VR training simulations enhances immersion, realism and task performance.</li> </ul> <p>What this paper adds </p><ul> <li>We developed a VR controller that emulates the physical characteristics of a power tool, including weight and tactile feedback. We investigated the impact of different levels of physical fidelity on VR training simulation.</li>
{"title":"The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality-based training simulation","authors":"Eunbyul Yang, Sanghoon Park, Jeeheon Ryu","doi":"10.1111/bjet.13406","DOIUrl":"10.1111/bjet.13406","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This study aimed to examine how the levels of physical fidelity of controllers (high, mid and low) and task repetitions (four trials) influence undergraduate students' perceived task load and performance in an immersive virtual reality (VR)-based simulation. The simulation was developed using the Unity 3D engine. VR controllers were developed to reflect a real power tool in three fidelity levels: high (most realistic: weight and tactile engagement), mid (tactile engagement without weight) and low (control group: only controller). The tasks were designed to reflect complexities with four working postures: no walking & standing up, no walking & bending over, walking & standing up and walking & bending over. Thirty-six healthy undergraduate male students participated in the study. Participants were instructed to complete motor tasks accurately. Audio feedback (drill sound) and haptic feedback (vibration) were activated for three groups when the controller and a screw made contact. Each participant used all three fidelity controllers and repeated the four tasks in a counterbalanced order to account for order effects. The results of a one-way repeated measures MANOVA indicated that two dimensions of task load were significantly different among the three physical fidelity conditions. Also, task completion time, inaccurate operation time and inaccurate counts were significantly shorter when four tasks were repeated. The study findings provide design implications for VR-based training experiences for future workforce development.</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 training simulations offer immersive opportunities for skills development, creating interactive and visually appealing learning environments.</li>\u0000 \u0000 <li>VR training simulations employ VR controllers as interactive interfaces to enhance task performance in virtual environments.</li>\u0000 \u0000 <li>Consideration of physical fidelity is crucial to improve simulation realism and support realistic sensory input for user interaction and tool manipulation. High physical fidelity in VR training simulations enhances immersion, realism and task performance.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>We developed a VR controller that emulates the physical characteristics of a power tool, including weight and tactile feedback. We investigated the impact of different levels of physical fidelity on VR training simulation.</li>\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1507-1527"},"PeriodicalIF":6.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519663","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}
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