This study was conducted to measure the digital parenting awareness, attitude and self-efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self-efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self-efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self-efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.
{"title":"Exploring digital parenting awareness, self-efficacy and attitudes in families with special needs children","authors":"Özlem Altindağ Kumaş, Adile Emel Sardohan Yildirim","doi":"10.1111/bjet.13457","DOIUrl":"10.1111/bjet.13457","url":null,"abstract":"<p>This study was conducted to measure the digital parenting awareness, attitude and self-efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self-efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self-efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self-efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2403-2418"},"PeriodicalIF":6.7,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375431","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 recent years, AI technologies have been developed to promote students' self-regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI-based (SRLbot) and rule-based AI chatbots (Nemobot) in a 3-week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule-based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT-enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self-regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule-based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>AI technologies have been used to support student self-regulated learning (SRL) across subjects.</li> <li>SRL has been identified as an important aspect of student learning that can be developed through technological support.</li> <li>Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback.</li> </ul> <p>What this paper adds </p><ul> <li>This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students.</li> <li>The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule-based AI chatbot.</li> <li>The study offers insights into how ChatGPT can be
{"title":"Empowering student self-regulated learning and science education through ChatGPT: A pioneering pilot study","authors":"Davy Tsz Kit Ng, Chee Wei Tan, Jac Ka Lok Leung","doi":"10.1111/bjet.13454","DOIUrl":"10.1111/bjet.13454","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>In recent years, AI technologies have been developed to promote students' self-regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI-based (SRLbot) and rule-based AI chatbots (Nemobot) in a 3-week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule-based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT-enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self-regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule-based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science 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>AI technologies have been used to support student self-regulated learning (SRL) across subjects.</li>\u0000 \u0000 <li>SRL has been identified as an important aspect of student learning that can be developed through technological support.</li>\u0000 \u0000 <li>Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students.</li>\u0000 \u0000 <li>The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule-based AI chatbot.</li>\u0000 \u0000 <li>The study offers insights into how ChatGPT can be ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1328-1353"},"PeriodicalIF":6.6,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217821","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}
Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text-mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high-upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation-based collaborative reading.
{"title":"Exploring influential factors in peer upvoting within social annotation","authors":"Shan Li, Xiaoshan Huang, Lijia Lin, Fu Chen","doi":"10.1111/bjet.13455","DOIUrl":"10.1111/bjet.13455","url":null,"abstract":"<p>Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text-mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high-upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation-based collaborative reading.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2212-2225"},"PeriodicalIF":6.7,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151400","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>Complex dynamic systems offer a rich platform for understanding the individual or the person-specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or person-specific) methods can accurately and precisely model the individual person, create person-specific models, and devise unique parameters for each individual. Our study used the latest advances in complex systems dynamics to study the differences between group-based and individual self-regulated learning (SRL) dynamics. The findings show that SRL is a complex, dynamic system where different sub-processes influence each other resulting in the emergence of non-trivial patterns that vary across individuals and time scales, and as such far from the uniform picture commonly theorized. We found that the average SRL process does not reflect the individual SRL processes of different people. Therefore, interventions derived from the group-based SRL insights are unlikely to be effective in personalization. We posit that, if personalized interventions are needed, modelling the person with person-specific methods should be the guiding principle. Our study offered a reliable solution to model the person-specific self-regulation processes which can serve as a ground for understanding and improving individual learning and open the door for precision education.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Self-regulation is a catalyst for effective learning and achievement.</li> <li>Our understanding of SRL personalization comes from insights based on aggregate group-based data.</li> </ul> <p>What this paper adds </p><ul> <li>Every student has their own unique SRL process that varies from the average in non-trivial ways.</li> <li>We offer a credible method for mapping the individualized SRL process.</li> <li>SRL dynamics vary across time scales. That is, the trait dynamics are different from the state dynamics, and they should be supported differently.</li> </ul> <p>Implications for practice and/or policy </p><ul> <li>Personalization can best be achieved if based on unique
{"title":"Mapping the self in self-regulation using complex dynamic systems approach","authors":"Mohammed Saqr, Sonsoles López-Pernas","doi":"10.1111/bjet.13452","DOIUrl":"10.1111/bjet.13452","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Complex dynamic systems offer a rich platform for understanding the individual or the person-specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or person-specific) methods can accurately and precisely model the individual person, create person-specific models, and devise unique parameters for each individual. Our study used the latest advances in complex systems dynamics to study the differences between group-based and individual self-regulated learning (SRL) dynamics. The findings show that SRL is a complex, dynamic system where different sub-processes influence each other resulting in the emergence of non-trivial patterns that vary across individuals and time scales, and as such far from the uniform picture commonly theorized. We found that the average SRL process does not reflect the individual SRL processes of different people. Therefore, interventions derived from the group-based SRL insights are unlikely to be effective in personalization. We posit that, if personalized interventions are needed, modelling the person with person-specific methods should be the guiding principle. Our study offered a reliable solution to model the person-specific self-regulation processes which can serve as a ground for understanding and improving individual learning and open the door for precision education.</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>Self-regulation is a catalyst for effective learning and achievement.</li>\u0000 \u0000 <li>Our understanding of SRL personalization comes from insights based on aggregate group-based data.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Every student has their own unique SRL process that varies from the average in non-trivial ways.</li>\u0000 \u0000 <li>We offer a credible method for mapping the individualized SRL process.</li>\u0000 \u0000 <li>SRL dynamics vary across time scales. That is, the trait dynamics are different from the state dynamics, and they should be supported differently.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Personalization can best be achieved if based on unique","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1376-1397"},"PeriodicalIF":6.6,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151541","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>Online courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self-regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self-regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how the specific SRL challenges that adult learners face in online courses can be supported adaptively. Main challenges for adult learners consist in managing learning resources (e.g., time, attention, learning environment). To address these challenges, we developed an adaptive support intervention comprising several features. To assess the effects of the adaptive support on the self-reported SRL strategy application of adult learners, we analysed data from five iterations of a continuing education online course comparing iterations with adaptive support (with a total of <i>N</i> = 36 participants) to iterations without (with a total of <i>N</i> = 35 participants). Results indicate that the adaptive support significantly improved environmental structuring but did not significantly affect other SRL strategies. Further analyses revealed that learners who did not use the support deteriorated in managing their learning time and in setting specific learning goals during the course.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Adult learners are likely to face various challenges in self-regulated online learning, including managing conflicting responsibilities and maintaining focus.</li> <li>Adult learners' successful application of SRL strategies can be challenging, underlining the need for support.</li> <li>Adaptive support interventions have demonstrated positive effects in various educational contexts, indicating potential effectiveness for adult online learners as well.</li> </ul> <p>What this paper adds </p><ul> <li>The study provides insights into the positive effects and potential pitfalls of designing an adaptive support intervention to improve adult learners' self-reported use of the SRL strategies of <i>effort</i>, <i>attention</i>, <i>time management</i>, <i>environmental structuring</i>, and <i>goal setting</i>.</li> </ul> <p>Implications for practice
{"title":"Meeting the challenges of continuing education online courses: Can we promote self-regulated learning strategies with adaptive support?","authors":"Katharina Teich, Vanessa Stefanie Loock, Nikol Rummel","doi":"10.1111/bjet.13453","DOIUrl":"10.1111/bjet.13453","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Online courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self-regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self-regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how the specific SRL challenges that adult learners face in online courses can be supported adaptively. Main challenges for adult learners consist in managing learning resources (e.g., time, attention, learning environment). To address these challenges, we developed an adaptive support intervention comprising several features. To assess the effects of the adaptive support on the self-reported SRL strategy application of adult learners, we analysed data from five iterations of a continuing education online course comparing iterations with adaptive support (with a total of <i>N</i> = 36 participants) to iterations without (with a total of <i>N</i> = 35 participants). Results indicate that the adaptive support significantly improved environmental structuring but did not significantly affect other SRL strategies. Further analyses revealed that learners who did not use the support deteriorated in managing their learning time and in setting specific learning goals during the course.</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>Adult learners are likely to face various challenges in self-regulated online learning, including managing conflicting responsibilities and maintaining focus.</li>\u0000 \u0000 <li>Adult learners' successful application of SRL strategies can be challenging, underlining the need for support.</li>\u0000 \u0000 <li>Adaptive support interventions have demonstrated positive effects in various educational contexts, indicating potential effectiveness for adult online learners as well.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>The study provides insights into the positive effects and potential pitfalls of designing an adaptive support intervention to improve adult learners' self-reported use of the SRL strategies of <i>effort</i>, <i>attention</i>, <i>time management</i>, <i>environmental structuring</i>, and <i>goal setting</i>.</li>\u0000 </ul>\u0000 <p>Implications for practice ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1437-1455"},"PeriodicalIF":6.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140117369","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}
Rebecca L. Matz, Mark Mills, Holly A. Derry, Benjamin T. Hayward, Caitlin Hayward
<div> <section> <p>Mastery-based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two-part series of nudges designed to improve students' engagement with and performance on mastery-based assignments in high-enrollment, introductory undergraduate courses. Students received one or two email-based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research-intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two-part nudge series is associated with a 3% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most—up to 9%—from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision-making within mastery-based assignment schemes and suggest future research for tailored nudges to support student success.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Nudges are known to be broadly effective, but heterogeneity is observed especially in education where the research base is relatively limited.</li> <li>Mastery-based grading is an alternative approach to grading that, among other features, emphasizes learning through an explicit feedback cycle of struggle and revision without penalty.</li> </ul> <p>What this paper adds </p><ul> <li>This study assesses the effectiv
{"title":"Viewing tailored nudges is correlated with improved mastery-based assessment scores","authors":"Rebecca L. Matz, Mark Mills, Holly A. Derry, Benjamin T. Hayward, Caitlin Hayward","doi":"10.1111/bjet.13451","DOIUrl":"10.1111/bjet.13451","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Mastery-based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two-part series of nudges designed to improve students' engagement with and performance on mastery-based assignments in high-enrollment, introductory undergraduate courses. Students received one or two email-based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research-intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two-part nudge series is associated with a 3% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most—up to 9%—from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision-making within mastery-based assignment schemes and suggest future research for tailored nudges to support student success.</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>Nudges are known to be broadly effective, but heterogeneity is observed especially in education where the research base is relatively limited.</li>\u0000 \u0000 <li>Mastery-based grading is an alternative approach to grading that, among other features, emphasizes learning through an explicit feedback cycle of struggle and revision without penalty.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study assesses the effectiv","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"1841-1859"},"PeriodicalIF":6.7,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107412","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 descriptive study focuses on using voice activity detection (VAD) algorithms to extract student speech data in order to better understand the collaboration of small group work and the impact of teaching assistant (TA) interventions in undergraduate engineering discussion sections. Audio data were recorded from individual students wearing head-mounted noise-cancelling microphones. Video data of each student group were manually coded for collaborative behaviours (eg, group task relatedness, group verbal interaction and group talk content) of students and TA–student interactions. The analysis includes information about the turn taking, overall speech duration patterns and amounts of overlapping speech observed both when TAs were intervening with groups and when they were not. We found that TAs very rarely provided explicit support regarding collaboration. Key speech metrics, such as amount of turn overlap and maximum turn duration, revealed important information about the nature of student small group discussions and TA interventions. TA interactions during small group collaboration are complex and require nuanced treatments when considering the design of supportive tools.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Student turn taking can provide information about the nature of student discussions and collaboration.</li> <li>Real classroom audio data of small groups typically have lots of background noise and present challenges for audio analysis.</li> <li>TAs have little training in how to productively intervene with students about collaborative skills.</li> </ul> <p>What this paper adds </p><ul> <li>TA interaction with groups primarily focused on task progress and understanding of concepts with negligible explicit support on building collaborative skills.</li> <li>TAs intervened with the groups often which gave the students little time for uptake of their suggestions or deeper discussion.</li> <li>Student turn overlap was higher without the presence of TAs.</li> <li>Maximum turn duration can be an important real-time turn metric to identify the least verbally active student participant in a group.</li> </ul> <p>Implications for practice and/or
{"title":"Speech analysis of teaching assistant interventions in small group collaborative problem solving with undergraduate engineering students","authors":"Cynthia M. D'Angelo, Robin Jephthah Rajarathinam","doi":"10.1111/bjet.13449","DOIUrl":"10.1111/bjet.13449","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This descriptive study focuses on using voice activity detection (VAD) algorithms to extract student speech data in order to better understand the collaboration of small group work and the impact of teaching assistant (TA) interventions in undergraduate engineering discussion sections. Audio data were recorded from individual students wearing head-mounted noise-cancelling microphones. Video data of each student group were manually coded for collaborative behaviours (eg, group task relatedness, group verbal interaction and group talk content) of students and TA–student interactions. The analysis includes information about the turn taking, overall speech duration patterns and amounts of overlapping speech observed both when TAs were intervening with groups and when they were not. We found that TAs very rarely provided explicit support regarding collaboration. Key speech metrics, such as amount of turn overlap and maximum turn duration, revealed important information about the nature of student small group discussions and TA interventions. TA interactions during small group collaboration are complex and require nuanced treatments when considering the design of supportive tools.</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>Student turn taking can provide information about the nature of student discussions and collaboration.</li>\u0000 \u0000 <li>Real classroom audio data of small groups typically have lots of background noise and present challenges for audio analysis.</li>\u0000 \u0000 <li>TAs have little training in how to productively intervene with students about collaborative skills.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>TA interaction with groups primarily focused on task progress and understanding of concepts with negligible explicit support on building collaborative skills.</li>\u0000 \u0000 <li>TAs intervened with the groups often which gave the students little time for uptake of their suggestions or deeper discussion.</li>\u0000 \u0000 <li>Student turn overlap was higher without the presence of TAs.</li>\u0000 \u0000 <li>Maximum turn duration can be an important real-time turn metric to identify the least verbally active student participant in a group.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1583-1601"},"PeriodicalIF":6.6,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13449","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019447","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}
Aron Truss, Karen McBride, Hannah Porter, Valerie Anderson, Geraldine Stilwell, Christina Philippou, Andy Taggart
<div> <section> <p>Effective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor-generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video-based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Higher education tutors are increasingly expected to generate video content as a feature of their course delivery.</li> <li>Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear.</li> <li>Video technology affordances rarely feature in academic professional development programmes leaving tutors ill-equipped to understand how and in what ways students engage with video resources as a part of their courses.</li> </ul> <p>What this paper adds </p><ul> <li>A novel use of signalling theory to explain different patterns of learner engagement and disengagement.</li> <li>Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process.</li> <li>A new model to describe factors that affect student engagement with instructor-generated video.</li>
{"title":"Learner engagement with instructor-generated video","authors":"Aron Truss, Karen McBride, Hannah Porter, Valerie Anderson, Geraldine Stilwell, Christina Philippou, Andy Taggart","doi":"10.1111/bjet.13450","DOIUrl":"10.1111/bjet.13450","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Effective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor-generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video-based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances.</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>Higher education tutors are increasingly expected to generate video content as a feature of their course delivery.</li>\u0000 \u0000 <li>Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear.</li>\u0000 \u0000 <li>Video technology affordances rarely feature in academic professional development programmes leaving tutors ill-equipped to understand how and in what ways students engage with video resources as a part of their courses.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>A novel use of signalling theory to explain different patterns of learner engagement and disengagement.</li>\u0000 \u0000 <li>Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process.</li>\u0000 \u0000 <li>A new model to describe factors that affect student engagement with instructor-generated video.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2192-2211"},"PeriodicalIF":6.7,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019531","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>Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head-mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K-12 mathematics and wearing a head-mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non-cumulative effect.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>360 videos are increasingly used to support preservice teacher training.</li> <li>360 videos for teacher education foster immersion, presence, and noticing skills.</li> </ul> <p>What this paper adds </p><ul> <li>Empirical evidence that 360 videos experienced with head-mounted display facilitate agency and emotional involvement.</li> <li>Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control.</li> <li>Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos.</li> </ul> <p>Implications for practice and/or policy </p><ul> <li>Head-mounted displays show promise as a delivery mode for 360 videos in teacher education.</li> <li>360 videos should be personalized according to PST career and professional goals.</li> <li>The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments.</li>
{"title":"Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments","authors":"Enrico Gandolfi, Richard E. Ferdig, Karl W. Kosko","doi":"10.1111/bjet.13446","DOIUrl":"10.1111/bjet.13446","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head-mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K-12 mathematics and wearing a head-mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non-cumulative effect.</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>360 videos are increasingly used to support preservice teacher training.</li>\u0000 \u0000 <li>360 videos for teacher education foster immersion, presence, and noticing skills.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Empirical evidence that 360 videos experienced with head-mounted display facilitate agency and emotional involvement.</li>\u0000 \u0000 <li>Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control.</li>\u0000 \u0000 <li>Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Head-mounted displays show promise as a delivery mode for 360 videos in teacher education.</li>\u0000 \u0000 <li>360 videos should be personalized according to PST career and professional goals.</li>\u0000 \u0000 <li>The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2296-2314"},"PeriodicalIF":6.7,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025990","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}
Recently, alternate reality games (ARGs) have been applied in museum learning to encourage learners' active engagement through playful problem-solving activities. However, most learners have insufficient prior knowledge and metacognitive skills to complete the learning tasks in such games. To support learning with ARGs, there is a need to provide proper feedback so that the learners are capable of self-regulated learning and solving the problems encountered during the learning process. Considering the influences of individual differences, this research developed a chatbot as a learning partner in ARG-based learning to support students’ learning with adaptive feedback in a museum. A quasi-experimental study was conducted to evaluate the effectiveness with and without the proposed approach. The results showed that the AI-based chatbot approach could significantly improve learners' metacognition awareness, emotional engagement and behavioural engagement. Besides, it is helpful to facilitate students' double-loop learning.
{"title":"Effect of an AI-based chatbot on students' learning performance in alternate reality game-based museum learning","authors":"Hsin-Yi Liang, Gwo-Jen Hwang, Tien-Yu Hsu, Jen-Yuan Yeh","doi":"10.1111/bjet.13448","DOIUrl":"10.1111/bjet.13448","url":null,"abstract":"<p>Recently, alternate reality games (ARGs) have been applied in museum learning to encourage learners' active engagement through playful problem-solving activities. However, most learners have insufficient prior knowledge and metacognitive skills to complete the learning tasks in such games. To support learning with ARGs, there is a need to provide proper feedback so that the learners are capable of self-regulated learning and solving the problems encountered during the learning process. Considering the influences of individual differences, this research developed a chatbot as a learning partner in ARG-based learning to support students’ learning with adaptive feedback in a museum. A quasi-experimental study was conducted to evaluate the effectiveness with and without the proposed approach. The results showed that the AI-based chatbot approach could significantly improve learners' metacognition awareness, emotional engagement and behavioural engagement. Besides, it is helpful to facilitate students' double-loop learning.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2315-2338"},"PeriodicalIF":6.7,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025872","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号