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.
Practitioner notes
What is already known about this topic
- Higher education tutors are increasingly expected to generate video content as a feature of their course delivery.
- Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear.
- 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.
What this paper adds
- A novel use of signalling theory to explain different patterns of learner engagement and disengagement.
- Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process.
- A new model to describe factors that affect student engagement with instructor-generated video.
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.
Practitioner notes
What is already known about this topic
- 360 videos are increasingly used to support preservice teacher training.
- 360 videos for teacher education foster immersion, presence, and noticing skills.
What this paper adds
- Empirical evidence that 360 videos experienced with head-mounted display facilitate agency and emotional involvement.
- Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control.
- Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos.
Implications for practice and/or policy
- Head-mounted displays show promise as a delivery mode for 360 videos in teacher education.
- 360 videos should be personalized according to PST career and professional goals.
- The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments.
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.
Previous literature has associated math literacy with linguistic factors such as verbal ability and phonological skills. However, few studies have investigated linguistic synchrony, shown in mathematical discussions. This study modelled math literacy and examined the relationship of math literacy with linguistic synchrony between students and facilitators. We retrieved data from 20,776 online mathematical discussion threads at a secondary school level. First, we assessed students' math literacy based on their discussions and classified them into high- and low-math literacy groups. Then, we conducted Cross-Recurrence Quantification Analysis (CRQA) to calculate linguistic synchrony within each thread. The result implies that students with high math literacy are more likely to share common words (eg, mathematical terms) with facilitators. At the same time, they would paraphrase the facilitators' words rather than blindly mimic them as the exact sentences or phrases. On the other hand, students with low math literacy tend to use overlapping words with facilitators less frequently and are more likely to repeat the exact same phrases from the facilitators. The findings provide an empirical data analysis and insights into mathematical discussions and linguistic synchrony. In addition, this paper implies the directions to improve online mathematical discussions and foster math literacy.
Practitioner notes
What is already known about this topic
- Mathematical discussions are known to be an effective way to promote math literacy.
- Math literacy and linguistic skills have a strong link.
- Linguistic synchrony is related to better collaboration and common knowledge building.
What this paper adds
- Reveals the relationship between math literacy and linguistic synchrony and deepens the understanding of digital communication in online learning environments.
- Provides empirical analysis of natural language data in group discussions using CRQA.
- Conceptualizes linguistic synchrony with three sub-concepts: linguistic concurrence, predictability, and complexity.
Implications for practice and/or policy
- Educators and practitioners could utilize the automatic formative assessment of
Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions.
Practitioner notes
What is already known about this topic
- Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class.
- Students will be more engaged in learning when they perceive support from their teachers.
- Teacher support was an influential external predictor of students' mood swings.
What this paper adds
- The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement.
- Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning.
- This paper further corroborates the relationship among the presences in the CoI framework.
Implications for practice and/or policy
- Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes.
- Teachers need to ensure continued intellectual support and provide more emotional
Training to run is not straightforward since without proper personalised supervision and planning, people will not improve their performance and will increase the risk of injuries. This study aims to identify the different factors that influence running training programmes, examining the benefits, challenges or limitations of personalised plans. Moreover, this study explores how multimodal, immersive and artificial intelligence technologies can support personalised training. We conducted an exploratory sequential mixed research consisting of interviews with 11 running coaches from different countries and a survey of 12 running coaches. Based on the interviews and survey analysis, we identified and extracted relevant factors of the training process. We identified four relevant aspects for running training: physical, technical, mental and body awareness. Using these aspects as a reference, we derived a framework using a bottom-up approach. This framework proposes multimodal, immersive and artificial intelligence technologies to facilitate personalised running training. It also allows coaches to personally guide their athletes on each aspect.
Practitioner notes
What is already known about this topic
- Running is a popular sport that provides health benefits and is practised by many people around the world.
- Training is a process that enables athletes to improve their development in various aspects of their sport; in the case of running, it helps them to increase their speed and endurance.
- Personalised training supports the needs and abilities of athletes, by helping them to achieve their potential through individualised activities or programmes.
- Sports science research indicates that personalised training can be improved by applying technology to tackle its challenges and limitations.
What this paper adds
- We show that personalising the training requires not only focusing on the runners' physical condition but also on their mental, technical and body awareness aspects, where each of them has a different adaptation to training.
- We show that multimodal and immersive technologies offer suitable and portable ways to measure and target the mental and body awareness aspects during running training.
Human-Centred Learning Analytics (HCLA) has emerged in the last 5 years as an active sub-topic within Learning Analytics, drawing primarily on the theories and methods of Human-Computer Interaction (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stakeholders in the LA design process, evaluating systems in use and researching the sociotechnical factors influencing LA successes and failures. This editorial introduces the contributions of the papers in this special section, reflects more broadly on the field's emergence over the last five years, considers known gaps and indicates new opportunities that may open in the next five years.
In this crossover experiment, we investigated the impact of a statement bank, enabling the reuse of previously written feedback (SA condition), on 45 math teachers' feedback for 60 completed linear equation tests, compared to traditional pen-and-paper feedback (PP condition). In the SA condition, teachers were encouraged to use atomic feedback, a set of formulation requirements that makes feedback items significantly more reusable. A previous study found that significantly more feedback was written in the SA condition but did not investigate the content of the feedback. To address this gap, we employed a novel approach of combining text mining with qualitative methods. Results indicate similar wording and sentiments in both conditions. However, SA feedback was more elaborate yet general, focusing on major and minor strengths and deficits, while PP feedback was shorter but more concrete, emphasising main issues. Despite low feedback quality in both conditions, the statement bank led to less effective diagnostic activities, implying that teachers' careless use of statement banks, although convenient, might lead to lower-quality feedback.
Practitioner notes
What is already known about this topic
- High-quality feedback should strike a balance between the volume and focus on the main issues, as more feedback does not necessarily equate to better feedback. Feedback should analyse a student's solution whenever possible: interpreting mistakes and communicating that interpretation as feedback.
- Text mining identifies meaningful patterns and new insights in text using computer algorithms.
- When teachers can reuse already given feedback using a software tool (statement bank), they tend to write more feedback instead of saving time.
What this paper adds
- Feedback is compared when teachers could use a tool to reuse already given feedback (referred to as ‘statement banks’) versus a scenario without such a tool. Both approaches observed similar word frequencies, sentiments and amounts of erroneous, descriptive and corrective feedback. However, feedback with a statement bank tended to be more elaborate yet less specific to individual student solutions. In contrast, feedback without the tool was shorter but more concrete, focusing on main issues. Overall, the tool for reusing feedback directed teachers towards less effective
Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem-solving and critical thinking in online inquiry-based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis (ENA) has recently gained increasing recognition for modelling and visualizing the temporal characteristics of online discussions. However, due to methodological restraints, some valuable information regarding online discussion dynamics remains unexplained, including the directionality of connections between theoretical indicators and the trajectory of thinking development. Guided by the community of inquiry (CoI) model, this study extended generic ENA by incorporating directional connections and stanza-based trajectory tracking. By examining the proposed extensions with discussion data of an online learning course, this study first verified that the extensions are comparable with QCA, indicating acceptable assessment validity. Then, the directional ENA revealed that two-way connections between CoI indicators could vary over time and across groups, reflecting different discussion strategies. Furthermore, trajectory tracking effectively detected and visualized the fine-grained progression of thinking. At the end, we summarize several research and practical implications of the ENA extensions for assessing the learning process.
To date, extensive work has been devoted to incorporating computational thinking in K-12 education. Recognizing students' computational thinking stages in game-based learning environments is essential to capture unproductive learning and provide appropriate scaffolding. However, few reliable and valid computational thinking measures have been developed, especially in games, where computational knowledge acquisition and computational skill construction are implicit. This study introduced an innovative approach to explore students' implicit computational thinking through various explicit factors in game-based learning, with a specific focus on Zoombinis, a logical puzzle-based game designed to enhance students' computational thinking skills. Our results showed that factors such as duration, accuracy, number of actions and puzzle difficulty were significantly related to students' computational thinking stages, while gender and grade level were not. Besides, findings indicated gameplay performance has the potential to reveal students' computational thinking stages and skills. Effective performance (shorter duration, fewer actions and higher accuracy) indicated practical problem-solving strategies and systematic computational thinking stages (eg, Algorithm Design). This work helps simplify the process of implicit computational thinking assessment in games by observing the explicit factors and gameplay performance. These insights will serve to enhance the application of gamification in K-12 computational thinking education, offering a more efficient method to understanding and fostering students' computational thinking skills.
Practitioner notes
What is already known about this topic
- Game-based learning is a pedagogical framework for developing computational thinking in K-12 education.
- Computational thinking assessment in games faces difficulties because students' knowledge acquisition and skill construction are implicit.
- Qualitative methods have widely been used to measure students' computational thinking skills in game-based learning environments.
What this paper adds
- Categorize students' computational thinking experiences into distinct stages and analyse recurrent patterns employed at each stage through sequential analysis. This approach serves as inspiration for advancing the assessment of stage-based implicit learning with machine learning methods.
扫码关注我们
求助内容：
应助结果提醒方式：
Book学术文献互助群
群 号：481959085
京公网安备 11010802042870号
京ICP备2023020795号-1