Educational Technology Research and Development最新文献

Despite the efforts of instructional design (ID) to solve real-life problems, it remains challenging to adapt and be flexible in such situations. In particular, problems that require simultaneous knowledge of multiple domains and contexts are more challenging to solve because real-life problems do not reconstruct the learned experience. This is generally thought to stem from differences between learning and real-life practice, but it also stems from instructional designs that fail to reflect the problem's structure and cognitive processes. This study is based on the 4C/ID model and proposes an instructional design for developing and connecting cognitive processes across multidimensional domains and contexts. It employs a simple-to-complex method that combines emphasis manipulation sequencing with simplifying condition sequencing, exposing students to the entire domain and context from the beginning of the learning process to develop a holistic cognitive process. A quasi-experiment was conducted with 34 sophomore college students majoring in education who were asked to create a lesson plan using different teaching styles. The groups consisted of students learning using emphasis manipulation sequencing and single sequencing (emphasis + condition), and the experimental procedure consisted of a total of five sessions, with between-group and within-group analyses of the effects of cognitive strategies and structural models. In the between-group analysis, cognitive strategies and structural models using the single sequencing method were effective from sessions 2 through 5, while in the within-group analysis, the development of cognitive strategies and structural models occurred from sessions 1 through 3, when the simplifying condition sequencing principle was maintained. While the proposed instructional designs are not a foolproof way to develop cognitive processes, a combined approach that considers the nature of the task provides a starting point that can enhance real-life training.

The relationship between technology and educational processes is a complex one. At this moment, increased digitization as well as efforts to limit the use of digital tools can be observed. In view of (a) deepening our understanding of the relationship between technology and educational processes and (b) strengthening the productive educational use of technological tools, elements of a relevant and comprehensive agenda for educational technology research agenda are proposed. The agenda refers to the following elements: educational goals, learners, technological tools, a tripartite relationship learner-tool-teacher, context, and designing learning environments. Recognizing the need for diverse methods and consistent descriptive frameworks can help make the research agenda more cumulative and coherent.

During COVID, HyFlex gained popularity and became a "new normal" that educators need to consider as an effective instructional approach. Previous research offers conflicting findings related to the impact of HyFlex instruction on students' basic psychological needs and academic performance. Our investigation provides insight into a specific variation of HyFlex we call "Interactive Synchronous HyFlex" as it is situated in a highly collaborative active learning environment. The investigation aimed to clarify relationships between students' academic performance, basic psychological needs, and demographics of a pre-pandemic face-to-face offering of an undergraduate project-based design course and the same course using an Interactive Synchronous HyFlex approach at the end of the pandemic. Demographic data were collected from university databases; academic performance was measured by end-of-semester grades; and a survey measured basic psychological needs. The findings revealed that students in the HyFlex offering perceived their basic psychological needs as being met as effectively or significantly more so compared to students in the face-to-face offering. Significant predictors of student academic success were different for face-to-face environments compared to predictors that were significant in HyFlex environments. In the HyFlex environment, relatedness to the instructor was a significant predictor of academic success as was class rank and gender. These findings point to the importance of instructor presence as a key factor in student success in the HyFlex model. Overall, the results indicate that the HyFlex environment is a viable educational model for the post-pandemic era.

Artificial intelligence (AI) competence in education is a set of skills that enable teachers to ethically and responsibly develop, apply, and evaluate AI for learning and teaching processes. While AI competence becomes a key competence for teachers, current research on the acceptance and use of AI in classroom practice with a specific focus on the required competencies of teachers related to AI is scarce. This study builds on an AI competence model and investigates predispositions of AI competence among N = 480 teachers in vocational schools. Results indicate that AI competence can be modeled as combining six competence dimensions. Findings suggest that the different competence dimensions are currently unequally developed. Pre- and in-service teachers need professional learning opportunities to develop AI competence.

Based on the assumptions of cognitive load theory, this study aims to utilize the eye movement data collected from multiple experts to scaffold novice graphic designers. The study has two main stages. In the first stage, eye tracking was used to record the eye movements of 7 experts, who covered eight topics explaining how to use Photoshop. The areas of interest and fixation durations were analyzed for each topic to extract the common patterns. Instructional videos were produced with the guidance of both eye movement patterns and multimedia design principles. In the second stage of this study, those videos were delivered to 30 university students. The experiment group watched the guided videos, whereas the control group watched straight videos, i.e., content without guidance. The guidance elements were reduced (faded) as students got familiar with the interface. All participants were assigned to perform tasks as soon as they completed the videos. The findings showed that the knowledge scores did not significantly differ between groups. Still, the average performance scores of the experiment group were considerably higher than that of the control group. Considering the transition process, the experiment group outperformed the others. The topics in which experts’ eye movements highly matched each other resulted in high-performance gaps among groups.

The COVID-19 pandemic has accelerated digitization, access to IT resources, and digital inclusion in the Italian school system. This paper presents D-UDA (i.e., “unità didattica di apprendimento digitale”, in Italian), a digital didactic unit for learning mathematics concepts. The presented approach combines teaching methodologies and game-based activities (e.g., the escape room) with a multisensory approach to designing and developing digital and multimodal technologies. D-UDA is divided into two parts: the first part consists of logic puzzles that adhere to the guidelines set by INVALSI (the Italian Istituto Nazionale per la Valutazione del Sistema educativo di Istruzione e di formazione) for mathematics learning, while the second part involves a series of multisensory games designed to promote the development of transversal competencies, such as cooperation and engagement. Moreover, D-UDA encourages children to create their own adventure using the same tools employed by the designers to develop the experience. The children who participated in testing D-UDA in June 2020 were asked to complete usability questionnaires after the experience. Preliminary results indicate the effectiveness of the educational intervention presented, which integrates recent pedagogical theories and teaching methodologies with a multisensory perspective and a technological design.

Technological advancements in recent years have accelerated the development of information and communication technologies, introducing numerous innovations. One prominent innovation is the concept of the metaverse, which has gained significant popularity and is increasingly influencing various sectors, including the economy, art, entertainment, and education. Despite its growing relevance, there is a practical gap in understanding how management information systems students in Türkiye perceive the use of the metaverse for software education. This study aims to address this gap by exploring students’ perceptions and identifying the factors that influence their intentions to use the metaverse. The conceptual model includes adoption characteristics such as traibility, observability, compatibility, and complexity, as well as user satisfaction, personal innovativeness, and the structures of the technology acceptance model. The data of the study were obtained from 877 students, and the collected data were analyzed utilizing the structural equation modeling technique. The results indicate that personal innovativeness positively influences perceived usefulness and perceived ease of use. However, perceived observability, user compatibility, and perceived traibility did not significantly impact user satisfaction. Conversely, perceived usefulness, user satisfaction, and perceived ease of use positively affect students’ intentions to use the metaverse for software education. This study offers valuable contributions to the metaverse literature, educators, field experts, and researchers.

The purpose of the present study was to analyze the impact of technology on student foreign language learning, as it has been widely used to enhance language instruction over the past few decades. This multivariate meta–meta-analysis study aimed to examine the effects of technology on various aspects of language learning, including listening, speaking, reading, writing and vocabulary, and explore how factors like educational level and technology type influenced these impacts. The researchers conducted a meta-analysis of 10 studies published prior to May 2023, using both qualitative and quantitative methods. They analyzed the descriptive and methodological characteristics of each study, and found a statistically significant overall effect size (g = .068, p < .001 with a 95% confidence interval of .595–.860) indicating that technology positively impacted language learning outcomes compared to traditional learning methods. The researchers identified educational level and technology type as important factors contributing to the variability in effect size. Specifically, both higher education and K-12 settings, as well as VR tools and computing resources, had positive impacts on students’ foreign language learning. Overall, the results suggest that using technology is an effective way to improve foreign language learning for students, and provide valuable recommendations for future research and practical applications in this area.

Computational thinking is accepted today as a collection of cognitive and social skills required for functioning in the 21st century. The paper presents a conceptual view at computational thinking that encompass concepts, problem-solving skills, application skills, and social skills. To impart those perceptions and skills the paper proposes the Four Pedagogies for Developing Computational Thinking (4P4CT) framework, which relies on active learning, project-based learning, product-based learning, and context-based learning, and advocates implementing computational thinking across all the education system in all subject matters at all ages by all teachers. The framework is presented and its implementation in an academic course for preservice K-12 teachers, taught so far in 16 classes attended by 409 preservice K-12 teachers, is described in detail. To support the effective development of the expected competences among preservice teachers, two types of empirical qualitative evidence, related to student outcomes, are presented: (a) simulations of computational processes, and (b) reflections that indicate a change in preservice teachers' perceptions and the application of computational thinking in their future teaching work.

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