Educational Technology Research and Development最新文献

This study investigated preservice teachers’ experiences of helping peers with technical support. Considering college-aged students prefer to seek help from relative experts rather than instructors, the rationale for the study was to contribute to the literature on relative expertise by exploring how preservice teachers supported peers. A mixed methods approach was employed using (1) social network analysis to find and identify the preservice teachers who assisted the greatest number of peers and (2) phenomenological interviewing and thematic analysis to understand how they helped their peers with technical support. Findings show that prior to serving as a relative expert around technical support, a preservice teacher explores tools and becomes comfortable with offering support. Findings also show how relative experts are approached by peers, how they offer support, and what changes they exhibit in confidence and comfort as a result of offering support. The findings in this study could be leveraged by teacher education programs to increase outcomes related to technology use and relative expertise. Implications and future research directions are noted including the potential value of peer technical support to help preservice teachers more easily transition to inservice teaching.

The systematic literature review (1) investigates whether ‘serious games’ provide a viable solution to the limitations posed by traditional high-stakes performance assessments and (2) aims to synthesize game design principles for the game-based performance assessment of professional competencies. In total, 56 publications were included in the final review, targeting knowledge, motor skills and cognitive skills and further narrowed down to teaching, training or assessing professional competencies. Our review demonstrates that serious games are able to provide an environment and task authentic to the target competency. Collected in-game behaviors indicate that serious games are able to elicit behavior that is related to a candidates’ ability level. Progress feedback and freedom of gameplay in serious games can be implemented to provide an engaging and enjoyable environment for candidates. Few studies examined adaptivity and some examined serious games without an authentic environment or task. Overall, the review gives an overview of game design principles for game-based performance assessment. It highlights two research gaps regarding authenticity and adaptivity and concludes with three implications for practice.

Computational thinking (CT) has received growing interest as a research subject in the last decade, with research contributions attempting to capitalize on the benefits that CT may provide. This study included a systematic analysis aimed at revealing current trends in the CT subject, identifying educational interventions, and emerging assessment instruments. It also gave an overview of how teachers learned CT skills and how they integrated the CT curriculum into classroom practices. We searched the data in the Web of Science database and identified 360 articles. Most importantly, it emphasized the following points: (a) the most popular subject areas in CT literature; (b) CT intervention tools; (c) CT assessment practices used so far within educational courses; and (d) effective CT approaches to influence pre-service teachers. Results from this review revealed that CT’s promotion in education had achieved significant progress in recent years. Along with the growth in the number of CT studies, the number of subjects, research questions, and teaching approaches also increased in recent years. It was also found that CT was mostly used in science, mathematics, programming, and computer science tasks, with little work in artificial intelligence (AI) and non-STEM areas. The essence of this paper implicated the researchers in designing the curriculum based on different subject domains. Furthermore, we recommended integrating augmented reality-based games using CT methodologies into the curriculum.

The purpose of this study is to explore the current status of micro-credentialing policies and practices in Middle Eastern and North African universities. Using a quantitative approach and a comprehensive questionnaire based on recent work by the Australasian Council on Open, Distance, and e-Learning (as reported by ACODE, Survey of micro-credentialing practice in Australasian universities 2021: An ACODE Whitepaper—October 2021, 2021), the study investigates areas such as standards, policies, adoption rates, integration into the curriculum, credentialing engines, and professional development. The findings indicate that micro-credentialing is still in its early stages in the region, with most universities initiating micro-credentialing within the past four years. The lack of a favorable policy ecosystem and standards for learning design, content, delivery, assessment, sizing, and issuance are identified as significant hindrances to the adoption of micro-credentials. To advance the micro-credential market, the study recommends that stakeholders collaborate and create quality standards, accountability mechanisms, financing strategies, and documentation frameworks that promote interoperability. The study suggests that improving policies for micro-credentials could help legitimize them and promote a more unified vision of micro-credentials as a crucial component of the national educational strategy.

Abstract

Computer science is often integrated within early childhood education (ECE) through the use of educational robots. This requires adequate preparation of ECE teachers to program and debug, which can be done with scaffolding. In this paper, we use a QUANT + qual mixed method approach incorporating lag sequential analysis, ICAP framework coding, sentiment analysis, and supplementary qualitative analysis. Students tended to engage more with tasks in the revision and evaluation phases than in the exploration phase, and became less dependent on scaffolding prompts and more competent in debugging, as debugging task complexity increased. This study addresses a key gap in the scaffolding literature in that it examined learners’ interactions with scaffolding for evidence of decreased reliance on scaffolding.

Generative AI such as ChatGPT provides an instant and individualized learning environment, and may have the potential to motivate student self-regulated learning (SRL), more effectively than other non-AI technologies. However, the impact of ChatGPT on student motivation, SRL, and needs satisfaction is unclear. Motivation and the SRL process can be explained using self-determination theory (SDT) and the three phases of forethought, performance, and self-reflection, respectively. Accordingly, a Delphi design was employed in this study to determine how ChatGPT-based learning activities satisfy students’ each SDT need, and foster each SRL phase from a teacher perspective. We involved 36 SDT school teachers with extensive expertise in technology enhanced learning to develop a classification tool for learning activities that affect student needs satisfaction and SRL phases using ChatGPT. We collaborated with the teachers in three rounds to investigate and identify the activities, and we revised labels, descriptions, and explanations. The major finding is that a classification tool for 20 learning activities using ChatGPT was developed. The tool suggests how ChatGPT better satisfy SDT-based needs, and fosters the three SRL phrases. This classification tool can assist researchers in replicating, implementing, and integrating successful ChatGPT in education research and development projects. The tool can inspire teachers to modify the activities using generative AI for their own teaching, and inform policymakers on how to develop guidelines for AI in education.