Education and Information Technologies最新文献

With the generative artificial intelligence (AI) tool’s remarkable capabilities in understanding and generating meaningful content, intriguing questions have been raised about its potential as an automated essay scoring (AES) system. One such tool is ChatGPT, which is capable of scoring any written work based on predefined criteria. However, limited information is available about the reliability of this tool in scoring the different dimensions of writing quality. Thus, this study examines the relationship between the scores assigned by ChatGPT and a human rater and how consistent ChatGPT-assigned scores are when taken at multiple time points. This study employed a cross-sectional quantitative approach in analyzing 50 argumentative essays from each proficiency level (A2_0, B1_1, B1_2, and B2_0), totaling 200. These essays were rated by ChatGPT and an experienced human rater. Using correlational analysis, the results reveal that ChatGPT’s scoring did not align closely with an experienced human rater (i.e., weak to moderate relationships) and failed to establish consistency after two rounds of scoring (i.e., low intraclass correlation coefficient values). These results were primarily attributed to ChatGPT’s scoring algorithm, training data, model updates, and inherent randomness. Implications for writing assessment and future studies are discussed.

Computational thinking (CT) is regarded as a valuable skill set for the students of the 21st century, fostering problem-solving skills applicable to academic disciplines and everyday problems. Assessing CT involves evaluating the development of its concepts, practices, and perspectives. However, establishing comprehensive and validated assessments across different educational levels remains challenging. The Beginners Computational Thinking Test (BCTt) is a validated tool for assessing CT concepts among primary school students, especially during their first grades (ages 5 to 10). This paper describes the translation, cultural adaptation, and psychometric validation of the BCTt for use with Greek students. The translation process involved both forward and backward translation, while the validity assessment included content and construct validity. The psychometric properties of the adapted scale were also evaluated using Item Difficulty Index, Item Discrimination Index, internal consistency, and test-retest reliability. The results indicated that the Greek version of the BCTt can be used as a reliable and valid tool for assessing the CT skills among students in the three lower grades of primary school, with greater suitability for use among students in the two lower grades. Finally, our findings contribute to improving the existing assessment tools tailored to primary school students while guiding future refinement efforts to enhance overall psychometric quality.

The present pilot study aimed to develop, implement, and evaluate an escape room game for oncologic emergencies. This quasi-experimental pilot study was developed and evaluated by teachers for an oncology nursing course. A total of 76 nursing students ​participated in the study. After completing the game, students were given access to the data collection tools including “Introductory Information Form, Instructional Materials Motivation Survey, Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale by clicking on a link at the end of the game. Findings revealed that the students participating in the escape room game were highly motivated, satisfied, and self-confident with learning, and they were also satisfied with the design of the game. There were statistical differences between the total and sub-dimension scores of the variables examined and the scales used (p < 0,05). The current study on the use of an oncological emergencies-themed escape room as a teaching and learning strategy has provided promising insights. In nursing education, traditionally dominated by theoretical and practical intensive content, current study findings underline the value of this innovative strategy in helping students to improve motivation, satisfaction, and confidence in learning.

This study investigates disparities in Technological Pedagogical Content Knowledge (TPACK) and attitudes towards digital technology integration among primary mathematics teachers in urban and rural China. In response to the post-pandemic era’s rapid technological advances, this research highlights the digital divide in primary education. A survey of 366 teachers assessed TPACK proficiency, technology access, professional development, and demographic impact factors like age and gender. The instrument, refined through Exploratory Factor Analysis (EFA) and confirmed with Confirmatory Factor Analysis (CFA), provided reliable measures. Data analysis employed descriptive statistics and non-parametric tests (Mann-Whitney U and Kruskal-Wallis) to explore differences across demographics. Findings reveal stark contrasts between urban and rural educators. Urban teachers exhibited higher TPACK proficiency and more favourable attitudes towards technology, likely due to enhanced access to resources and professional development. Conversely, rural teachers, challenged by limited access and support, displayed lower proficiency and less positive attitudes. Furthermore, younger teachers showed greater ease with technology integration than older counterparts, with no significant gender differences. The study’s implications highlight the need for tailored professional development in rural areas and equitable policymaking for technology access across all educational environments. These findings illuminate the urban-rural digital divide in China’s primary education and contribute to the global understanding of technology integration in diverse educational settings. Also, this research enriches the academic discourse on technological equity in education, providing a framework for comparative international studies and policy development.

Based on the instructional interaction principles outlined by Chen and Wang (2016) in third-generation distance learning, this study employs a recursive logical perspective on the evolution of the theory of interaction in distance education. It constructs a structural equation model to measure the mediating utility path of the learner’s proactive personality and the interactive outcomes of online learning to test the hierarchical relationships in the instructional interaction concepts of third-generation distance learning. The study proposes a mechanism for cultivating and transforming proactive personality, aiming to explore the potential pathways for online differentiated instruction management based on learner personality traits. The research conclusions reevaluate the conceptual hierarchy under the third-generation distance learning interaction theory and confirm the positive and significant impact of proactive personality on learners’ online learning interaction. According to the data analysis, recommendations are made for the implementation of personalized teaching strategies based on the strength of the proactive personality: (1)Teaching strategies for individuals with strong proactive personalities should adhere to principles of open environments, challenging tasks, shaping central roles, and immediate high-frequency interactions; (2) Teaching strategies for individuals with weak proactive personalities should adhere to principles of creating an active atmosphere while downplaying identity, stimulating introspection and providing timely feedback, and offering simple and low-pressure tasks; (3) By mixing individuals with a wide range of proactive personality traits and implementing intra-group settings and teacher-driven approaches, the learning drive of individuals with strong proactive personalities can be leveraged to benefit those with weak proactive personalities. This study contribute to explain the explicit process of learners’ cognitive networks and presents the direction of knowledge transmission and its periodic forms, which enriches the theoretical basis for the evaluation of instructional interaction in online courses and provides practical references for personalized teaching interaction strategies.

Project-based learning (PBL) is a learning technology praised for its ability to grow domain-specific and domain-general skills and related knowledge and attitudes. However, consistently designing effective PBL experiences is challenging, primarily due to the lack of instructor support and guidance for designing PBL experiences aligned with learning principles. This study designs a framework that aids software engineering instructors in designing, administering, and refining structured PBL experiences. We follow design science research to iteratively understand the problem of effective PBL experiences and design solutions for consistently creating them. We validate our intermediary designs by instantiating PBL experiences for a fourth-year undergraduate course on software design, running the experience, and reflecting on the gathered data. We repeat this process four times. Through the lens of pragmatism, we validate our final design by interviewing five software engineering instructors to examine the applicability of our framework to their courses. The resulting framework is based on the four-component instructional design model, where each instantiated PBL experience is a sequence of learning tasks. The framework is divided into four composite activities to reduce the cost of authoring PBL experiences. The paper includes heuristics and examples to aid instructors in using our framework. The designed framework has successfully created four large-scale PBL experiences, each lasting three months and including teams of 16 students. The case study results and the interviewees’ perceptions indicate that the framework is useful for higher education study programs, coding boot camps, and onboarding corporate training programs.

Stellar observation, encompassing the study of star formation, stellar properties, and the governing physical laws, presents a readily accessible topic for many learners; however, many stargazing beginners may find it challenging. By applying the supplemental Gollin effect within animated display and the haptic effect of game-like play with a remote controller joystick, we designed an immersive Virtual Reality (IVR) game named Stargazing-Fun for participants to locate stars with different levels of brightness and to draw lines between stars to form constellations. To understand the learning effect of this IVR design, visitors to an Astronomical Museum were invited to take part in an experiment, during which the learning effectiveness of IVR-Stargazing-Fun was examined by conducting pre- and post-tests and administering a questionnaire related to IVR self-efficacy, learning interest, IVR frustration, and flow experience. A total of 213 useful data were subjected to structural equation modeling. The results of this study indicated that IVR self-efficacy was positively related to learning interest, but negatively related to IVR frustration; flow experience could be positively predicted by learning interest, but negatively predicted by IVR frustration; and flow experience could positively predict learning outcome. Besides, comparing the pretest and posttest, the results showed learning progress in IVR practice. Results imply that the Gollin effect can be applied to VR designs for beginner of stargazing.

As institutions continue blended or hybrid learning, video conferencing in education remains central. This study investigates learner acceptance with three popular videoconferencing platforms – Zoom, Microsoft Teams, and BigBlueButton – and the development of e-professionalism. E-professionalism applies professionalism to online behaviors, including social media. We develop an expanded Technology Acceptance Model (TAM) to include perceived internal and external support along with ease of use and usefulness, and a four-factor professionalism model. Data is collected from 340 undergraduate business students of a 4 year higher education institution in the USA. A Partial Least Squares approach revealed a significant relationship between perceived technology acceptance and e-professionalism. Selecting a video conferencing tool (VCT) with an intuitive design, like Zoom, and providing educational support positively impacts the learning and teaming experience and cultivates professionalism.

The current study was conducted to identify the perceived effectiveness of online learning systems for urban and rural students of higher education institutions in Pakistan. A survey of 592 students from ten public and private sector institutions in Pakistan was conducted to obtain their opinions against eleven factors of perceived learning effectiveness including goal setting, time management, environmental structure, help-seeking, self-evaluation, attitude towards blended learning, technology quality, learning motivation, level of student interaction and grade average of students for two (online and face-to-face) semesters. Results indicated that there were significant differences between rural (292) and urban (300) students on the perceived effectiveness of online learning systems against all the variables including their grade performance, which were previously insignificant during online classes. The results have revalidated the social justice theory that equal opportunities and resources should be provided to all on an equitable basis to achieve the results of any social activity including online education, which is the contribution of the current research. The research has discussed several implications for policymakers, higher education institutions, and researchers in detail. Keywords, Higher education institutions, Goal setting, Attitude towards blended learning, Learning effectiveness, Technology quality.

The introduction of online homework has revolutionized traditional assignment formats, providing students with access to abundant learning resources, a convenient platform for completing assignments, real-time interactive learning opportunities, and accurate feedback. However, there is a paucity of research exploring the perspectives of elementary school students on the use of online homework platforms. This study, rooted in the online learning experiences of elementary school users, introduces three variables—perceived playfulness, perceived interactivity, and flow experience—to extend the UTAUT model. The investigation explores the behavioral intention of elementary school students to use online homework platforms. Data were collected through a questionnaire survey involving 312 elementary school students, and structural equation modeling was employed to analyze 289 valid responses. The results indicate that flow experience, social influence, performance expectancy, and effort expectancy significantly influence the behavioral intention of elementary school students to use online homework platforms. Additionally, perceived playfulness and perceived interactivity indirectly impact students' behavioral intention through the mediation of flow experience. Furthermore, it was observed that students' effort expectancy affects their performance expectancy. In conclusion, this research contributes to a deeper understanding of Chinese elementary school students’ behavioral intention to use online homework platforms by reflecting their status and requirements within the context of online homework. The findings provide valuable insight for optimizing and upgrading online homework platforms as well as their pedagogical application.