Computers in human behavior reports最新文献

In the digital age, information problem solving (IPS) competence is essential for professionals to use online information effectively. Despite its importance, starting professionals often struggle with processing and presenting information, which are critical phases during authentic IPS tasks. Therefore, higher education institutions are tasked with preparing students to navigate these complex phases of IPS after graduation. However, most previous studies have focused on the “search” and “select” phases of simple, short-duration IPS tasks, which do not reflect the complex information challenges faced in professional settings. To address this gap, this study aimed to identify and categorize the strategies higher education students currently use to process and present information for a semester-long authentic professional task. A thematic analysis of cued retrospective reporting sessions was conducted with 24 senior students while they created a website for professional practice. Students demonstrated 49 IPS strategies, which were categorized into twelve IPS activities across three generic activity phases: “process,” “synthesize,” and “create.” Within these phases, three patterns of co-occurring strategies were observed: reproductive, arranging, and elaborative. Based on these findings, existing IPS process models were empirically refined. The observed variation in strategies highlights the importance of building on students' strengths when teaching IPS. Teaching them to adapt the strategies to various authentic task contexts could help enhance students’ IPS competence and strategic flexibility in real-world settings. Future research should explore the applicability of the updated IPS model across different authentic task contexts to refine instructional approaches further.

Impaired control (IC) is a defining feature of behavioural addictions including gaming disorder (GD), but few psychometric studies have investigated the predictive power of a dedicated IC measure. In this study, we examine the predictive power of a recently developed IC measure, the Impaired Control Over Gaming Scale (ICOGS), after controlling for known correlates of gaming disorder, including play frequency, gaming urges and negative mood states. A sample of 513 regular gamers, recruited through the online platform Prolific, completed a survey consisting of validated measures, including Petry et al.’s (2014) gaming disorder (GD) measure. Positive correlations were found between GD scores and IC, gaming urges, depression, anxiety, stress and play frequency. A hierarchical linear regression showed that the IC measure explained an additional variance of 10.8% in GD after controlling for the other measures and was the strongest predictor. This study supports the view that IC is an important construct to measure and monitor in research and clinical assessments of GD. Assessing IC in greater detail offers multiple benefits, including: early detection and intervention to prevent escalating problem behaviours and mitigating negative consequences of gaming disorder, personalized treatment to address specific aspects of impaired control, and identification of specific risk factors and treatment progress monitoring with clinicians being able to adapt treatments plans based on IC scores.

Theory

The successful implementation of computational thinking into primary schools requires that primary school teachers feel safe and confident in teaching this topic to young learners. However, many student teachers face low expectancy of success and heightened anxiety towards computational thinking. Self-worth theory suggests that this may lead to a self-worth threat and in consequence to engagement in self-protective behaviours, hampering the successful acquisition of skills needed to implement computational thinking into their future classrooms.

Aims

This study aims to investigate potential self-worth threats as amplifiers of student teachers’ resistance to engage in computational thinking.

Method

323 student teachers participated in the study. Participants filled out a questionnaire on expectancy of success and anxiety towards computational thinking, and rated how likely they were to engage in self-protective behaviours, i.e., self-handicapping, avoiding novelty, and academic cheating, when learning about computational thinking at the start of the semester.

Results

Students showed heightened levels of anxiety and low levels of expectancy towards computational thinking. Further, they reported that they would be likely to engage in self-protective behaviours. A structural equation model showed that anxiety towards computational thinking was positively related to self-protective behaviours. Moreover, expectancy had a negative indirect effect via anxiety towards computational thinking on self-protective behaviours.

Discussion

Student teachers might experience self-worth threats when learning about computational thinking and engage in self-protective behaviours that might hamper their success. Our findings caution the impact of possible self-worth threats on teaching methods, thus influencing children's learning in the 21st century.

Traditional educational settings often struggle to engage students and cater to their individual needs when cultivating analytical thinking skills. This study addresses this challenge by exploring the potential of animated cartoons to enhance analytical thinking among elementary students. The research aims were to develop an animated cartoon format that encourages analytical thinking, evaluate its effectiveness, and investigate students' application of analytical thinking. Using cluster sampling, 2258 students were selected from 44 randomly chosen schools in Thailand's Mekong River Basin. The study employed a mixed-methods approach, utilizing document analysis, format suitability assessment, and an analytical thinking skills rubric. Data analysis involved qualitative summaries, descriptive statistics, and comparisons of pre- and post-intervention assessments. The findings revealed that the developed 3D animated series “Tang Na's Analysis" significantly improved students' analytical thinking skills, with high format suitability and good quality analytical thinking post-intervention. This study highlights the potential of animated instructional media to stimulate higher-order cognitive functions and make complex concepts accessible, contributing to the integration of engaging technological tools in education to nurture essential thinking skills.

In the rapidly evolving landscape of digital competencies, the need for a robust and universal method to assess students’ algorithmic thinking (AT) skills has become increasingly pronounced. Algorithmic thinking refers to the ability to analyse a problem and develop a step-by-step process to solve it.

This research investigates the efficacy of the Cross Array Task (CAT) as an assessment tool for AT skills within Switzerland’s compulsory education system. Originally conceptualised as an unplugged activity, where students performed the task without digital technologies (e.g., by using gestures on paper) and an administrator manually assessed them, the CAT evolved into a digital activity that runs on an iPad. The CAT’s digital transformation has automated the scoring of student responses and data collection, streamlining the assessment processes and facilitating efficient large-scale assessments. It has also enhanced scalability, making the CAT suitable for widespread use in educational settings. Furthermore, it provides immediate feedback to students and educators, supporting timely interventions and personalised learning experiences.

Our study aims to comprehensively investigate algorithmic competencies in compulsory education, examining their variations and influencing factors. This research examines key variables, such as age, sex, educational environment and school characteristics (e.g., the level and grade of education), and regional factors (e.g., the canton of the school) in Switzerland, and characteristics related to the specific assessment tool, including the type of artefact used, the complexity of the algorithms generated, and the level of autonomy. Additionally, it seeks to analyse the effectiveness of the unplugged and digital approaches in assessing AT skills, specifically comparing the unplugged and virtual CAT versions, aiming to provide insights into their advantages and potential synergies.

This investigation delineates the developmental progression of AT skills across compulsory education, emphasising the influence of age on algorithm development and problem-solving strategies. Furthermore, we reveal the impact of artefacts and the potential of digital tools to facilitate advanced AT skill development across diverse age groups. Finally, our investigation delves into the influence of school environments and sex disparities on AT performance, alongside the significant individual variability influenced by personal abilities and external circumstances.

These findings underscore the importance of tailored educational interventions and equitable practices to accommodate diverse learning profiles and optimise student outcomes in AT across educational settings.

Purpose

This study explores the factors influencing the adoption and acceptance of Metaverse technologies in educational settings. Despite the growing interest in immersive educational environments provided by the Metaverse, there is a lack of comprehensive understanding regarding the elements that affect user engagement and acceptance. This paper aims to bridge this gap through a systematic review of empirical studies that apply Information Systems theories such as TAM, UTAUT, TPB, and their extensions.

Methods

A total of 35 empirical studies were analyzed using a methodical review approach. The research methodologies employed in these studies include surveys, structural equation modeling, and interviews, providing a broad spectrum of data on how different factors influence educational outcomes in the Metaverse.

Results

The findings reveal that user adoption of the Metaverse in educational contexts is influenced by multiple factors at individual, technological, and environmental levels. Key factors identified include effort expectancy, behavioral intention, self-efficacy, enjoyment, and immersion. These factors are subject to moderating effects, suggesting that the dynamics of Metaverse adoption are highly context-dependent.

Conclusion

The insights gained from this review provide valuable guidelines for educators, policymakers, and technology developers aiming to effectively integrate Metaverse technologies into educational frameworks. The study also outlines limitations and suggests directions for future research, highlighting the need for further investigations into the longitudinal impacts and cultural adaptability of Metaverse applications in education.

This study investigates the dynamics between social media engagement and well-being, employing a multi-dimensional analysis encompassing psychological, behavioral, social media usage patterns, and physiological perspectives. Through the utilization of electrodermal activity, our study identified a statistically significant increase following exposure to a negative comment. In addition, analysis of facial expressions revealed a variety of reactions, including laughter, irritation, sadness, and neutrality, once participants were confronted with the negative comment. Our analysis revealed intriguing insights into the relationship between personality traits and social media interactions. We observed that individuals with higher agreeableness were more likely to contemplate deactivating social media platforms. Conversely, lower levels of neuroticism were associated with self-reported social media addiction, while extraversion showed a positive correlation with increased posting frequency. These findings highlight the intricate relationship between individual personality traits and reactions to negative social media experiences, offering valuable insights into the complex dynamics of online interactions and their effects on overall well-being.

The teaching profession has always been recognized as one that requires a greater vocational calling. However, education professionals have had to adapt to and manage phenomenons which have arisen due to more demanding work contexts that require them to participate in work, even when they are ill (presenteeism), and to a global-wide digital transformation. Such phenomenons include cyberbullying, which has proliferated in school environments. It is crucial to understand the impact this type of phenomenon can have on these professionals. Accordingly, the main objective of this study was to identify the needs felt by teachers to deal effectively with incidents of cyberbullying and its potential impact on and reduce presenteeism. Two studies were developed, with the intention that the hypotheses posed by the quantitative study could be enriched with the inferences drawn from the qualitative study. A sample of 542 middle school teachers responded to questionnaires and 63 participated in interviews. The results showed that teachers’ professional calling led to a lower loss of productivity, due to a lower frequency of presenteeism. This effect was more pronounced in the presence of cyberbullying observation. This study provides a contribution to the calling and presenteeism literature since it focuses on the impact of observing cyberbullying on sickness presence. It is relevant because by knowing the demands that teachers feel and the resources they lack, it is possible to implement tailored intervention and prevention programs to help professionals deal with cyberbullying.

This study investigates the factors influencing the adoption of digital learning platforms among university students in Cambodia, integrating multiple theoretical frameworks: the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Self-Determination Theory (SDT). Conducting a cross-sectional survey with 369 students from various institutions, this study employed partial least squares structural equation modelling (PLS-SEM) to analyze the data. The findings revealed significant connections among motivational factors, perceived ease of use, usefulness, and subsequent adoption behaviours. This study contributes significantly to the global discourse on digital education, particularly from the perspective of a developing country, at a pivotal point in its educational evolution in the digital age. This highlights the importance of enhancing intrinsic and extrinsic motivations among students to improve the adoption and effective use of digital learning resources, offering practical recommendations for educational stakeholders in Cambodia and similar contexts.