Computers and Education Open最新文献

{"title":"Does technology-based non-interactive teaching enhance students’ learning in the classroom?","authors":"Leonie Sibley ,&nbsp;Heike Russ ,&nbsp;Ghazallah Ahmad ,&nbsp;Benjamin Baumgärtner ,&nbsp;Daniel Bräutigam ,&nbsp;Sonja Brümmer ,&nbsp;Hannah Bussmann ,&nbsp;Nadja Erb ,&nbsp;Leah Evans ,&nbsp;Silke Fischer ,&nbsp;Lucie Gradl ,&nbsp;Rebecca Guddemi ,&nbsp;Kathrin-Beatrice Hauptmann ,&nbsp;Julian Hieke ,&nbsp;Samantha Hilsdorf ,&nbsp;Friedemann Högerle ,&nbsp;Bärbel Hoppe-Brixner ,&nbsp;Woomok Jeong ,&nbsp;Susanne Karl ,&nbsp;Sarah Lang ,&nbsp;Andreas Lachner","doi":"10.1016/j.caeo.2024.100233","DOIUrl":"10.1016/j.caeo.2024.100233","url":null,"abstract":"<div><div>The use of evidence-based practices can be regarded as the gold standard in technology-based learning and instruction. A steadily adopted educational practice is technology-mediated non-interactive teaching, in which students generate explanations of the previously learned contents to a fictitious audience by means of technologies (e.g., video, messenger). Although recent laboratory studies documented benefits of non-interactive teaching, field-oriented evidence is scarce. Research is needed to examine how laboratory evidence applies to authentic learning environments with school students and to determine whether these effects are generalizable to different authentic contexts. We applied a ManyClasses study to a) examine the generalizability of technology-based non-interactive teaching and b) explore context-related (domain, school type), demographical-related (age, gender, language), and implementation-related (grading, medium, timing) boundary conditions. In collaboration with teachers, we realized <em>k</em> = 20 different teaching units (each consisting of two lessons) in authentic settings across various school types and domains. Using a within-participants design, school students (<em>N</em> = 191) either taught the previously learned contents by means of technology to a fictitious peer or retrieved the contents in mind after the lesson. Results showed no main effect of non-interactive teaching; but domain and school type moderated the learning activity. The findings indicate that non-interactive teaching is not effective per se, but rather depends on the instructional contexts in which it is implemented. The investigation of the teaching effect with new approaches allows, for the first time, more generalizable conclusions to be drawn about non-interactive teaching with technology for students in authentic settings.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100233"},"PeriodicalIF":4.1,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does testing environment matter for virtual school students?","authors":"Ian Kingsbury ,&nbsp;Robert Maranto ,&nbsp;Andrea Honeycutt","doi":"10.1016/j.caeo.2024.100232","DOIUrl":"10.1016/j.caeo.2024.100232","url":null,"abstract":"<div><div>Standardized test performance among students in full-time virtual schools generally lags behind that of students in traditional, face-to-face schools. One largely unexplored potential cause is the requirement to complete tests at unfamiliar facilities rather than from home, the normal learning environment for these students. The COVID-19 pandemic enabled some full-time virtual school students to test from home, providing a unique opportunity to assess how testing environment might influence outcomes. Using data from an educational management organization (EMO) running virtual schools in 21 U.S. states, we test whether full-time virtual school students perform better on standardized exams administered at home (<em>n</em> = 524) relative to those testing at an unfamiliar testing site (<em>n</em> = 1,443) in 2020–21. Home testing is associated with nearly one fifth of a standard deviation improvement in math and ELA performance even after controlling for prior test performance. Moreover, tests taken from home more strongly correlate with other measures of academic performance than do tests taken at designated facilities, indicating they better capture academic progress. Analyses investigating whether home testing enables cheating are inconclusive.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100232"},"PeriodicalIF":4.1,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What influences teachers’ implementation of ICT in early childhood education? A qualitative exploration based on an ecological-TPACK framework","authors":"Tian Yang ,&nbsp;Chuanmei Dong","doi":"10.1016/j.caeo.2024.100228","DOIUrl":"10.1016/j.caeo.2024.100228","url":null,"abstract":"<div><div>Teachers’ implementation of information and communication technologies (ICT) directly shapes how children learn in early childhood education (ECE) contexts. While the number of studies on teachers’ implementation of ICT in ECE settings has increased in recent years, a more comprehensive understanding of what decides teachers’ actual technology-based practices are still needed. Therefore, this study aims to gain an in-depth understanding of what factors may influence ECE teachers’ ICT implementation. Drawing on the TPACK model and the ecological theory, this study develops the ecological-TPACK framework that provides a lens for interpreting the complex explanations behind teachers’ ICT implementation practices. A qualitative research design that involves individual interviews, classroom observations and field notes was used to collect data. The findings show that participants made decisions about ICT implementation based on their TPACK, which is further shaped by the ecological context surrounding them. The analysis based on the ecological-TPACK framework found factors influencing participants’ ICT implementation are complex and interrelated, which shows this framework is a valuable tool for understanding the complicated story behind teachers’ ICT implementation. Implications for policy-making and future research direction, are addressed at the end of this article.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100228"},"PeriodicalIF":4.1,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Middle school teachers’ implementation and perceptions of automated writing evaluation","authors":"Joshua Wilson ,&nbsp;Amanda Delgado ,&nbsp;Corey Palermo ,&nbsp;Tania M. Cruz Cordero ,&nbsp;Matthew C. Myers ,&nbsp;Halley Eacker ,&nbsp;Andrew Potter ,&nbsp;Jessica Coles ,&nbsp;Saimou Zhang","doi":"10.1016/j.caeo.2024.100231","DOIUrl":"10.1016/j.caeo.2024.100231","url":null,"abstract":"<div><div>Despite research supporting the efficacy of Automated Writing Evaluation (AWE) in improving writing outcomes, inconsistent implementation by teachers raises concerns about the efficacy of these systems in practice. However, little is known about what factors influence teachers’ implementation and perceptions of AWE. This study examined the relationship between teachers’ implementation and perceptions of the MI Write AWE system, seeking to identify actionable factors that could enhance AWE implementation and acceptance in the future. A mixed-methods design was utilized, combining quantitative analysis of usage logs and survey data with qualitative insights from focus groups and interviews with 19 teachers who participated in a randomized controlled trial (RCT) testing the efficacy of MI Write on students’ writing outcomes. Quantitative data were subjected to descriptive and non-parametric statistical analyses, while qualitative data underwent a deductive coding process, offering an integrated view of MI Write's use and educators’ perceptions. Teachers implemented MI Write variably and not to the extent expected of them within the RCT, but they did report generally positive attitudes towards MI Write. Findings indicated that positive perceptions of system usability and usefulness may be insufficient to promote effective implementation. Instead, ecological factors such as curricular alignment and the challenge of incorporating AWE into existing workload, administrative support, and broader social and educational policy appeared as factors influencing implementation. Findings emphasize that teachers’ implementation and perceptions of AWE are dependent on a range of contextual elements beyond mere system functionality, suggesting that successful adoption requires addressing broader ecological considerations.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100231"},"PeriodicalIF":4.1,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University student and instructor experiences with HyFlex learning: A scoping review","authors":"Therese M. Cumming ,&nbsp;Chen Han ,&nbsp;Lisa Gilanyi","doi":"10.1016/j.caeo.2024.100229","DOIUrl":"10.1016/j.caeo.2024.100229","url":null,"abstract":"<div><div>The global pandemic precipitated the movement of higher education course delivery from face-to-face to teaching online. During the post-pandemic period, some universities adopted the HyFlex model, which involves teaching students on-campus and online simultaneously. Widespread use of this model is in its infancy, therefore little is known about the experiences of university students and instructors using HyFlex mode. This knowledge is essential to the consideration of whether to continue, modify, or cease this form of course delivery. Therefore, the aim of this scoping review was to fill this gap in the literature by exploring the experiences of university instructors and students with the HyFlex model via a scoping review that followed Arksey and O'Malley's scoping review framework. A thematic analysis approach was used to analyse the data from each study reviewed. Four key themes emerged from the analysis: (a) learning satisfaction, (b) benefits of the HyFlex mode, (c) barriers and challenges related to the HyFlex mode, and (d) external factors that influence the quality of teaching and learning in the HyFlex mode. Each of these is discussed in detail and implications for future practice and further research directions are considered. The review also uncovered that there is a dearth of studies that included the voice of instructors, hence highlighting an underresearched area regarding the HyFlex mode of instruction.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100229"},"PeriodicalIF":4.1,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India","authors":"Amina Charania ,&nbsp;Simon Cross ,&nbsp;Freda Wolfenden ,&nbsp;Sohini Sen ,&nbsp;Lina Adinolfi","doi":"10.1016/j.caeo.2024.100227","DOIUrl":"10.1016/j.caeo.2024.100227","url":null,"abstract":"<div><div>Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100227"},"PeriodicalIF":4.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disentangling the influence of mobile learning usability and its determinants–PLS-SEM and importance-performance investigation","authors":"Andreas Janson ,&nbsp;Sissy-Josefina Ernst","doi":"10.1016/j.caeo.2024.100230","DOIUrl":"10.1016/j.caeo.2024.100230","url":null,"abstract":"<div><div>Today, numerous mobile learning applications are used to enable learning during the working process or on-the-go. However, few insights that are available regarding mobile application usability (MAU) and its determinants in the context of mobile learning. More specifically, there is a critical need to disentangle the determinants of MAU and their overall impact on MAU while also acknowledging the possible motivational consequences. Therefore, we developed a theoretical model of MAU, its determinants, and its consequences. By utilizing a free simulation experiment, we investigated the role of MAU in the domain of mobile learning. We used structural equation modeling to analyze the theoretical model. The results show a significant influence of MAU on mobile learning compatibility, performance expectancy, and self-efficacy. The results also indicate that compatibility acts as a partial mediator of usability on performance expectancy. Finally, we conducted an importance-performance analysis that reveals key usability insights: UI output, the most critical factor, underperforms, highlighting a major improvement area. UI structure and application design also need enhancement. In contrast, UI input and application utility perform well despite lower importance, with UI graphics showing adequate performance despite being least crucial. The present paper contributes to the discussion concerning MAU and its impact on mobile learning, while delivering formative insights of MAU for mobile learning applications.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100230"},"PeriodicalIF":4.1,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Balancing enjoyment and learning in teaching software project management with game-based learning","authors":"Alf Inge Wang,&nbsp;Vegard Aas Knutsen,&nbsp;Eivind Askestad","doi":"10.1016/j.caeo.2024.100226","DOIUrl":"10.1016/j.caeo.2024.100226","url":null,"abstract":"<div><div>Despite advancements in project management education, project failures remain common, often due to insufficient experience and skills. Games offer a valuable platform for teaching practical project management skills, allowing players to learn from mistakes without significant economic costs. However, many serious games in this field lack focus on engagement and motivation. The \"Software Project Management Game\" introduced in this article addresses these issues by incorporating motivational game design principles, drawing inspiration from entertainment games like Game Dev Tycoon and The Sims. The game ensures a smooth flow without unnecessary interruptions, putting players in control. Players progress through five projects of increasing complexity, gradually developing their skills and learning soft skills and task dependencies. This article details the design, implementation, and evaluation of the game, focusing on gameflow, intrinsic motivation, perceived learning, and usability. The results indicate that the game successfully balances enjoyment and learning, making it an effective tool for teaching core project management skills.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100226"},"PeriodicalIF":4.1,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online education benefits instructors’ emotional labor management","authors":"Danielle Sonnenberg ,&nbsp;Pamela Rutledge","doi":"10.1016/j.caeo.2024.100225","DOIUrl":"10.1016/j.caeo.2024.100225","url":null,"abstract":"<div><div>The growth in online education preceded the pandemic, however, COVID-19 drastically altered the educational landscape by forcing the unprecedented shift of education from in-person to remote learning. This change heightened concerns over student outcomes due to a lack of emotional engagement that is critical to academic outcomes. To create a positive emotional connection in any learning environment, teachers must actively manage their emotions within professional guidelines. Studies on instructors’ emotional experiences are sparse, leading to a lack of understanding as to how instructors adapt their strategies and emotional labor in online versus in-person teaching modalities to build deep emotional connections with students. This study addresses this gap in the literature by asking instructors about their comparative experiences of emotional empathy and emotional labor in person and online. Nineteen qualitative interviews with higher education instructors experienced in both settings revealed three key findings: 1) creative use of empathy-building strategies online reduced instructors’ concerns over platform limitations, 2) the time lag in asynchronous online courses allowed instructors to more meaningfully address all student concerns and 3) contrary to expectations, emotional labor was experienced more intensely in face-to-face classes than online, suggesting that online settings gave instructors more space to manage emotional labor. This research centers on the debate between technological determinism and social constructionism: Are empathetic bonds and fulfilling professional experiences shaped by the teaching modality, or are they the result of adaptive pedagogies and strategies?</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100225"},"PeriodicalIF":4.1,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining peer review network dynamics in higher education visual communication courses using ERGM","authors":"Ly Dinh ,&nbsp;Alon Friedman ,&nbsp;Kevin Hawley","doi":"10.1016/j.caeo.2024.100222","DOIUrl":"10.1016/j.caeo.2024.100222","url":null,"abstract":"<div><div>Peer review plays a pivotal role in shaping collaborative learning environments and evaluating student engagement, but there is a lack of research on the relational dynamics that underlie the interactions between students during the peer review process, which is critical for understanding the effectiveness of peer review for students’ learning outcomes. Using explanatory sequential study design, this study’s objectives are to explore the dynamics of peer review as a feedback mechanism in higher education within a social network context, focusing on student interactions during the feedback process. Specifically, we applied dyadic-independent Exponential Random Graph Modeling (ERGM), along with mixed-methods design to analyze peer review interactions within a visual communication course at a large state university. We collected and analyzed two samples: a quantitative sample of 167 students for network analysis, drawn from 3082 peer reviews and rubric scores, and a qualitative sample of 136 students from post-course surveys that provided feedback on the peer review process and course methodologies. Our investigation revealed the inherently social network nature of peer review, shedding light on its significance in engaging students and assessing student engagement. Specifically, we examined the role of students’ performance levels, edge-based attributes derived from the visual peer review rubric, and language used in the feedback on the likelihood of forming peer review connections in the network. Our findings indicate that attributes derived from the visual peer review rubric significantly influence the likelihood of peer connections. On the other hand, students’ performance levels do not have any impact on the formation of peer connections. The findings highlight the importance of visual peer review activities in shaping peer connections in the classroom. Future studies will incorporate higher-order structures, such as transitivity and triadic closure, into our ERGM model to further enhance our understanding of peer review dynamics in educational settings.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100222"},"PeriodicalIF":4.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}