Computers and Education Open最新文献

{"title":"Exploring user-generated content motivations: A systematic review of theoretical perspectives and empirical gaps in online learning","authors":"Yaoyao Zhang,&nbsp;Christina Ioanna Pappa,&nbsp;Daniel Pittich","doi":"10.1016/j.caeo.2024.100235","DOIUrl":"10.1016/j.caeo.2024.100235","url":null,"abstract":"<div><div>Technological advancements, digital transformation, and the increasing prominence of web-based platforms have significantly expanded the pool of online content producers, particularly within the User-Generated Content (UGC) model. This study comprehensively reviews the literature on UGC- generative motivations published from January 2005 to December 2022. Using the Web of Science (WoS) and China National Knowledge Infrastructure (CNKI) databases, we updated retrieving English and Chinese literature in June and November 2024, respectively. We screened the identified studies based on specific inclusion and exclusion criteria, resulting in 63 and another 3 primary studies. These studies were analyzed to extract 13 distinct UGC-generative motivations, 46 motivation influence factors, and 22 most empirically supported theoretical perspectives. The relationship between motivations and motivation influence factors was classified into intrinsic, extrinsic, personal, and technical levels. Our findings indicate a notable gap in empirical research regarding UGC generation from the perspectives of knowledge ecosystems and cognitive surplus, particularly in the context of Technical and Vocational Education and Training (TVET) online learning. The study underscores the importance of leveraging cognitive surplus to enhance the UGC knowledge ecosystem, specifically recommending targeted strategies for educators and platform designers to motivate TVET teachers to contribute to UGC effectively.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100235"},"PeriodicalIF":4.1,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143130305","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":"Placing TPACK in context: Looking at the big picture","authors":"Dominik Petko ,&nbsp;Matthew J Koehler ,&nbsp;Punya Mishra","doi":"10.1016/j.caeo.2024.100236","DOIUrl":"10.1016/j.caeo.2024.100236","url":null,"abstract":"<div><div>This special issue of Computers and Education Open focuses on the dynamic relationship between teacher knowledge for technology integration and contextual factors. It examines how contexts and contextual knowledge influence the development, application, and enactment of Technological Pedagogical and Content Knowledge (TPACK) across various educational settings. Articles in this issue address critical topics, including the investigation of TPACK in international settings, its alignment with local contexts, strategies for measuring TPACK in specific environments, approaches to training TPACK in applied settings, and the implementation of TPACK in new and evolving contexts. By exploring these dimensions at micro-, meso‑, and macro-levels, this collection contributes to a deeper understanding of how contextual factors shape TPACK, offering valuable perspectives for advancing research and practice in technology-enhanced education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100236"},"PeriodicalIF":4.1,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143130306","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":"Define, foster, and assess student and teacher AI literacy and competency for all: Current status and future research direction","authors":"Thomas K.F. Chiu ,&nbsp;Ismaila Temitayo Sanusi","doi":"10.1016/j.caeo.2024.100182","DOIUrl":"10.1016/j.caeo.2024.100182","url":null,"abstract":"","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100182"},"PeriodicalIF":4.1,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141031373","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 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}