Computers and Education Open最新文献

{"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}

{"title":"Online collaborative PBL – The Bridge21 approach","authors":"B. Tangney,&nbsp;K. Sullivan,&nbsp;J. Lawlor","doi":"10.1016/j.caeo.2024.100224","DOIUrl":"10.1016/j.caeo.2024.100224","url":null,"abstract":"<div><div>Collaborative project-based learning is one pedagogical approach which has the potential to play a meaningful role in synchronous online teaching but its use at second level, or high school, is under-explored. This paper describes the use, in an online setting, of the Bridge21 pedagogical model for collaborative project-based learning with secondary school students. It compares the experiences of a group (<em>N</em> = 119) of students (aged 15–16) who, in an Emergency Remote Teaching offered during Covid, experienced the model in an online, synchronous modality with that of a group (<em>N</em> = 253) who participated face-to-face in the following year.</div><div>Two related research questions are addressed. (RQ1) Are the Bridge to College collaborative project-based learning workshops as effective, in terms of enhancing secondary school student confidence in Transversal Skills, when delivered in a synchronous online modality as they were when delivered face-to-face? (RQ2) If so, then what are the elements of the workshops which contribute to their effectiveness?</div><div>Data on improvement in student confidence in Transversal Skills show that the online experience was on a par with face-to-face offerings. Student feedback suggests that the focus on collaborative work, and the structured approach to PBL, were key factors in the success of the model in the online setting. The modifications needed to adapt the model for use online were minimal. Thus, the contribution of the paper is to provide a model for synchronous online learning, for secondary schools, which preserves the benefits arising from face-to-face collaborative PBL.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100224"},"PeriodicalIF":4.1,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421269","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":"Factors influencing faculty's adoption of engineering technology: A qualitative study","authors":"Michelle Jarvie-Eggart ,&nbsp;Shari L. Stockero ,&nbsp;Alfred Owusu-Ansah","doi":"10.1016/j.caeo.2024.100221","DOIUrl":"10.1016/j.caeo.2024.100221","url":null,"abstract":"<div><p>With technologies changing faster than ever before, engineering faculty must continuously update the technologies they use and teach to students to meet accreditation requirements and keep up with industry standards. Many do not, however. Additionally, existing models of technology adoption do not account for all variability within intention to use a technology, nor its actual use. Informed by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study examined which constructs from prior models apply to engineering faculty's adoption of industry-specific technologies, as well as other factors influencing faculty adoption of these technologies for their teaching or research. We interviewed 21 engineering faculty at a Midwestern United States STEM-focused institution about their adoption of engineering technologies. Deductive and inductive coding were used to identify themes within the qualitative data. Constructs from existing models were confirmed to influence faculty engineering technology adoption. We also identified specific Facilitating Conditions (Other People, Digital Resources, Non-Digital Resources, Time, and Formal Training) that faculty leverage to adopt new engineering technologies, and uncovered two additional themes—Access and Personal Traits, including several component traits (Persistence, Humility, Self Efficacy, Growth Mindset, Ambiguity Acceptance, and Curiosity) that influence faculty engineering technology adoption. We propose a new Theory of Faculty Adoption of Engineering Technologies specific to faculty adoption of new engineering technologies. These findings have the potential to help universities determine how to effectively support faculty in providing their students with relevant technological skills for entry into the engineering workforce.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100221"},"PeriodicalIF":4.1,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000612/pdfft?md5=3669ec0370a98d0c7cf58b081181317e&pid=1-s2.0-S2666557324000612-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239725","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 the adoption of technology-enhanced learning in universities and its effects on student performance, satisfaction, and motivation","authors":"Dr. Yan (Danni) Liang ,&nbsp;Dr. Shujie Chen ,&nbsp;Dr. Ruwan Abeysekera ,&nbsp;Dr. Helen O'Sullivan ,&nbsp;Dr Jeff Bray ,&nbsp;Izzy Keevill-Savage","doi":"10.1016/j.caeo.2024.100223","DOIUrl":"10.1016/j.caeo.2024.100223","url":null,"abstract":"<div><p>The integration of technology in Higher Education has witnessed substantial growth in recent years. While extensive research has explored the collective educational implications of Technology-Enhanced Learning (TEL) at universities, there remains an incomplete understanding of its effects on individual students when viewed through the lens of Person-Environment misfit theory and technostress. This paper aims to fill this gap by examining the impact of student and university misfit when adopting TEL and technostress on students' performance, satisfaction, and motivation. Utilizing a quantitative survey, we gathered data from a sample of 332 Higher Education students in the UK. The results reveal the significant influence of student and university misfit in adopting TEL on academic performance, satisfaction, and motivation. Moreover, the findings highlight the mediating role of technostress in these intricate relationships. Our research indicates that technostress stems not from the use of technology itself but from the misfit between students and the university learning environment. To address this, universities should enhance students' sense of belonging by offering additional pastoral and academic support. Moreover, providing training to boost students' digital confidence and skills is crucial. Creating a psychologically healthy technology-enhanced learning environment will ensure a more pleasant learning experience, alleviating student technostress.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100223"},"PeriodicalIF":4.1,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000636/pdfft?md5=a70d5526fa4c6ea6555c5fb4ce2c2043&pid=1-s2.0-S2666557324000636-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142238999","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":"TPACK in action: Contextual effects of pre-service and in-service teachers’ knowledge structures for technology integration","authors":"Franziska Tschönhens ,&nbsp;Iris Backfisch ,&nbsp;Tim Fütterer ,&nbsp;Andreas Lachner","doi":"10.1016/j.caeo.2024.100219","DOIUrl":"10.1016/j.caeo.2024.100219","url":null,"abstract":"<div><p>Context is regarded to crucially affect teachers’ application of technological pedagogical content knowledge (TPACK). However, whether and how contextual variables, such as instructional context or teaching experience, influence the concrete application of the different TPACK-components remains an open question. To explore teachers’ application of TPCK in various contexts, we re-analyzed data from two studies composing <em>n</em> = 198 pre-service and <em>n</em> = 243 in-service teachers. All teachers were asked to reason about the potential integration of educational technology across three instructional contexts (i.e., individualized learning, collaborative learning, and practice tasks). We analyzed the application of the different first-order TPACK-components (i.e., technological, pedagogical, and content knowledge) using percentages and logistic regressions to determine the effects of instructional context and teaching experience. Additionally, we examined the co-occurrences of these components using Epistemic Network Analysis (ENA). Overall, we found that technological knowledge played a dominant role across all instructional contexts regardless of teaching experience. However, the application of content knowledge varied considerably across instructional contexts. The analysis of the co-occurrences showed that technological and pedagogical knowledge was consistently applied together across all instructional contexts, while content knowledge co-occurred predominantly in practice tasks. Qualitative analyses further revealed that in-service teachers applied their TPCK in a more situated way in specific teaching scenarios, whereas pre-service teachers’ reasoning was more fragmented. These findings suggest that TPACK may be conceptualized as a dynamic construct that is applied differently depending on the context and teaching experience rather than a static integration of its components.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100219"},"PeriodicalIF":4.1,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000594/pdfft?md5=86b625d9883c6575e90a536abe745ce2&pid=1-s2.0-S2666557324000594-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171777","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":"Web-assisted instruction for teaching and learning EFL phonetics to Spanish learners: Effectiveness, perceptions and challenges","authors":"María de los Ángeles Gómez González ,&nbsp;Alfonso Lago Ferreiro","doi":"10.1016/j.caeo.2024.100214","DOIUrl":"10.1016/j.caeo.2024.100214","url":null,"abstract":"<div><div>Research has established that phonetic training is particularly challenging for learners in EFL contexts. Computer-Assisted Pronunciation Training (CAPT) resources have proved to enhance learners’ perceptual and productive phonetic capacities. No prior study, however, has evaluated the effectiveness of EPSSML (English Pronunciation for Speakers of Spanish Multimedia Lab) (https://www.usc.gal/multimlab/), a CAPT tool for web-assisted, blended instruction (WABI), while simultaneously examining the students’ and instructors’ perceptions in order to identify the emerging and existing needs. Statistical significance tests applied to course results from 504 Spanish university students supported the effectiveness of EPSSML, which was reported to increase students’ academic achievements and learning motivation, fostering course participation and empowering learners with the necessary capabilities and attitudes to decide not to drop the class. Additionally, questionnaires administered to 127 Post-WABI students showed that they enjoyed and were very interested in EPSSML and WABI. In the case of EFL university instructors, 128 responses revealed that most of them also rated the tool very highly, featuring specialized open web-sites with free downloadable materials and gamified learning pathways as the “ideal CAPT resources”.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100214"},"PeriodicalIF":4.1,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000545/pdfft?md5=8d9be4a2bc9701624f6379bb48494454&pid=1-s2.0-S2666557324000545-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312862","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":"The need for empirical research on the school data protection officer's role","authors":"Dr Caroline Stockman ,&nbsp;Dr Emma Nottingham","doi":"10.1016/j.caeo.2024.100218","DOIUrl":"10.1016/j.caeo.2024.100218","url":null,"abstract":"<div><p>Data protection regulations in educational settings rely to a great extent on the (School) Data Protection Officer. In this paper, we focus the analytical lens on the socio-legal position of the School Data Protection Officer in the UK, showing they are pivotal to ensure schools’ legal compliance. Their role requires a unique combination of skills and knowledge in a complicated landscape of data protection regulations, the pressure of the digital economy, and maintaining high-quality, high-stakes education. Yet their professional experiences and need for empowerment have gone largely unheard in academia and public debate. The social reality of schools may raise certain practical and conceptual tensions for the legal importance of the School Data Protection Officer. We highlight where this raises questions for the effective implementation of digital data protection regulation for children and young people in schools today. Further empirical research is needed to ensure the pivotal role of the School Data Protection Officer is recognised in upcoming data protection policy reviews. We recommend specific questions for future research to consider, to help overcome this gap in knowledge related to the practical safeguarding of children's digital data rights.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100218"},"PeriodicalIF":4.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000582/pdfft?md5=e2a70428c92c89bc3fdcfde2fe5e6135&pid=1-s2.0-S2666557324000582-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148727","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":"An assessment framework for creative production in computing and engineering disciplines","authors":"Xianhui Che ,&nbsp;Barry Ip","doi":"10.1016/j.caeo.2024.100220","DOIUrl":"10.1016/j.caeo.2024.100220","url":null,"abstract":"<div><div>With the increasing expansion of creative computing courses among higher education institutions, there is a growing demand for more objective and efficient assessment frameworks that cater to the multidisciplinary skills that students engage in during the production of such work. This research addresses persistent gaps for a systematic approach of assessing creative content in technical courses. Existing theories are reviewed including creative requirements framework and computing production model, which leads to the establishment of a newly proposed assessment framework. A mixture of research methods is employed combining both inductive and deductive approaches, evidence- based analysis, and case study, based on data collected over three academic years at a British university. The proposed assessment framework incorporates three factors of production (function, usability, and management) and two attributes of creativity (core and optional requirements), which is evaluated to determine its suitability for accurately reflecting the work undertaken by students. Creativity is quantified in the assessment based on technical contribution. The proposed framework can be applied in the delivery of courses involving creative production in the computer science and engineering disciplines in which teaching usually focuses on technical content rather than contextual design, creativity, or aesthetics. The findings reveal positive feedback and a number of pertinent outcomes, including promoting creativity, student satisfaction, and efficient assessments. The framework may be adopted by educators for similar courses that are underpinned by technical skills and creativity.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100220"},"PeriodicalIF":4.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000600/pdfft?md5=a223099926052a7c479e4db2e3d8e4e9&pid=1-s2.0-S2666557324000600-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312861","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}