Computers and Education Open最新文献_第8页

What are artificial intelligence literacy and competency? A comprehensive framework to support them 什么是人工智能素养和能力？支持它们的综合框架

Computers and Education Open Pub Date : 2024-03-13 DOI: 10.1016/j.caeo.2024.100171

Thomas K.F. Chiu , Zubair Ahmad , Murod Ismailov , Ismaila Temitayo Sanusi

{"title":"What are artificial intelligence literacy and competency? A comprehensive framework to support them","authors":"Thomas K.F. Chiu , Zubair Ahmad , Murod Ismailov , Ismaila Temitayo Sanusi","doi":"10.1016/j.caeo.2024.100171","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100171","url":null,"abstract":"<div><p>Artificial intelligence (AI) education in K–12 schools is a global initiative, yet planning and executing AI education is challenging. The major frameworks are focused on identifying content and technical knowledge (AI literacy). Most of the current definitions of AI literacy for a non-technical audience are developed from an engineering perspective and may not be appropriate for K–12 education. Teacher perspectives are essential to making sense of this initiative. Literacy is about knowing (knowledge, what skills); competency is about applying the knowledge in a beneficial way (confidence, how well). They are strongly related. This study goes beyond knowledge (AI literacy), and its two main goals are to (i) define AI literacy and competency by adding the aspects of confidence and self-reflective mindsets, and (ii) propose a more comprehensive framework for K–12 AI education. These definitions are needed for this emerging and disruptive technology (e.g., ChatGPT and Sora, generative AI). We used the definitions and the basic curriculum design approaches as the analytical framework and teacher perspectives. Participants included 30 experienced AI teachers from 15 middle schools. We employed an iterative co-design cycle to discuss and revise the framework throughout four cycles. The definition of AI competency has five abilities that take confidence into account, and the proposed framework comprises five key components: technology, impact, ethics, collaboration, and self-reflection. We also identify five effective learning experiences to foster abilities and confidences, and suggest five future research directions: prompt engineering, data literacy, algorithmic literacy, self-reflective mindset, and empirical research.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100171"},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000120/pdfft?md5=93c7a04ec33c1105ed68603d377091e9&pid=1-s2.0-S2666557324000120-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140134382","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}

引用次数: 0

The socio-digital engagement of adolescents and their cognitive—Educational needs a case study: Serbia 青少年的社会数字参与及其认知-教育需求案例研究：塞尔维亚

Computers and Education Open Pub Date : 2024-03-12 DOI: 10.1016/j.caeo.2024.100170

Vesna Makitan, Dragana Glušac, Mila Kavalić, Sanja Stanisavljev

{"title":"The socio-digital engagement of adolescents and their cognitive—Educational needs a case study: Serbia","authors":"Vesna Makitan, Dragana Glušac, Mila Kavalić, Sanja Stanisavljev","doi":"10.1016/j.caeo.2024.100170","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100170","url":null,"abstract":"<div><p>This paper presents research on the connection and mutual influence between the socio-digital engagement of adolescents and their cognitive needs as well as attitudes towards learning. Within the socio-digital engagement of adolescents, using digital media for searching and processing information and life on social networks were considered. This research was conducted by examining the opinions of 14–19-year-old adolescents regarding their reading habits, using digital media, the Internet and social networks, their needs for cognition and their attitudes to learning. The results were obtained from 599 questionnaires consisting of 60 relevant questions distributed among a representative, focused sample of adolescents. The sample comprised seventh and eighth grade primary, grammar and high school pupils in the Republic of Serbia. The results of the research showed that there are statistically significant relationships between adolescents’ attitudes to their socio-digital engagement and their need for cognition and learning. This, on the one hand, means that the influence of socio-digital engagement among adolescents represents a useful indicator for the necessary changes in the institutionalised educational process in order to preserve the purpose and meaning of education. On the other hand, the types and characteristics of socio-digital engagement indicate those strategies which could be implemented in modern education, with the same goal.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100170"},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000119/pdfft?md5=ed1a955ed9441a73c3a150c461176fa1&pid=1-s2.0-S2666557324000119-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140122421","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}

引用次数: 0

Zooming in on self-regulated learning in undergraduate remote learning during extreme conditions 放大极端条件下本科生远程学习中的自我调节学习

Computers and Education Open Pub Date : 2024-03-01 DOI: 10.1016/j.caeo.2024.100167

Adar Ben-Eliyahu , Lihi Sarfaty , Eyal Fruchter

{"title":"Zooming in on self-regulated learning in undergraduate remote learning during extreme conditions","authors":"Adar Ben-Eliyahu , Lihi Sarfaty , Eyal Fruchter","doi":"10.1016/j.caeo.2024.100167","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100167","url":null,"abstract":"<div><p>Extreme conditions may require students to fine tune their remote online learning requiring knowledge about learning strategies. This form of knowledge may be captured by the term <em>metaprocesses,</em> which is defined as the knowledge and proficiency of cognitive (metacognition), emotional (metaemotion), and behavioral (metabehavior) learning strategies – and are hypothesized to shape learning outcomes. Undergraduate students were queried online during a COVID-19 lockdown (January 2021, <em>N</em> = 343, 62 % female) and again a few months later during a period of missile attacks (May 2021, <em>N</em> = 214, 41 % female). Path models suggest that perceived stress moderated the associations between metaprocesses and achievement outcomes (self-regulated learning, emotions, and engagement) somewhat differently for male and female undergraduate students. Robust findings provided evidence that metaemotion was positively associated with reappraisal emotion regulation of learning and metacognition was positively associated with engagement. For students low on perceived stress, metaprocesses were associated with outcomes, providing evidence that high levels of stress intrudes on coursework. Cumulative effects were found for perceived stress during the lockdown positively associated with negative deactivated emotions during the missile attacks, and negatively associated with cognitive and behavioral strategies for females. Challenges of learning during crisis may be eased when students have knowledge and proficiency about their learning strategies, suggesting potential benefits for resilience-building skills as part of academic learning.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100167"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000089/pdfft?md5=b5705731f7c27e574cbcb2568f916afa&pid=1-s2.0-S2666557324000089-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140041972","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}

引用次数: 0

Computer science and engineering students’ self-directed learning strategies and satisfaction with online learning 计算机科学与工程专业学生的自主学习策略和对在线学习的满意度

Computers and Education Open Pub Date : 2024-03-01 DOI: 10.1016/j.caeo.2024.100168

Meina Zhu , Sarah Berri , Yaoxian Huang , Sara Masoud

{"title":"Computer science and engineering students’ self-directed learning strategies and satisfaction with online learning","authors":"Meina Zhu , Sarah Berri , Yaoxian Huang , Sara Masoud","doi":"10.1016/j.caeo.2024.100168","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100168","url":null,"abstract":"<div><p>There is an increasing need for computer science and engineering (CSE) online education. This study examined CSE online learners’ perceptions of self-directed learning (SDL) readiness, strategies, and satisfaction. The researchers surveyed 225 students and conducted semi-structured interviews with 15 online CSE students. The quantitative survey data and the qualitative interview data were analyzed using descriptive statistics and thematic analysis, respectively. The findings were as follows: (1) Both extrinsic motivation strategies (e.g., future career development, building a learning routine) and intrinsic motivation strategies (e.g., interest in learning) were utilized; (2) Diverse metacognition strategies (e.g., assignments, quizzes, and tests, discussing with peers, tracking progress, staying in touch with professors and teaching assistants) and cognitive strategies (e.g., watching recorded lectures, taking notes, reading books, seeking out information) were used to monitor learning; (3) Time-management (e.g., priority, checklist, fixed schedule, time-block for study) and resource management strategies (e.g., focused on lectures, textbook reading) were leveraged; (4) Specific designs or instruction promoted students’ SDL skills, such as access to documented learning materials, reminders sent from instructors, availability of the instructor, group interaction, and flexibility, and (5) Student satisfaction depended on the design of the course. The advantages and disadvantages of online learning were identified. The findings indicated that the instruction strategies and online course design are critical for CSE students’ SDL.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100168"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000090/pdfft?md5=79da20f51c65545e82475a5335955cad&pid=1-s2.0-S2666557324000090-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140030109","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}

引用次数: 0

Graduate instructors navigating the AI frontier: The role of ChatGPT in higher education 研究生导师领航人工智能前沿：ChatGPT 在高等教育中的作用

Computers and Education Open Pub Date : 2024-02-29 DOI: 10.1016/j.caeo.2024.100166

Luke Parker, Chris Carter, Alice Karakas, A. Jane Loper, Ahmad Sokkar

{"title":"Graduate instructors navigating the AI frontier: The role of ChatGPT in higher education","authors":"Luke Parker, Chris Carter, Alice Karakas, A. Jane Loper, Ahmad Sokkar","doi":"10.1016/j.caeo.2024.100166","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100166","url":null,"abstract":"<div><p>This research study explores the use of artificial intelligence (AI) in undergraduate assessments, specifically focusing on the ability of graduate teaching assistants (GTAs) to identify AI-generated assessments and the performance of ChatGPT, an AI model, in producing high-quality work. The study examines four guiding research questions and hypotheses related to the accuracy of GTA identification, the achievement of AI-generated work compared to student marks, the impact of GTA characteristics on identification accuracy, and the variation in identification and assessment across different subject areas. The study incorporates ten AI-generated assessments across seven classes taught by five GTAs. The findings reveal that ChatGPT consistently excelled the average student in all classes receiving 10 scores of A or higher out of 11 and receiving the top mark in 8 of the ten classes. GTAs accurately identified 50 % of the AI-generated assessments, with results suggesting a potential connection between class size and GTA accuracy in identifying AI-generated work. GTAs with prior experience and familiarity with ChatGPT demonstrated higher accuracy in identifying AI-generated assessments. However, further research is needed to explore this comprehensively. This study also reviews the effectiveness of TurnItin's new AI detector, highlighting an accuracy of 92 % across the ten assessments. The study highlights the adaptability of ChatGPT across different subject areas and assessment types, producing assessments that align with diverse educational contexts.</p><p>In conclusion, this research study contributes to understanding the effectiveness and adaptability of AI in undergraduate assessments. It underscores the need to further explore and develop AI technologies in education.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100166"},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000077/pdfft?md5=f3b3541b8b8e269a1ace3c9eeede2e5a&pid=1-s2.0-S2666557324000077-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140163351","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}

引用次数: 0

The becoming of online students’ learning landscapes: The art of balancing studies, work, and private life 网络学生的学习环境日趋完善：平衡学习、工作和私人生活的艺术

Computers and Education Open Pub Date : 2024-02-24 DOI: 10.1016/j.caeo.2024.100165

Line Mathisen, Siri Ulfsdatter Søreng

{"title":"The becoming of online students’ learning landscapes: The art of balancing studies, work, and private life","authors":"Line Mathisen, Siri Ulfsdatter Søreng","doi":"10.1016/j.caeo.2024.100165","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100165","url":null,"abstract":"<div><p>How do online students manage to balance studies, jobs, and private life – and yet succeed with their studies? Online studies typically attract students in jobs who seek to formalize their competence. Based on qualitative research design, this article sheds light on the academic learning of online students who attend a full-time program. Our focus narrows down to the inaugural class of online students enrolled in a Business and Administration bachelor's program. Specifically, our inquiry delves into the dynamic relationship between the academic progression of these students and their spatial and temporal activities. The article suggests that understanding this polycontextuality by using the metaphor of learning landscapes can help practitioners and students reflect on what influences their academic learning, which can help online students develop self-management skills. Self-management skills are essential in online education, and to help students develop such skills, educators must be aware of the individual learning landscapes of online students when designing online courses. In addition, our findings provide knowledge on how to on-board students in perennial online educational courses.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100165"},"PeriodicalIF":0.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000065/pdfft?md5=6317b48145ba367c79ade48ff907ae2f&pid=1-s2.0-S2666557324000065-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140016214","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}

引用次数: 0

Enhancing artificial intelligence literacy through cross-cultural online workshops 通过跨文化在线研讨会提高人工智能素养

Computers and Education Open Pub Date : 2024-01-23 DOI: 10.1016/j.caeo.2024.100164

Satu-Maarit Korte , William Man-Yin Cheung , Mari Maasilta , Siu-Cheung Kong , Pigga Keskitalo , Lixun Wang , Chaak Ming Lau , John Chi Kin Lee , Michelle Mingyue Gu

{"title":"Enhancing artificial intelligence literacy through cross-cultural online workshops","authors":"Satu-Maarit Korte , William Man-Yin Cheung , Mari Maasilta , Siu-Cheung Kong , Pigga Keskitalo , Lixun Wang , Chaak Ming Lau , John Chi Kin Lee , Michelle Mingyue Gu","doi":"10.1016/j.caeo.2024.100164","DOIUrl":"10.1016/j.caeo.2024.100164","url":null,"abstract":"<div><p>This article presents the results of a study conducted in collaboration with two universities – one in Lapland (Finland) and the other in Hong Kong (China) – during the development of an international university course on global media education. The objective of the study was to examine international students’ changing conceptual understanding of artificial intelligence (AI) literacy as part of the course. The need for this study arose from the recent rapid spread of AI across industries, which has connected human learning to machine learning. This requires competence in AI to contribute to future society. Five hours of online lectures on AI literacy were delivered during two workshops to students (<em>N</em> = 29) from 13 countries with no or limited prior knowledge of the subject in 2021 and 2022. The participants filled out pre- and post-workshop quantitative questionnaires and wrote diaries about their learning process, the development of their understanding of AI-literacy concepts, and their thoughts on the pedagogical approaches used. The quantitative data were analysed using a paired-samples <em>t</em>-test, while the qualitative data were examined using thematic-content analysis. The findings show that the students’ knowledge of AI and their awareness of the importance of AI literacy and media education increased significantly. Further research is needed so that a more appropriate curriculum can be designed for them. We outline some key activities that offer interactive and participatory ways to learn AI in order to assist educators in planning and delivering AI-literacy courses as part of cross-cultural media education.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100164"},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000053/pdfft?md5=401e079ca77b39c937a6fb56a61671ad&pid=1-s2.0-S2666557324000053-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139637942","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}

引用次数: 0

Generalizable evidence that computer assisted learning improves student learning: A systematic review of education technology in China 计算机辅助学习改善学生学习的可推广证据：中国教育技术系统回顾

Computers and Education Open Pub Date : 2024-01-20 DOI: 10.1016/j.caeo.2024.100161

Cody Abbey , Yue Ma , Muizz Akhtar , Dorien Emmers , Robert Fairlie , Ning Fu , Hannah Faith Johnstone , Prashant Loyalka , Scott Rozelle , Hao Xue , Xinwu Zhang

{"title":"Generalizable evidence that computer assisted learning improves student learning: A systematic review of education technology in China","authors":"Cody Abbey , Yue Ma , Muizz Akhtar , Dorien Emmers , Robert Fairlie , Ning Fu , Hannah Faith Johnstone , Prashant Loyalka , Scott Rozelle , Hao Xue , Xinwu Zhang","doi":"10.1016/j.caeo.2024.100161","DOIUrl":"10.1016/j.caeo.2024.100161","url":null,"abstract":"<div><p>Despite the proliferation of education technologies (EdTech) in education, past reviews that examine their effectiveness in the context of low- and middle-income countries are few and rarely seek to include studies published in languages other than English. This systematic review investigates the effectiveness of EdTech on primary and secondary student learning outcomes in China via a systematic search of both English- and Chinese-language databases. Eighteen (18) unique studies in 21 manuscripts on the effectiveness of EdTech innovations in China met the eligibility criteria. The majority of these evaluate computer aided self-led learning software packages designed to improve student learning (computer assisted learning, CAL), while the rest evaluate the use of EdTech to improve classroom instruction (ICI) and remote instruction (RI). The pooled effect size of all included studies indicates a small, positive effect on student learning (0.13 SD, 95% CI [0.10, 0.17]). CAL used a supplement to existing educational inputs – which made up the large majority of positive effect sizes – and RI programs consistently showed positive and significant effects on learning. Our findings indicate no significant differences or impacts on the overall effect based on moderating variables such as the type of implementation approach, contextual setting, or school subject area. Taken together, while there is evidence of the positive impacts of two kinds of EdTech (supplemental computer assisted learning and remote instruction) in China, more evidence is needed to determine the effectiveness of other approaches.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100161"},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S266655732400003X/pdfft?md5=b76f6540d3a38d2186303a45bdbc8a31&pid=1-s2.0-S266655732400003X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139540002","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}

引用次数: 0

Digital game-based language learning for vocabulary development 基于数字游戏的语言学习促进词汇发展

Computers and Education Open Pub Date : 2024-01-20 DOI: 10.1016/j.caeo.2024.100160

Mahjabin Chowdhury , L．Quentin Dixon , Li-Jen Kuo , Jonan Phillip Donaldson , Zohreh Eslami , Radhika Viruru , Wen Luo

{"title":"Digital game-based language learning for vocabulary development","authors":"Mahjabin Chowdhury , L．Quentin Dixon , Li-Jen Kuo , Jonan Phillip Donaldson , Zohreh Eslami , Radhika Viruru , Wen Luo","doi":"10.1016/j.caeo.2024.100160","DOIUrl":"10.1016/j.caeo.2024.100160","url":null,"abstract":"<div><p>Current literature suggests that one of the impressive benefits of digital game-based language learning is its potential to create engaging vocabulary learning experiences. However, this literature is dominated by game-play approaches, rather than game-making approaches. Drawing upon constructivist, motivation, dual-coding, and constructionist theories, this study examined elementary English language learners’ vocabulary learning experiences in a game-based learning context and investigated their experience as they built their own games based on their understanding of different non-fiction texts. This mixed-methods case study involved novel use of network analysis to examine student learning, investigate the relationships between various aspects of learner experiences, and evaluate the strengths and weaknesses of the program. Findings indicated that a complex set of interdependencies between enactments of theoretical principles including generativity, agency, tinkering, intrinsic motivation, and contextualized learning lead to enjoyment and powerful language learning experiences. Design principles for future digital game-based language learning include optimizing visual aspects, spending more time on technical skill development, increasing learner agency, and focusing more on generative and joyful learning experiences.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100160"},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000028/pdfft?md5=10607ff3dd8953d8d256f9ff6d5831e2&pid=1-s2.0-S2666557324000028-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139639988","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}

引用次数: 0

Performance increases in mathematics within an intelligent tutoring system during COVID-19 related school closures: a large-scale longitudinal evaluation 在 Covid-19 期间与学校关闭有关的 K-12 智能辅导中数学成绩的提高

Computers and Education Open Pub Date : 2024-01-19 DOI: 10.1016/j.caeo.2024.100162

Markus Wolfgang Hermann Spitzer , Korbinian Moeller

{"title":"Performance increases in mathematics within an intelligent tutoring system during COVID-19 related school closures: a large-scale longitudinal evaluation","authors":"Markus Wolfgang Hermann Spitzer , Korbinian Moeller","doi":"10.1016/j.caeo.2024.100162","DOIUrl":"10.1016/j.caeo.2024.100162","url":null,"abstract":"<div><p>The closure of schools due to COVID-19 disrupted learning routines of thousands of students, resulting in reported performance decreases, especially among lower-performing students. However, some studies on students’ performance within intelligent tutoring systems (ITS) also found significant performance increases for times of school closures as compared to before. However, little is known about students’ longitudinal performance trajectories within ITS. Accordingly, we evaluated longitudinal data from German students (<em>n</em> ≈ 2,700 students; <em>n</em> ≈ 5 million problems) enrolled in an ITS for learning mathematics from January 2017 until the end of May 2021 to investigate the effect of periods of school closures (first and second) on students’ performance within the ITS during, between, and after school closures. We observed significant performance increases for both lower- and higher-performing students during, between, and after COVID-19 related school closures. Importantly, these improvements were more pronounced for lower-performing students compared to higher-performing students. Together, these results suggest that ITS may have helped to maintain mathematics learning, particularly for lower-performing students during COVID-19 related school closures and that these beneficial effects persisted at least for the following months when schools opened again. As such, the use of ITS for learning mathematics seems an appropriate approach for distance learning during times of crisis.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100162"},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000041/pdfft?md5=7bacf1e18ef0c9d52063c7b813deff09&pid=1-s2.0-S2666557324000041-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139539583","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}

引用次数: 0