Computers and Education Open最新文献_第9页

Database as method: Exposing ‘data’ about educational technology through a design intervention 数据库即方法：通过设计干预揭示教育技术的 "数据

Computers and Education Open Pub Date : 2024-05-14 DOI: 10.1016/j.caeo.2024.100188

Xinyu Zhao , Rebecca Ng , Chris Zomer , Gavin Duffy , Julian Sefton-Green

{"title":"Database as method: Exposing ‘data’ about educational technology through a design intervention","authors":"Xinyu Zhao , Rebecca Ng , Chris Zomer , Gavin Duffy , Julian Sefton-Green","doi":"10.1016/j.caeo.2024.100188","DOIUrl":"10.1016/j.caeo.2024.100188","url":null,"abstract":"<div><p>Ubiquitous datafication of children and families in educational and everyday settings is both a result of and catalyst for power asymmetries between digital platforms and their users. These platforms seek to know their users by extracting and analysing various streams of personal information, often discreetly. However, the users are rarely equipped to do the same to the platforms as information about these platforms is often obscured, convoluted, or simply unavailable. This article explores the possibilities of reversing such power imbalance via the design intervention of an Australia-focused educational technology (EdTech) database developed by the authors of this article. Employing a design intervention method, the database is a collection of publicly available information about EdTech companies and products that target young children and their parents or educators in Australia. This alternate commentary article presents and discusses the ongoing processes of developing the database to reflect on what it says about the power relations between EdTech providers and their users. It demonstrates how the database works as a pedagogical space where people learn how to critically unpack and think about contemporary EdTech platforms. The database is positioned as a point of convergence for different actors involved in children's digital learning to collectively understand what needs to be done to enact and protect children's digital rights in education.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100188"},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000284/pdfft?md5=abf7d75395badb205b97d8ec6a6ea50d&pid=1-s2.0-S2666557324000284-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141025272","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

School social media use and its impact upon children's rights to privacy and autonomy 学校社交媒体的使用及其对儿童隐私权和自主权的影响

Computers and Education Open Pub Date : 2024-05-14 DOI: 10.1016/j.caeo.2024.100185

Claire Bessant

{"title":"School social media use and its impact upon children's rights to privacy and autonomy","authors":"Claire Bessant","doi":"10.1016/j.caeo.2024.100185","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100185","url":null,"abstract":"<div><p>The role schools are playing in children's datafication is increasingly recognised. This article explores how school publication of children's images on social media is contributing to children's datafication and how it is negatively impacting upon children's rights more generally. Identifying that schools across the UK, the US, Australia and Europe are now publishing children's images online, it situates the findings of an inquiry into UK practice within wider discussion of school practices worldwide.</p><p>This article uses practice-based documentary analysis to evaluate guidance provided to schools by local education authorities (LEAs) across England, Scotland and Wales. It identifies that LEAs are failing to recognise children's Article 12 UNCRC right to be heard. LEAs frequently advise schools to seek consent from parents, denying children agency. Online publications which identify children potentially contravene Article 16 UNCRC's requirement not to subject a child to arbitrary or unlawful interference with their privacy and may expose children to harms such as harassment and grooming. Nonetheless the template consent forms provided to parents provide minimal information about such risks. Concerns are raised that online publications are not always in children's best interests, thus contravening Article 3 UNCRC.</p><p>With similar concerns having been raised in other jurisdictions, this article argues for a new child-rights focused approach. Drawing upon Dimopoulos’ (2021) theory of children's decisional privacy and upon best practice from the UK, it suggests how schools across the globe can ensure children's rights and views inform school decisions to share children's images via social media.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100185"},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000259/pdfft?md5=f14c0c024e61f3df5d881d67e8aee06e&pid=1-s2.0-S2666557324000259-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066965","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

Exploring researchers’ perspectives and experiences of digital childhoods research in schools 探索研究人员对学校数字童年研究的看法和经验

Computers and Education Open Pub Date : 2024-05-14 DOI: 10.1016/j.caeo.2024.100186

Anna Bunn , Madeleine Dobson

引用次数: 0

Experiment on extraversion distribution in groups through a group formation algorithm 通过小组组建算法研究小组中的外向性分布实验

Computers and Education Open Pub Date : 2024-04-12 DOI: 10.1016/j.caeo.2024.100181

Adrienne Mueller , Anna Goeddeke , Petra Kneip , Johannes Konert , René Röpke , Henrik Bellhäuser

{"title":"Experiment on extraversion distribution in groups through a group formation algorithm","authors":"Adrienne Mueller , Anna Goeddeke , Petra Kneip , Johannes Konert , René Röpke , Henrik Bellhäuser","doi":"10.1016/j.caeo.2024.100181","DOIUrl":"10.1016/j.caeo.2024.100181","url":null,"abstract":"<div><p>Advances in technology have sparked a surge of interest in systematic group formation in educational contexts. The experimental study investigates group formation by extraversion distributions on group work outcomes, expected to influence group hierarchy. As an initial step in the experimental randomization process, an algorithmic group formation tool ensured an equal partitioning and aligned students into two experimental conditions with either consistent, homogeneous, or varied, heterogeneous, levels of extraversion. Over the course of one semester, a total of 114 students enrolled in several paralleled seminars, were surveyed on both subjective data (satisfaction with group work) and objective data (group performance) to evaluate the effect of the experimental intervention. The formation of extraversion at the group level contributed to the respective outcomes, emphasizing the value of collective social capital for both individuals and groups. Specifically, a homogeneous distribution of extraversion had a positive impact on group performance, as evident in improved grades on course group assignments and increased active participation in group meetings. Findings emphasize considering personality traits at group-level to enhance the success of groups.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100181"},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000211/pdfft?md5=b97e1116e7c0028bef0e4f3beffae119&pid=1-s2.0-S2666557324000211-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140795261","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

Developing a holistic AI literacy assessment matrix – Bridging generic, domain-specific, and ethical competencies 开发整体人工智能素养评估矩阵--衔接通用能力、特定领域能力和道德能力

Computers and Education Open Pub Date : 2024-04-10 DOI: 10.1016/j.caeo.2024.100177

Nils Knoth , Marie Decker , Matthias Carl Laupichler , Marc Pinski , Nils Buchholtz , Katharina Bata , Ben Schultz

{"title":"Developing a holistic AI literacy assessment matrix – Bridging generic, domain-specific, and ethical competencies","authors":"Nils Knoth , Marie Decker , Matthias Carl Laupichler , Marc Pinski , Nils Buchholtz , Katharina Bata , Ben Schultz","doi":"10.1016/j.caeo.2024.100177","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100177","url":null,"abstract":"<div><p>Motivated by a holistic understanding of AI literacy, this work presents an interdisciplinary effort to make AI literacy measurable in a comprehensive way, considering generic and domain-specific AI literacy as well as AI ethics. While many AI literacy assessment tools have been developed in the last 2-3 years, mostly in the form of self-assessment scales and less frequently as knowledge-based assessments, previous approaches only accounted for one specific area of a comprehensive understanding of AI competence, namely cognitive aspects within generic AI literacy. Considering the demand for AI literacy development for different professional domains and reflecting on the concept of competence in a way that goes beyond mere cognitive aspects of conceptual knowledge, there is an urgent need for assessment methods that capture domain-specific AI literacy on each of the three competence dimensions of cognition, behavior, and attitude. In addition, competencies for AI ethics are becoming more apparent, which further calls for a comprehensive assessment of AI literacy for this very matter. This conceptual paper aims to provide a foundation upon which future AI literacy assessment instruments can be built and provides insights into what a framework for item development might look like that addresses both generic and domain-specific aspects of AI literacy as well as AI ethics literacy, and measures more than just knowledge-related aspects based on a holistic approach.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100177"},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000181/pdfft?md5=a1122436ed868a24f0d1c12929ca5cf6&pid=1-s2.0-S2666557324000181-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140548482","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

Examining artificial intelligence literacy among pre-service teachers for future classrooms 考察职前教师的人工智能素养，为未来课堂服务

Computers and Education Open Pub Date : 2024-04-10 DOI: 10.1016/j.caeo.2024.100179

Musa Adekunle Ayanwale , Owolabi Paul Adelana , Rethabile Rosemary Molefi , Olalekan Adeeko , Adebayo Monsur Ishola

{"title":"Examining artificial intelligence literacy among pre-service teachers for future classrooms","authors":"Musa Adekunle Ayanwale , Owolabi Paul Adelana , Rethabile Rosemary Molefi , Olalekan Adeeko , Adebayo Monsur Ishola","doi":"10.1016/j.caeo.2024.100179","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100179","url":null,"abstract":"<div><p>In the context of global integration and increasing reliance on Artificial Intelligence (AI) in education, evaluating the AI literacy of pre-service teachers is crucial. As future architects of educational systems, pre-service teachers must not only possess pedagogical expertise but also a strong foundation in AI literacy. This quantitative study examines AI literacy among 529 pre-service teachers in a Nigerian university, utilizing structural equation modeling (SEM) for comprehensive analysis. The research explores various dimensions of AI literacy, revealing that a profound understanding of AI significantly predicts positive outcomes in AI use, detection, ethics, creation, and problem-solving. However, no correlation exists between AI knowledge and emotion regulation or the assumption that active AI use enhances AI detection capabilities. The study identifies a trade-off between AI application and creation, emphasizing the ethical considerations intertwined with emotional and persuasive facets of AI use. It also supports the link between AI creation and problem-solving, emphasizing the foundational role of AI knowledge in shaping diverse aspects of AI literacy among pre-service teachers. The findings offer valuable insights for educators, administrators, policymakers, and researchers aiming to enhance AI literacy in pre-service teacher education programs.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100179"},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S266655732400020X/pdfft?md5=aec328a2d89d5b09074f94f147bf9aef&pid=1-s2.0-S266655732400020X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140548268","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 teacher AI literacy and integration through different types of cases in teacher professional development 在教师专业发展中通过不同类型的案例提高教师的人工智能素养和整合能力

Computers and Education Open Pub Date : 2024-04-10 DOI: 10.1016/j.caeo.2024.100178

Ai-Chu Elisha Ding , Lehong Shi , Haotian Yang , Ikseon Choi

{"title":"Enhancing teacher AI literacy and integration through different types of cases in teacher professional development","authors":"Ai-Chu Elisha Ding , Lehong Shi , Haotian Yang , Ikseon Choi","doi":"10.1016/j.caeo.2024.100178","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100178","url":null,"abstract":"<div><p>Integrating artificial intelligence (AI) into teaching practices is increasingly vital for preparing students for a technology-centric future. This study examined the influence of a case-based AI professional development (PD) program on AI integration strategies and AI literacy among seven middle school science teachers. Employing three distinct case problems, from well-structured to ill-structured, the AI PD program aimed to stimulate teachers’ reflection on AI literacy development and encourage the construction of problem-solving and AI integration strategies within various pedagogical contexts. Analysis of video-recorded case discussions revealed that teachers primarily drew on personal experiences for collaborative problem-solving across the three cases. However, the complexity of the case problems influenced their approach to knowledge co-construction, and dealing with ill-structured problems promoted the application of new knowledge. Through analyzing the survey data, we found a marked increase in teachers’ AI literacy, particularly in the domain of knowing and understanding AI, suggesting a pivotal role for direct instruction that supports AI literacy growth. However, their application of this AI knowledge was limited during the case discussions, while other domains of teacher AI literacy were more frequently employed. The findings highlight the importance of combining direct instruction with case-based discussions in AI-related PD programs to bolster teacher AI literacy effectively. The research has implications for using a case-based learning approach during short-term PD initiatives and advocates the ongoing need for comprehensive AI literacy development to facilitate teachers’ AI integration in subject-specific teaching.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100178"},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000193/pdfft?md5=a1b6ec2678373f52883e55e40221b69a&pid=1-s2.0-S2666557324000193-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140619439","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

Effects of AI understanding-training on AI literacy, usage, self-determined interactions, and anthropomorphization with voice assistants 人工智能理解培训对人工智能素养、使用、自主互动以及语音助手拟人化的影响

Computers and Education Open Pub Date : 2024-04-04 DOI: 10.1016/j.caeo.2024.100176

André Markus , Jan Pfister , Astrid Carolus , Andreas Hotho , Carolin Wienrich

{"title":"Effects of AI understanding-training on AI literacy, usage, self-determined interactions, and anthropomorphization with voice assistants","authors":"André Markus , Jan Pfister , Astrid Carolus , Andreas Hotho , Carolin Wienrich","doi":"10.1016/j.caeo.2024.100176","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100176","url":null,"abstract":"<div><p>Intelligent voice assistants (IVAs) such as Alexa or Siri are voice-based Artificial Intelligence systems that help users with various everyday tasks using simple voice commands. However, users often only have a superficial understanding of how the Artificial Intelligence (AI) integrated into IVAs works, which leads to misunderstandings and potential risks of use. To promote self-determined interaction with IVAs, the development of specific AI-related skills, such as a comprehensive understanding of AI, is crucial. Based on learning psychology and media pedagogy principles, two online training modules were developed to deepen the understanding of AI concerning IVAs and enable self-determined interaction. A total of 99 participants took part in the training. The results show that the training promotes both understanding of AI and AI literacy. It also increases the intention to use IVAs, promotes a positive attitude, and enhances the willingness for self-determined interaction. In addition, the training contributes to a more realistic assessment of the IVAs' capabilities and reduces anthropomorphic perceptions. Overall, the study emphasizes the relevance of specific AI skills and shows how targeted training can contribute to improving these skills. Thus, the present work contributes to improving the availability of digital education programs.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100176"},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S266655732400017X/pdfft?md5=d4b113926ac640ef1b4b7fe381cafd92&pid=1-s2.0-S266655732400017X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140350778","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

A systematic review of AI literacy conceptualization, constructs, and implementation and assessment efforts (2019–2023) 对人工智能素养的概念化、构建、实施和评估工作进行系统审查（2019-2023 年）

Computers and Education Open Pub Date : 2024-03-31 DOI: 10.1016/j.caeo.2024.100173

Omaima Almatrafi , Aditya Johri , Hyuna Lee

{"title":"A systematic review of AI literacy conceptualization, constructs, and implementation and assessment efforts (2019–2023)","authors":"Omaima Almatrafi , Aditya Johri , Hyuna Lee","doi":"10.1016/j.caeo.2024.100173","DOIUrl":"https://doi.org/10.1016/j.caeo.2024.100173","url":null,"abstract":"<div><p>The explosion of AI across all facets of society has given rise to the need for AI education across domains and levels. AI literacy has become an important concept in the current technological landscape, emphasizing the need for individuals to acquire the necessary knowledge and skills to engage with AI systems. This systematic review examined 47 articles published between 2019 and 2023, focusing on recent work to capture new insights and initiatives given the burgeoning of the literature on this topic. In the initial stage, we explored the dataset to identify the themes covered by the selected papers and the target population for AI literacy efforts. We identified that the articles broadly contributed to one of the following themes: a) conceptualizing AI literacy, b) prompting AI literacy efforts, and c) developing AI literacy assessment instruments. We also found that a range of populations, from pre-K students to adults in the workforce, were targeted. In the second stage, we conducted a thorough content analysis to synthesize six key constructs of AI literacy: <em>Recognize, Know and Understand, Use and Apply, Evaluate, Create,</em> and <em>Navigate Ethically.</em> We then applied this framework to categorize a range of empirical studies and identify the prevalence of each construct across the studies. We subsequently review assessment instruments developed for AI literacy and discuss them. The findings of this systematic review are relevant for formal education and workforce preparation and advancement, empowering individuals to leverage AI and drive innovation.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"6 ","pages":"Article 100173"},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000144/pdfft?md5=631e6894637842815639241b3f8314ec&pid=1-s2.0-S2666557324000144-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140345046","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

A scoping review of reinforcement learning in education 强化学习在教育中的应用综述

Computers and Education Open Pub Date : 2024-03-28 DOI: 10.1016/j.caeo.2024.100175

Bahar Memarian, Tenzin Doleck

引用次数: 0