Computers & Education最新文献

{"title":"Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective","authors":"Gwo-Jen Hwang ,&nbsp;Masoud Rahimi ,&nbsp;Jalil Fathi","doi":"10.1016/j.compedu.2024.105015","DOIUrl":"10.1016/j.compedu.2024.105015","url":null,"abstract":"<div><p>Mobile-assisted language learning (MALL) is reported to be beneficial for improving English as a foreign language (EFL) learners' language learning skills. Although some studies have concentrated on utilising a MALL application's (app) affordances for improving EFL learners' overall speaking performance, there is as yet little empirical evidence of its effectiveness in terms of developing EFL learners' speaking skills and motivation-relevant factors. To tackle this knowledge gap, the current study adopted a sequential explanatory mixed-methods approach to explore the utilisation of a MALL app's affordances for developing EFL learners' speaking skills (including fluency and coherence, lexicon, grammatical range and accuracy, and pronunciation), foreign language enjoyment (FLE), and language-specific grit (LSG). With this aim in mind, we used blocked randomisation applying computer-generated random numbers to equally distribute 66 EFL learners across two groups. Corroborating the adequacy of the sample size via power analysis, the two groups were randomly assigned to a MALL group (33 EFL learners) and a face-to-face group (33 EFL learners). The MALL learners had interactive speaking activities inside the class and utilised the MALL app for their out-of-class interactive speaking activities. On the other hand, the face-to-face learners had interactive speaking activities both inside the class and in a language learning laboratory in addition to the class time serving as supplementary interactive speaking activities. An IELTS speaking test, an FLE scale, and an LSG scale were used to collect the required quantitative data, and an individual semi-structured interview was conducted to gather the qualitative data. Running one-way ANCOVA to analyse the quantitative data, the findings indicated that both MALL and face-to-face instruction developed the EFL learners' overall speaking performance, speaking skills, FLE, and LSG; however, the <span>MALL</span> learners outperformed their face-to-face counterparts on all measures. Furthermore, the qualitative analysis uncovered several themes and categories addressing the MALL learners' positive and negative attitudes towards and perceptions of the utilisation of the MALL app's affordances, which could explain the quantitative findings. The findings are useful for EFL learners and instructors interested in utilising MALL apps' affordances in their interactive speaking courses.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"214 ","pages":"Article 105015"},"PeriodicalIF":12.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139916151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east","authors":"Ali Derakhshan ,&nbsp;Timothy Teo ,&nbsp;Saeed Khazaie","doi":"10.1016/j.compedu.2024.105013","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105013","url":null,"abstract":"<div><p>Although Virtual Reality with simulation and 360-video scenes has been recognized as an educational game for improving general English communication in daily life, scant attention has been paid to specific language needs in applying the game to English programs of post-secondary education. Even less emphasis has been devoted to the applicability of multi-touch mobile Virtual Reality to general English and English for Medical and Academic Purposes education to support students in addressing their language needs in academia and the medical fields. This quasi-experimental study, through a parallel design, employed different treatments to explore the applicability of mobile Virtual Reality to learning general English and English for Medical and Academic Purposes productive skills. In 16-week English courses in a Middle Eastern medical university, 235 five-member cadres of students were semi-randomly assigned to two control and experimental groups to learn medical English speaking and writing through online tasks or mobile Virtual Realities. The findings indicated that the simulated three-dimensional environment of mobile Virtual Reality is a robust communication vehicle for learning English for Medical and Academic Purposes. However, non-concrete features of daily life related to general English productive skills were underrepresented in multi-touch stages of online tasks and mobile Virtual Realities. The future scope of the research in Virtual Reality-based language learning is elaborated.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"213 ","pages":"Article 105013"},"PeriodicalIF":12.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139732758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents","authors":"Fang Wang,&nbsp;Xiaoli Ni,&nbsp;Mengzhu Zhang,&nbsp;Jingjie Zhang","doi":"10.1016/j.compedu.2024.105003","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105003","url":null,"abstract":"<div><p>Using Comprehensive Meta-Analysis 3.0 (CMA 3.0), this paper systematically reviews and analyzes 48 empirical studies on the relationship between digital device use and academic performance among adolescents, conducted between 2001 and 2022. It focuses on the types and modes of digital device use (such as categories of device, and location, duration, and purpose of use), and takes into account the inherent variations therein. Overall, it finds a positive correlation between digital device use and adolescent academic performance (r = 0.25). Further, when used for educational purposes, the former is positively correlated with the latter (r = 0.12), but when used for entertainment and socializing, or for gaming, the correlation is negative (r = −0.10; r = −0.16). The longer the duration of digital device use, the lower the academic performance (r = −0.10). Moderating effects reveal that factors such as gender, age, grade level, nationality, data sources, and academic performance measurement tools play a significant influencing role in this relationship.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"213 ","pages":"Article 105003"},"PeriodicalIF":12.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139743251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading?","authors":"Brayan Díaz ,&nbsp;Miguel Nussbaum ,&nbsp;Samuel Greiff ,&nbsp;Macarena Santana","doi":"10.1016/j.compedu.2024.105014","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105014","url":null,"abstract":"<div><p>The announcement of a progressive decrease in digitalization and the reintroduction of paper-based reading and traditional pedagogical methods in Swedish schools has initiated a worldwide debate on the uses of technology for reading in schools. This debate led us to examine the role and effects of technology on reading skills. We initiated the present research by analyzing the integration of technology practices mediated by technology in the context of reading and then expanded into a broader discussion encompassing the pedagogical implications. By reviewing the current literature, three venues of technology usage were identified: assessment, teaching reading using technology, and general uses of technology. Through the assessment lens, there is limited support for reverting to paper-based reading assessments. Four meta-analyses indicated that reading comprehension scores tend to be slightly higher in paper-based formats than on digital devices when the same text is used, but for all students, the same difference is observed. The effectiveness of using technology to teach reading comprehension is relative to the pedagogical approach employed and the specific design of the technology. The evidence indicates that well-designed digital books outperform paper-based reading. Additionally, student-centered practices using technology are associated with higher reading performance rather than reinforcing reading practices. Policy initiatives should proactively support schools and teachers in establishing student-centered technology integration practices. Finally, the extensive data available from the PISA test were widely employed to explore the impact of ICT usage on students' overall performance, yielding contradictory results explained by differences in culture, context, and teacher training.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"213 ","pages":"Article 105014"},"PeriodicalIF":12.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139714153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing English writing and higher-order thinking skills through computational thinking","authors":"Ting-Ting Wu ,&nbsp;Lusia Maryani Silitonga ,&nbsp;Astrid Tiara Murti","doi":"10.1016/j.compedu.2024.105012","DOIUrl":"10.1016/j.compedu.2024.105012","url":null,"abstract":"<div><p>Efforts to incorporate computational thinking (CT) into academic courses have been gaining popularity. CT is a problem-solving skill that is crucial in the 21st century. CT may be used to support language education. Courses in English as a foreign language often need an effective writing component that includes writing organization and language use, as demonstrated by the poor writing samples often generated by students of these courses. To address the problems, CT, which is a higher-order mode of problem-solving and knowledge acquisition optimization, was used. The experimental group was instructed using the CT teaching model based on CT's essential components (decomposition, generalization, abstraction, algorithm, and evaluation), whereas the control group was taught using the conventional method. In total, 58 undergraduate students divided into two groups participated in this study. A combination of writing, CT skills, surveys, and interviews were used to collect data according to an experimental design. The collected quantitative data were analyzed through analysis of covariance and structural equation modeling, and the MAXQDA 2022software was used to analyze the collected qualitative data. The results of this study indicate that incorporating CT into an English writing course enhances the writing and higher-order thinking skills of students. The CT concepts helps students develop critical thinking skills by evaluating the text and identifying potential issues or improvements. Additionally, it allows students to use their skills to create unique writing solutions, which can boost English writing creativity.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"213 ","pages":"Article 105012"},"PeriodicalIF":12.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139659531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation","authors":"Jina Kang ,&nbsp;Yiqiu Zhou ,&nbsp;Robin Jephthah Rajarathinam ,&nbsp;Yuanru Tan ,&nbsp;David Williamson Shaffer","doi":"10.1016/j.compedu.2024.105002","DOIUrl":"10.1016/j.compedu.2024.105002","url":null,"abstract":"<div><p>Numerous computer-based collaborative learning environments have been developed to support collaborative problem-solving. Yet, understanding the complexity and dynamic nature of the collaboration process remains a challenge. This is particularly true in open-ended immersive learning environments, where students navigate both physical and virtual spaces, pursuing diverse paths to solve problems. In response, we aimed to unpack these complex collaborative learning processes by investigating 16 groups of college students (<em>n</em> = 77) who utilized an immersive astronomy simulation in their introductory astronomy course. Our specific focus is on joint attention as a multi-level indicator to index collaboration. To examine the interplay between joint attention and other multimodal traces (conceptual discussions and gestures) in students' interactions with peers and the simulation, we employed a multi-granular approach. This approach encompasses macro-level correlations, meso-level network trends, and micro-level qualitative insights from vignettes to capture nuances at different levels. Distinct multimodal engagement patterns emerged between low- and high-achieving groups, evolving over time across a series of tasks. Our findings contribute to the understanding of the notion of timely joint attention and emphasize the importance of individual exploration during the early stages of collaborative problem-solving, demonstrating its contribution to productive knowledge co-construction. This research overall provides valuable insights into the complexities of collaboration dynamics within and beyond digital space. The empirical evidence we present in our study lays a strong foundation for developing instructional designs aimed at fostering productive collaboration in immersive learning environments.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"213 ","pages":"Article 105002"},"PeriodicalIF":12.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000162/pdfft?md5=774e82180373dbf17104654a7275a245&pid=1-s2.0-S0360131524000162-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139660327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system","authors":"Ljiljana Brkić ,&nbsp;Igor Mekterović ,&nbsp;Melita Fertalj ,&nbsp;Darko Mekterović","doi":"10.1016/j.compedu.2024.105001","DOIUrl":"10.1016/j.compedu.2024.105001","url":null,"abstract":"<div><p>Peer assessment is a process in which students rate their peers which has many benefits for both the assessor and the assessed. It actively engages students, increases motivation by giving a sense of ownership of the assessment process, encourages autonomy and critical analysis skills, broadens their understanding of the topic, enhances problem-solving and self-assessment abilities as well as develops soft skills. Peer assessment is also beneficial to the teachers as it reduces the strain of the repetitive grading process thus opening more resources for teaching and the development of course materials, especially in large courses with hundreds of students. Sometimes, peer assessment is the only viable option, as in MOOCs (Massive Open Online Courses). Peer assessment has long been studied at all education levels and is gaining traction in recent years, where MOOCs and even the Covid pandemic, which instigated the development of digital competencies, had a positive influence. However, peer assessment is still a demanding process to carry out, but one that can be assisted by modern Internet technology. This paper has a twofold contribution: we present the peer assessment module of our open-source automated programming assessment system Edgar which has been heavily used and developed for the last six years, while peer assessment has been used for the previous three years. Additionally, we present a methodology used and a two-year case study of peer assessment of open-ended assignments in the undergraduate Databases course where 500+ students per season had to provide an entity-relationship model for a given domain and assess their peers' submissions. We discuss our grading methodology, provide in-depth data analysis, and present the students' opinions of the process acquired through an anonymous questionnaire. We find that the process is both demanding in terms of the design of assignments and assessment questionnaires and rewarding in the assessment phase, where the students’ grades turned out to be of high quality.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"213 ","pages":"Article 105001"},"PeriodicalIF":12.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139659625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Approaches and game elements used to tailor digital gamification for learning: A systematic literature review","authors":"Yujia Hong ,&nbsp;Nadira Saab ,&nbsp;Wilfried Admiraal","doi":"10.1016/j.compedu.2024.105000","DOIUrl":"10.1016/j.compedu.2024.105000","url":null,"abstract":"<div><p>The systematic review examined research on tailored digital gamification for learning based on 43 peer-reviewed articles published between 2013 and 2022. The study aimed to investigate tailored approaches and game elements, contributing to the use of tailored digital gamification in educational settings. The tailored approaches were categorized as personalization, adaptation, and recommendation, with user modeling as their basis. Five clusters of game elements were employed when using these tailored approaches in digital gamified classes. The findings imply that most of the articles in this review were still in the stage of class preparation and focused on what information can be used to tailor. More empirical studies need to be conducted to examine the motivating effects of tailored digital gamifying classes, using the approaches of personalization, adaptation, and recommendation. Additionally, twenty-three game elements were found in this review study, among which reward was the most often used. Then these game elements were grouped into five clusters based on their functions, that is, performance, personal, social, ecological, and fictional cluster. A variety of game element clusters reflect multiple aspects of gamification. The use of them in each tailored approach might contribute to a better understanding and selection of game elements when tailoring digital gamification. These findings provide a holistic picture of common approaches and related game elements in tailored digital gamifying classes. Teachers and curriculum designers can benefit from this study by considering appropriate approaches and game elements.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"212 ","pages":"Article 105000"},"PeriodicalIF":12.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000149/pdfft?md5=449873dbd4f9b086d99a1de87d4e02bb&pid=1-s2.0-S0360131524000149-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139510453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos","authors":"Gerrit Anders ,&nbsp;Jürgen Buder ,&nbsp;Martin Merkt ,&nbsp;Etienne Egger ,&nbsp;Markus Huff","doi":"10.1016/j.compedu.2024.104996","DOIUrl":"10.1016/j.compedu.2024.104996","url":null,"abstract":"<div><p>Over the last years, and especially in the context of the COVID-19 pandemic, online videos have become an integral part of education. Therefore, it is essential to understand how to design such videos to provide an efficient and engaging learning experience for the viewers. Regarding learning success, the occurrence of mind wandering is of particular relevance. Thus, this preregistered research investigates the perception of online videos by analyzing the relationship between viewer behavior (such as pause button presses), mind wandering, and event segmentation by employing logfiles of a large German online video platform for educational videos combined with data collected in two online studies. Contrary to our expectations, we found a significant positive correlation between pausing, seek and resume viewer behavior, and mind wandering. Furthermore, replicating previous research, we identified a significant positive correlation between pausing behavior and meaningful event boundaries in the video. Additionally, a significant positive correlation between perceived event boundaries and mind wandering was shown. The triangulation of three data sources suggests that mind-wandering co-occurs with perceived event boundaries and observable, logged behavior (e.g., pressing the pause button). Given that the overall mind-wandering occurrence was also positively related to self-reported learning, a possible interpretation of the data is that event boundaries may trigger task-related mind-wandering that might even be conducive to learning.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"212 ","pages":"Article 104996"},"PeriodicalIF":12.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000101/pdfft?md5=cf0742ee34e2c1531f1221d91dba9a9d&pid=1-s2.0-S0360131524000101-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139474373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of Drone integrated STEM education at secondary schools (2005–2023): Trends, pedagogies, and learning outcomes","authors":"Richard Chung Yiu Yeung ,&nbsp;Chi Ho Yeung ,&nbsp;Daner Sun ,&nbsp;Chee-Kit Looi","doi":"10.1016/j.compedu.2024.104999","DOIUrl":"10.1016/j.compedu.2024.104999","url":null,"abstract":"<div><p><span><span>As the prominence of drone technology continues to captivate interest for its myriad applications in education, an understanding of the current status of drone-integrated education becomes imperative. This </span>systematic review<span> endeavors to furnish an updated and comprehensive analysis of the drone education studies across academic levels, with a specific emphasis on secondary education settings. To accomplish this objective, a review study with 181 publications was conducted, with a particular focus on 41 publications explicitly addressing the integration of drones in secondary </span></span>STEM education<span>. Employing a systematic approach, this review identifies, analyzes, and synthesizes pertinent literature, ensuring a thorough comprehension of the current state of the field. The key findings of this review can be summarized as follows: 1) Among the diverse array of subjects incorporating drones, STEM disciplines emerge as the most prominently featured. 2) Experiential and project-based learning stand out as the most commonly adopted pedagogical methods in drone-integrated STEM education. The incorporation of teamwork and hands-on activities is frequently cited as instructional strategies aimed at enhancing drone-integrated STEM learning experiences. 3) Beyond the acquisition of drone-related technical skills, the reported learning outcomes encompass a spectrum of aspects, including heightened STEM career awareness, increased engagement and learning interest, and collaborative problem-solving abilities. The findings underscore the potential of drones to ignite passion for STEM subjects among secondary students, achieved through interdisciplinary, hands-on applications that foster problem-solving and design competencies.</span></p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"212 ","pages":"Article 104999"},"PeriodicalIF":12.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139436836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}