Computers & Education最新文献

{"title":"Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices","authors":"Jiangmei Yuan ,&nbsp;Carla B. Brigandi ,&nbsp;Karen E. Rambo-Hernandez ,&nbsp;Catherine L. Manley","doi":"10.1016/j.compedu.2024.105174","DOIUrl":"10.1016/j.compedu.2024.105174","url":null,"abstract":"<div><div>In-service elementary school teachers need training to teach computational thinking (CT). A common model for CT professional learning programs includes an initial workshop followed by ongoing support. However, little research has examined the efficacy of ongoing support, the most effective types, and its impact on classroom practices. The current study details a multifaceted CT professional learning program with innovative ongoing support to help elementary school teachers implement the Code.org curriculum. It also empirically investigated the impact of the support on teachers' self-efficacy in coding and teaching CT, the effectiveness of each component of the support, and to what extent it affected teachers' classroom practices. Our ongoing support included an additional workshop, grade-level professional learning community (PLC) sessions, instructional videos, and teacher leaders' support. Data included a pre-survey, four post-surveys, lesson observations, a focus group interview, tracking the number of video views, and surveys from PLC participants and teacher leaders. Results indicated that the ongoing support significantly increased teachers' self-efficacy in coding and teaching CT. Regarding the effectiveness of the various components of the ongoing support, the additional workshop significantly increased teachers' self-efficacy in coding and teaching CT. Teachers valued each component of the support, and this support improved teachers’ classroom practices.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105174"},"PeriodicalIF":8.9,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662361","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":"“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding","authors":"Lucia Mason ,&nbsp;Barbara Carretti ,&nbsp;Angelica Ronconi ,&nbsp;Eleonora Pizzigallo ,&nbsp;Ymkje E. Haverkamp ,&nbsp;Ivar Bråten","doi":"10.1016/j.compedu.2024.105172","DOIUrl":"10.1016/j.compedu.2024.105172","url":null,"abstract":"<div><div>Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to read and respond to social media messages during reading. Text disfluency was perceptual in the form of harder-to-read versus easy-to-read text. We included 208 university students, who were randomly assigned to one of the four conditions resulting from a 2 x 2 between-subjects design. Participants read two dual-positional texts on sun exposure and health. Dependent on the assigned condition, they could read perceptually fluent or disfluent texts, and they could intermittently receive, or not receive, on-screen social media messages while reading. As outcome variables, we measured participants’ perception of cognitive load, integrated text understanding, and metacognitive calibration of text understanding. We also controlled the possible contributions of the individual differences of prior knowledge, reading comprehension skills, working memory, and cognitive flexibility. Results showed a negative effect of multitasking on the integrated understanding of the dual positional texts with non-multitaskers outperforming multitaskers. Perception of cognitive load and metacognitive calibration were not affected by multitasking. No impact of disfluency was observed for any of the outcome variables, and the interactive effect of multitasking and disfluency was also not statistically significant. Limitations and directions for future research are discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"224 ","pages":"Article 105172"},"PeriodicalIF":8.9,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418283","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":"Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement","authors":"Fan Ouyang,&nbsp;Mian Wu,&nbsp;Jianmin Gu","doi":"10.1016/j.compedu.2024.105173","DOIUrl":"10.1016/j.compedu.2024.105173","url":null,"abstract":"<div><div>Collaborative knowledge construction (CKC) is advanced by group members' cognitive engagement across three levels: individual-level knowledge processing and proposing, the peer-level social interactions and knowledge exchanges between two group members, and the group-level coordination and construction of knowledge across multiple group members. The interconnected and transformative relationship among three levels is an essential factor during the CKC process. Individual viewpoints can trigger peer feedback, which can be further refined by other group members; the group-level consensus can provide foundations for subsequent individual- or peer-level cognitive engagement. The group-level coordination of knowledge advancement involves the processing, synthesis, and reflection of knowledge from multiple members to reach a group consensus. However, previous analytical approaches have faced challenges in modeling distinct types of interconnections across the individual, peer, and group levels during the CKC process. To address this gap, this research employed multilayer network analysis (MNA) to model and quantify the multi-level and interconnected characteristics of CKC in a series of face-to-face, computer-supported CKC activities in China's higher education. First, small groups were categorized into the high, medium, and low levels of cognitive engagement groups. Second, multilayer networks were constructed for each category, where students' use of cognitive strategies were set as nodes, the interconnections between cognitive strategies were set as edges, and three levels (i.e., individual, peer, and group levels) were set as layers. The node-, layer-, and network-level metrics were calculated to quantify the overall characteristics of the networks, the interconnected characteristics within a level and across the three levels. The MNA results revealed that, compared to lower level of cognitive engagement groups, groups with higher cognitive engagement demonstrated (1) more influential moderate and deep cognitive strategies at group and peer levels; (2) interconnections between cognitive strategies with higher diversity, connectivity, and more balanced distribution across three levels, but relatively lower information exchanging efficiency; and (3) communities with more interconnections related to the moderate and deep cognitive strategies at peer and group levels. Based on the empirical findings, this research proposed pedagogical implications for CKC practices and analytical implications for using MNA to improve the understanding of computer-supported collaborative learning mechanisms.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105173"},"PeriodicalIF":8.9,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425846","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":"Who says statistics classes are boring? How a virtual escape room enhances statistics learning","authors":"Woon Chien Cecilia Teng,&nbsp;Gek Ling Claire Tan","doi":"10.1016/j.compedu.2024.105171","DOIUrl":"10.1016/j.compedu.2024.105171","url":null,"abstract":"<div><div>Escape rooms (ERs) have gained traction in higher education over the past decade, but studies on ERs for statistics education are scant. In this study, a virtual ER was developed, piloted, and implemented in an undergraduate introductory statistics class, and its impact on learning was evaluated over three iterations. The escapED framework informed the design of the ER. A quasi-experimental pre-test–post-test design was used to evaluate learning gains. A post-activity questionnaire was used to collect student perceptions about the game. Significant learning gains were observed, with large effect sizes across all cohorts. Similarly, analyses of the qualitative data revealed that the game enhanced learning in the cognitive, affective, behavioural, and interpersonal domains, and was well-received by students. The ER was effective in improving learning outcomes. ERs can be a powerful approach in fostering peer learning and shifting negative attitudes about difficult subjects. Educators keen in exploring ERs in their classrooms are highly encouraged to consider pedagogically-informed game designs and leverage technology in creating engaging and effective learning experiences.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"224 ","pages":"Article 105171"},"PeriodicalIF":8.9,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528116","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":"The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining","authors":"Danial Hooshyar ,&nbsp;Xiaojing Weng ,&nbsp;Paula Joanna Sillat ,&nbsp;Kairit Tammets ,&nbsp;Minhong Wang ,&nbsp;Raija Hämäläinen","doi":"10.1016/j.compedu.2024.105169","DOIUrl":"10.1016/j.compedu.2024.105169","url":null,"abstract":"<div><div>Personalized technology-enhanced learning (TEL) has emerged as a prominent tool used by universities to cater to students' diverse individual needs. Many higher education researchers and educators have explored the adoption of personalized TEL as an important tool to foster student learning outcomes from diverse perspectives. However, despite its significance and the substantial body of existing research, a notable gap exists in systematically evaluating the effectiveness of personalized TEL with meta-analysis approach within the higher education. To address the research gap, we investigated the effectiveness of personalized TEL in developing students' cognitive skills and non-cognitive characteristics in higher education context by utilizing the methods of meta-analysis and association rule mining. Our study reveals that the cognitive skills are reported more than non-cognitive characteristics as the learning outcomes of adopting personalized TEL. Overall, utilizing personalized TEL can improve students' cognitive skills and non-cognitive characteristics at the medium level effect size. Factors of research settings, mean of delivery, and modelled characteristics can influence students’ non-cognitive characteristics while using personalized TEL. Based on our rule mining findings, future teachers, researchers, and instructional designers can consider combining the modelling of learners' skills/knowledge or preferences with adaptive learning support strategies, such as recommending materials and scaffolding, to achieve positive effects, particularly in the fields of Social Sciences and Engineering.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105169"},"PeriodicalIF":8.9,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358817","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":"Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality","authors":"Qin Xie ,&nbsp;Chang Zhang","doi":"10.1016/j.compedu.2024.105167","DOIUrl":"10.1016/j.compedu.2024.105167","url":null,"abstract":"<div><div>This study experimented with four design elements and examined their impact on feedback quality—<em>anonymizing feedback writers, providing teacher-made rubrics and a feedback template</em>, <em>and making feedback traceable</em>. The study adopted a quasi-experimental design and involved 75 undergraduates who produced 362 feedback entries on peers' presentations over eight weeks. The feedback comments were scored against detailed rubrics of feedback quality, focusing on nine features grouped under <em>ideational, interpersonal, and textual</em> dimensions according to the functional linguistics perspective. The scores were analyzed using a two-way repeated measures ANOVA to compare the experimental and the control groups' overall performance and week-by-week changes. The results were complex and mixed. Anonymity encouraged feedback writers to be more critical but negatively affected the interpersonal dimension of their writing. Providing templates and rubrics assisted them in the ideational dimension and enabled them to write from multiple aspects. Making feedback traceable helped them learn accumulatively from past efforts. Overall, the design elements substantially improved feedback quality in the first two weeks; however, their advantages diminished over time. In the eighth week, the two groups’ feedback became similar in quality. The study provides new insights for research and practice, highlighting the need to reassess and modify feedback design for longitudinal and routinized feedback activities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105167"},"PeriodicalIF":8.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425847","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":"A systematic review of technology-enabled teacher professional development during COVID -19 pandemic","authors":"Lingyun Huang ,&nbsp;Min Liang ,&nbsp;Yuhan Xiong ,&nbsp;Xiaomeng Wu ,&nbsp;Cher Ping Lim","doi":"10.1016/j.compedu.2024.105168","DOIUrl":"10.1016/j.compedu.2024.105168","url":null,"abstract":"<div><div>Technologies have the potential to support and enable teacher professional development (TPD) programs for inclusive and equitable quality education and lifelong learning for all (United Nations, 2023). This paper reviews the technology-enabled TPD programs that took place during the COVID-19 pandemic and investigated their effectiveness on teachers' learning and professional growth. Drawing on the TPD@Scale model, we systematically analyzed the quality, equity, and efficiency dimensions of 37 technology-enabled TPD programs implemented during the pandemic. The findings demonstrate that technology-enabled TPD programs could develop teachers’ knowledge and skills critical to quality teaching during the pandemic and create environments that foster active learning and collaboration among teachers. However, there needs to be significant improvements in using technology to provide expert support and facilitate feedback and reflections. Furthermore, equity and efficiency were not specifically discussed in these TPD programs. Lessons learned from the present study have allowed us to provide recommendations to researchers, policymakers, practitioners, and educators.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105168"},"PeriodicalIF":8.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358818","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":"Comparing human-made and AI-generated teaching videos: An experimental study on learning effects","authors":"Torbjørn Netland,&nbsp;Oliver von Dzengelevski,&nbsp;Katalin Tesch,&nbsp;Daniel Kwasnitschka","doi":"10.1016/j.compedu.2024.105164","DOIUrl":"10.1016/j.compedu.2024.105164","url":null,"abstract":"<div><div>In the age of generative AI, can teaching videos be efficiently and effectively generated by large language models? In this study, the authors used generative AI tools to develop four short teaching videos for a management course and then compared them with human-generated videos on the same subjects in an online experiment. In an across-subject experimental design, 447 participants completed two treatment conditions presenting different mixes of AI-generated and human-made videos. The participants were asked to rate their learning experiences after each video and had their learning outcomes tested in a multiple-choice exam at the end of the session (N = 1788 video treatments). The findings show that human-generated videos provided a statistically significant but small advantage to participants in terms of learning experience, indicating that the participants still prefer to be taught by human teachers. However, a comparison of exam results between the experimental groups implies that the participants eventually acquired knowledge about the content to a similar degree. Given these findings and the ease with which AI-generated teaching videos can be created, this study concludes that AI-generated teaching videos will likely proliferate.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"224 ","pages":"Article 105164"},"PeriodicalIF":8.9,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433289","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":"Uncovering student profiles. An explainable cluster analysis approach to PISA 2022","authors":"Miguel Alvarez-Garcia ,&nbsp;Mar Arenas-Parra ,&nbsp;Raquel Ibar-Alonso","doi":"10.1016/j.compedu.2024.105166","DOIUrl":"10.1016/j.compedu.2024.105166","url":null,"abstract":"<div><div>Educational data mining (EDM) applied to the wealth of data generated from international large-scale assessments (ILSAs) shows potential for identifying successful educational initiatives. Despite limited research on clustering methods in ILSAs, leveraging these methods to uncover student profiles can help decision-making in designing tailored programs. This study aims to identify and characterize 15-year-old student profiles using PISA 2022 data and reveal insights into the relationship between these profiles and factors such as ICT availability and use, gender, academic performance, and educational expectations. We analyzed PISA 2022 Spanish student data (n = 30,800) with a selection of 74 contextual variables, applying an end-to-end explainable cluster analysis methodology that integrates different machine learning (ML) and explainable artificial intelligence (XAI) techniques. This methodology covered data pre-processing, dimensionality reduction, clustering, and classification to ensure data quality and result explainability. We obtained 16 derived variables, 7 student clusters, and an optimal XGBoost classifier with a global accuracy of 0.8643. Using local and global SHAP values, we interpreted clusters, finding that socio-economic status and ICT availability and use at home are the most important factors differentiating student profiles. Our findings suggest the need to emphasize (i) proper ICT accessibility and use, as well as student support networks to improve academic performance, (ii) gender-specific well-being programs, and (iii) the encouragement of educational expectations tailored to students’ gender and their exposure to higher education. These results pave the way for personalized academic policies and programs through ML-based tools for uncovering student profiles.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105166"},"PeriodicalIF":8.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323862","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":"Pedagogical agent design for K-12 education: A systematic review","authors":"Shan Zhang ,&nbsp;Chris Davis Jaldi ,&nbsp;Noah L. Schroeder ,&nbsp;Alexis A. López ,&nbsp;Jessica R. Gladstone ,&nbsp;Steffi Heidig","doi":"10.1016/j.compedu.2024.105165","DOIUrl":"10.1016/j.compedu.2024.105165","url":null,"abstract":"<div><div>Pedagogical agents (PAs) are increasingly being integrated into educational technologies. Although previous reviews have examined the impact of PAs on learning and learning-related outcomes, it still remains unclear what specific design features, social cues, and other contextual elements of PA implementation can optimize the learning process. These questions are even more prevalent with regards to the K-12 population, as most reviews to date have largely focused on post-secondary learners. To address this gap in the literature, we systematically review empirical studies around the design of PAs for K-12 learners. After reviewing 1374 studies for potential inclusion, we analyzed 44 studies that met our inclusion criteria using Heidig and Clarebout's (2011) frameworks. Our findings showed that learners had preferences for specific types of PAs. While these preferences were not always associated with increased learning outcomes, there is a lack of research specifically investigating the intersection of perceptions and learning. Our results also showed that pedagogical strategies that are effective for human teachers were effective when used by PAs. We highlight what specific design features instructional designers can use to design PAs for K-12 learners and discuss promising research directions based on the extant work in the field.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105165"},"PeriodicalIF":8.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142329479","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}