Computers & Education最新文献_第2页

A meta-analysis on the effect of technology on the achievement of less advantaged students 关于技术对成绩较差学生的影响的荟萃分析

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-11-13 DOI: 10.1016/j.compedu.2024.105197

Giorgio Di Pietro , Jonatan Castaño Muñoz

引用次数: 0

Plugging in at school: Do schools nurture digital skills and narrow digital skills inequality? 在学校插上电源：学校是否培养了数字技能并缩小了数字技能的不平等？

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-11-12 DOI: 10.1016/j.compedu.2024.105195

Renae Sze Ming Loh , Gerbert Kraaykamp , Margriet van Hek

{"title":"Plugging in at school: Do schools nurture digital skills and narrow digital skills inequality?","authors":"Renae Sze Ming Loh , Gerbert Kraaykamp , Margriet van Hek","doi":"10.1016/j.compedu.2024.105195","DOIUrl":"10.1016/j.compedu.2024.105195","url":null,"abstract":"<div><div>Information and communication technology (ICT) have become indispensable in contemporary schools in post-industrialized countries. Whether schools have succeeded in vesting students with the needed digital skills important in today's highly digitalized societal landscape however remains unclear. In this paper, we examine whether school resources in terms of ICT infrastructure, use of ICT in education, and availability of technical expertise are pertinent to students' digital skillfulness. We also investigate whether such school ICT resources are unevenly distributed among students of different socioeconomic backgrounds, and whether students of different socioeconomic backgrounds unevenly benefit from these resources. In doing so, we illuminate school ICT resources' role in the process of intergenerational transmission of inequalities. To test our expectations, we employ ICILS 2018 data on 14,183 students in 751 schools across seven OECD countries. Our findings indicate that schools indeed play a meaningful role in nurturing digital skills, namely through students' use of ICT in educational tasks. We also find that students from more advantageous socioeconomic backgrounds more often attend well ICT-resourced schools, pointing at the uneven distribution of school ICT resources in a way that reflects social reproduction processes. Alongside that, the availability of technical expertise in schools seems particularly fruitful for low-SES students' digital skills development. This evinces that schools compensate for limited ICT skills socialization in the family, pointing at social mobility processes.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105195"},"PeriodicalIF":8.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684350","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}

引用次数: 0

Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards 教育游戏化中的个性化：具有不同特质竞争力的学习者从排行榜的排名中获益不同

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-11-12 DOI: 10.1016/j.compedu.2024.105196

Jing Wang , Shaoying Gong , Yang Cao , Xiaorong Guo , Peiyan Peng

{"title":"Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards","authors":"Jing Wang , Shaoying Gong , Yang Cao , Xiaorong Guo , Peiyan Peng","doi":"10.1016/j.compedu.2024.105196","DOIUrl":"10.1016/j.compedu.2024.105196","url":null,"abstract":"<div><div>Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how rankings (high vs. low) and learners’ trait competitiveness (high vs. low) influence learning in educational gamification. Sixty-one high-trait-competitiveness and sixty-two low-trait-competitiveness learners were randomly assigned to either high-ranking or low-ranking conditions. The results revealed the moderating role of trait competitiveness in the relationship between leaderboard rankings and learning. Interestingly, higher rankings were more beneficial in enhancing learning motivation of learners with low trait competitiveness, while lower rankings had more positive effects on performance of those with high trait competitiveness. Additionally, negative emotions mediated the relationship between rankings and learning performance, while the mediating effect of learning motivation was only significant for learners with low trait competitiveness. The implications of these findings for the design of effective gamified learning environments based on learners’ characteristics were discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105196"},"PeriodicalIF":8.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637367","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}

引用次数: 0

Reducing interpretative ambiguity in an educational environment with ChatGPT 利用 ChatGPT 减少教育环境中的解释模糊性

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-11-10 DOI: 10.1016/j.compedu.2024.105182

Francisco Garcia-Varela , Zvi Bekerman , Miguel Nussbaum , Marcelo Mendoza , Joaquin Montero

{"title":"Reducing interpretative ambiguity in an educational environment with ChatGPT","authors":"Francisco Garcia-Varela , Zvi Bekerman , Miguel Nussbaum , Marcelo Mendoza , Joaquin Montero","doi":"10.1016/j.compedu.2024.105182","DOIUrl":"10.1016/j.compedu.2024.105182","url":null,"abstract":"<div><div>The study posits that both concrete and abstract words are crucial for effective communication, particularly in educational contexts where the interplay between these forms of language intersects with linguistic, cognitive, and social stratification theories. A key challenge is balancing the efficiency of abstract language in conveying complex concepts with the accessibility of concrete language, which enhances student comprehension. Generative languages, with their capacity to manipulate symbols, offer a way to navigate this challenge by facilitating the structured and systematic representation and exploration of abstract concepts within their contexts. The central research question was: “How can generative languages assist educational stakeholders in articulating their ideas and actions more clearly by identifying and refining abstract terms?” To explore this, a protocol in English was developed for ChatGPT-4, featuring structured guidelines and prompts aimed at helping users achieve specific educational goals. In a pilot study involving 13 participants, ChatGPT-4 provided feedback, suggested improvements, and guided users through text interactions. One of the authors observed the participants, took notes on their behavior, and conducted brief post-exercise discussions to gauge their experiences. After the session, participants were asked to reflect on their experience and share their thoughts via email. The process helped participants refine their responses from abstract to more concrete terms, enhancing clarity and engagement with educational content. The ChatGPT-4 protocol effectively bridges the gap between abstract pedagogical theories and practical classroom application, training teachers to use vivid descriptions, relatable scenarios, and tangible examples. This study illustrates how artificial intelligence can successfully integrate teaching principles and learning theories to enhance educational practices.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105182"},"PeriodicalIF":8.9,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637368","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}

引用次数: 0

“Storytelling and educational robotics: A scoping review (2004–2024)” "讲故事和教育机器人：范围审查（2004-2024 年）"

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-11-05 DOI: 10.1016/j.compedu.2024.105186

Maria Palioura, Theodosios Sapounidis

{"title":"“Storytelling and educational robotics: A scoping review (2004–2024)”","authors":"Maria Palioura, Theodosios Sapounidis","doi":"10.1016/j.compedu.2024.105186","DOIUrl":"10.1016/j.compedu.2024.105186","url":null,"abstract":"<div><div>Storytelling has been used for years in educational practice and Educational Robotics is a rapidly growing field worldwide. Accordingly, researchers have attempted to combine Storytelling and Robotics in education. However, no systematic record exists on this combination. Therefore, we conducted a scoping review of 82 papers out of 5272 articles published in 5 Databases in the last 20 years to map the conducted research so far. In detail: the educational levels and the school subjects in which storytelling and educational robotics are applied, the types of robots used, the duration, the sample size, participants' age and the skills that students may develop through this combination. Additionally, we analyzed, grouped, and presented the tools used for measuring the potential effects of storytelling and educational robotics. Finally, the students' role in the activities was sought. Based on our findings, most interventions mainly addressed preschool and primary school students, the robots used the most are humanoid, most interventions did not exceed 6 h, and the number of participants was less than 20 students. Besides, most interventions tried to develop students’ skills (communication, creativity, collaboration) and attitudes (engagement, motivation, participation) with qualitative tools borrowed from other domains (e.g. psychology, healthcare). This scoping demonstrates a gap in the use of storytelling and educational robotics in secondary and university education and subjects like history, geography, etc. Finally, this combination seems to have the potential to enhance the educational process, but more research is needed to shed light on all the aspects of the combination.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105186"},"PeriodicalIF":8.9,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142593232","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}

引用次数: 0

Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading 以多视角角色扮演推进实践探究模式，在电子书阅读中培养批判性思维行为

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-11-05 DOI: 10.1016/j.compedu.2024.105185

Gloria Yi-Ming Kao , Hui-Chin Yeh , Shih-Wen Su , Xin-Zhi Chiang , Chuen-Tsai Sun

{"title":"Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading","authors":"Gloria Yi-Ming Kao , Hui-Chin Yeh , Shih-Wen Su , Xin-Zhi Chiang , Chuen-Tsai Sun","doi":"10.1016/j.compedu.2024.105185","DOIUrl":"10.1016/j.compedu.2024.105185","url":null,"abstract":"<div><div>In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105185"},"PeriodicalIF":8.9,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637369","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}

引用次数: 0

Development and techniques in learner model in adaptive e-learning system: A systematic review 自适应电子学习系统中学习者模型的开发与技术：系统综述

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-10-29 DOI: 10.1016/j.compedu.2024.105184

Xiyu Wang, Yukiko Maeda, Hua-Hua Chang

{"title":"Development and techniques in learner model in adaptive e-learning system: A systematic review","authors":"Xiyu Wang, Yukiko Maeda, Hua-Hua Chang","doi":"10.1016/j.compedu.2024.105184","DOIUrl":"10.1016/j.compedu.2024.105184","url":null,"abstract":"<div><div>Adaptive e-learning systems (AeLS), which emerged in the late 1990s, offer an alternative to the 'one-size-fits-all' approach by addressing the demand for individualized learning experiences. These systems typically consist of five elements, including a domain model, a media space, an adaptation model, a user interface, and a learner model. Despite the increasing academic interest in this topic and the rapid development of techniques for adaptation over the past decade, there remains a significant gap in reviews that investigate learner characteristics and the techniques used for characteristic identification. To bridge this gap, we conducted a systematic review with a total of 57 studies reported from 2013 to 2023 to provide a comprehensive overview of the current trends in adaptive e-learning system research. While this review may serve as a reference for setting up a learner model as it provides the landscape of techniques utilized in recent studies, our review revealed a scarcity of research on the development of the learner model, particularly the studies that share clear theoretical or empirical justification of the techniques used for adaptation. We recommend incorporating multiple relevant learner characteristics in learner model and providing clear rationales for selecting these characteristics. We also suggest that future research should consider incorporating adaptive assessment more extensively in AeLSs.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105184"},"PeriodicalIF":8.9,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637370","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}

引用次数: 0

Co-researching with primary school students to retrace their digital footprint 与小学生共同研究，追溯他们的数字足迹

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-10-16 DOI: 10.1016/j.compedu.2024.105170

Rebecca Ng, M.C.S. Rivera, M. Cook, M.F. Mavilidi, S. Bennett

{"title":"Co-researching with primary school students to retrace their digital footprint","authors":"Rebecca Ng, M.C.S. Rivera, M. Cook, M.F. Mavilidi, S. Bennett","doi":"10.1016/j.compedu.2024.105170","DOIUrl":"10.1016/j.compedu.2024.105170","url":null,"abstract":"<div><div>Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding of their digital footprints is limited by the scope and design of curriculum delivery.</div><div>This research worked with 62 primary school children between ages 10 and 11 to investigate how they understood and critically viewed their digital footprint. Adopting a co-research approach, children conducted their own research to develop their understanding of their digital footprint. Findings revealed that, while children were knowledgeable about the concepts of data and digital footprint, curriculum design plays a key role in supporting ways children can make meaningful connections between these concepts and children's day-to-day experiences with digital data, both personal and educational.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"224 ","pages":"Article 105170"},"PeriodicalIF":8.9,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528115","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}

引用次数: 0

Teachers’ computational thinking content knowledge: Development of a measurement instrument 教师的计算思维内容知识：开发测量工具

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-10-16 DOI: 10.1016/j.compedu.2024.105181

Sara Monteyne , Charlotte Struyve , Natacha Gesquière , Tom Neutens , Francis Wyffels , Johan van Braak , Koen Aesaert

{"title":"Teachers’ computational thinking content knowledge: Development of a measurement instrument","authors":"Sara Monteyne , Charlotte Struyve , Natacha Gesquière , Tom Neutens , Francis Wyffels , Johan van Braak , Koen Aesaert","doi":"10.1016/j.compedu.2024.105181","DOIUrl":"10.1016/j.compedu.2024.105181","url":null,"abstract":"<div><div>Computational thinking has become an integral component of curricula worldwide, necessitating teachers to develop this competence in their students. To effectively meet these curricular requirements, teachers themselves need a solid foundation of computational thinking content knowledge, which refers to the understanding and skills they possess in this area. However, despite widespread recognition of this need, few studies have rigorously examined teachers' content knowledge in this domain. Addressing this gap requires the development of high-quality measurement tools. This study details the development of an instrument, created as part of the International Computer and Information Literacy Study (ICILS) 2023 in Flanders, to measure lower secondary school teachers' computational thinking content knowledge in a valid and reliable way. The article first outlines the construction process of the instrument, which involved close collaboration with experts in the field and drew upon the framework of Fraillon et al. (2023). Following this, the instrument's psychometric properties are presented, which include both item-level and overall instrument characteristics. These properties were evaluated using data from a sample of 352 participants, applying both Classical Test Theory and Item Response Theory. The final tool consists of sixteen multiple-choice and short constructed response questions. The results indicate favorable item and overall instrument characteristics, thereby affirming its potential to measure the intended construct in a valid and accurate way.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105181"},"PeriodicalIF":8.9,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572820","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}

引用次数: 0

Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices 在多元计算思维专业学习计划中提供创新性持续支持，提高教师的自我效能感和课堂实践能力

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-10-05 DOI: 10.1016/j.compedu.2024.105174

Jiangmei Yuan , Carla B. Brigandi , Karen E. Rambo-Hernandez , Catherine L. Manley

{"title":"Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices","authors":"Jiangmei Yuan , Carla B. Brigandi , Karen E. Rambo-Hernandez , 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}

引用次数: 0