Computers & Education最新文献_第3页

Facial animacy in anthropomorphised designs: Insights from leveraging self-report and facial expression analysis for multimedia learning 拟人化设计中的面部动画：利用自我报告和面部表情分析进行多媒体学习的启示

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-05 DOI: 10.1016/j.compedu.2024.105150

Jeya Amantha Kumar

{"title":"Facial animacy in anthropomorphised designs: Insights from leveraging self-report and facial expression analysis for multimedia learning","authors":"Jeya Amantha Kumar","doi":"10.1016/j.compedu.2024.105150","DOIUrl":"10.1016/j.compedu.2024.105150","url":null,"abstract":"<div><p>Anthropomorphism is the act of attributing human-like characteristics to non-human objects and has played a key role in the field of emotional design in multimedia learning. Despite its significance, the relationship between animacy and anthropomorphism, particularly facial animacy, remains underexplored albeit its potential impact on learning engagement and emotional responses. Hence, this study aims to address this gap by examining the effects of facial animacy in anthropomorphised designs using a 3 × 2 design (none vs. static vs. animated) based on self-reported measure (SRM) and facial emotion recognition (FER) and how both measures are associated. The findings revealed discrepancies between both measures, with mostly moderate to weak correlations between hypothesised associations. SRM results indicated that face animacy decreased perceived boredom, while static and dynamic anthropomorphised designs increased curiosity. The FER results revealed notable similarities between designs without anthropomorphism and the static versions, highlighting that facial animacy led participants to express more joy and less neutral expressions. Additionally, neutral expressions were associated with lower enjoyment perception, while negative emotions, especially boredom, were linked to reduced attention.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105150"},"PeriodicalIF":8.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142162522","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

Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom 调查共同教学的存在及其对学生参与的影响：关于混合同步课堂的混合方法研究

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-04 DOI: 10.1016/j.compedu.2024.105153

Yujie Yan, Mingzhang Zuo, Heng Luo

{"title":"Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom","authors":"Yujie Yan, Mingzhang Zuo, Heng Luo","doi":"10.1016/j.compedu.2024.105153","DOIUrl":"10.1016/j.compedu.2024.105153","url":null,"abstract":"<div><p>Co-teaching, a partnership between professional peers with different expertise to jointly deliver instruction and divide teaching responsibility, is recognized as an effective teaching strategy that has been widely implemented. The increased use of information and communication technologies in educational practices may expand the opportunities for potentially beneficial teacher collaboration across schools. How the online teacher and the on-site teacher co-teach in blended synchronous teaching and learning, as well as its effectiveness on student engagement, remains unclear. This paper presents the results from a sequential research design from the teaching presence perspective to shed light on the characteristics of co-teaching presence and its effect on student engagement in the blended synchronous classroom. In study one, qualitative data collected through ethnographic observation and interviews exhibited how the co-teaching presence was created and its elements: instructional design and organization, facilitating discourse, direct instruction, assessment, supplementary instruction, organization and management, and affective support. Study two was a quantitative study that applied a self-report questionnaire to 268 students to further verify the effects of elements of co-teaching presence on student engagement. Based on hierarchical regression analyses, the results provided evidence that student engagement benefits from collaborative teaching; the on-site teacher's affective support had the greatest influence on sustaining student engagement. Additional findings, implications, limitations, and research directions are discussed.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"222 ","pages":"Article 105153"},"PeriodicalIF":8.9,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142144172","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

Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework 探索城市和农村教师在混合同步课堂中的互动行为：拟议互动分析框架的启示

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-08-31 DOI: 10.1016/j.compedu.2024.105152

Cuixin Li , Dan Sun , Jie Xu , Yifan Zhu , Yumei Huang , Wenjing Zheng , Xingzhong Tang , Yan Li

{"title":"Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework","authors":"Cuixin Li , Dan Sun , Jie Xu , Yifan Zhu , Yumei Huang , Wenjing Zheng , Xingzhong Tang , Yan Li","doi":"10.1016/j.compedu.2024.105152","DOIUrl":"10.1016/j.compedu.2024.105152","url":null,"abstract":"<div><p>Blended synchronous classrooms (BSCs) play a critical role in narrowing the educational gap between urban and rural areas in China, promoting educational equity. In BSCs, the quantity and quality of interactive teaching behaviours of urban and rural teachers may significantly influence the learning experiences of students in both urban and rural settings, and they are supposed to be different from interactive teaching behaviours that happen in traditional classrooms. However, there is limited research on the characteristics of such interactive teaching behaviours in BSCs. To address the gap, this study first proposed an interaction analysis framework for BSCs (IAF4BSCs) and then examined the interactive teaching behaviours of urban and rural teachers in BSCs using this framework, along with various learning analytics methods including lag sequential analysis, frequent sequence mining and thematic analysis. The data analysis yielded the following results: (1) Urban teachers exhibited more speech behaviours such as lecturing and providing immediate feedback, whereas rural teachers engaged more in non-speech behaviours like classroom patrols. (2) Despite the expectation for urban teachers to interact equally with urban and rural students in BSCs, they predominantly focused on urban students. (3) Urban teachers demonstrated diverse interaction sequences with both urban and rural students, whereas rural teachers primarily interacted with rural students. (4) Interviews with teachers and students revealed both positive and negative aspects of interactive teaching behaviours in BSCs. Based on these findings, the study proposed three pedagogical recommendations to enhance interactive teaching behaviours in BSCs: increasing interactive participation, integrating technology more effectively and emphasizing post-class assessment.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"222 ","pages":"Article 105152"},"PeriodicalIF":8.9,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142144173","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

Conceptualisation of professional digital competence for school leaders in schools with 1:1 coverage of digital devices 1:1 数字设备覆盖学校领导的专业数字能力概念化

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-08-30 DOI: 10.1016/j.compedu.2024.105151

Cathrine E. Tømte

引用次数: 0

Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle 使用多种动态连接的表征，培养地震周期的表征能力和概念理解能力

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-08-28 DOI: 10.1016/j.compedu.2024.105149

Christopher Lore, Hee-Sun Lee, Amy Pallant, Jie Chao

{"title":"Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle","authors":"Christopher Lore, Hee-Sun Lee, Amy Pallant, Jie Chao","doi":"10.1016/j.compedu.2024.105149","DOIUrl":"10.1016/j.compedu.2024.105149","url":null,"abstract":"<div><p>Using computational methods to produce and interpret multiple scientific representations is now a common practice in many science disciplines. Research has shown students have difficulty in moving across, connecting, and sensemaking from multiple representations. There is a need to develop task-specific representational competencies for students to reason and conduct scientific investigations using multiple representations. In this study, we focus on three representational competencies: 1) linking between representations, 2) disciplinary sensemaking from multiple representations, and 3) conceptualizing domain-relevant content derived from multiple representations. We developed a block code-based computational modeling environment with three different representations and embedded it within an online activity for students to carry out investigations around the earthquake cycle. The three representations include a procedural representation of block codes, a geometric representation of land deformation build-up, and a graphical representation of deformation build-up over time. We examined the extent of students' representational competencies and which competencies are most correlated with students’ future performance in a computationally supported geoscience investigation. Results indicate that a majority of the 431 students showed at least some form of representational competence. However, a relatively small number of students showed sophisticated levels of linking, sensemaking, and conceptualizing from the representations. Five of seven representational competencies, the most prominent being code sensemaking (η<sup>2</sup> = 0.053, p < 0.001), were significantly correlated to student performance on a summative geoscience investigation.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"222 ","pages":"Article 105149"},"PeriodicalIF":8.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142099481","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

Is anybody watching: A multi-factor motivational framework for educational video engagement 是否有人在看：教育视频参与的多因素激励框架

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-08-25 DOI: 10.1016/j.compedu.2024.105148

Michael J. Parker , Matt Bunch , Andrew Pike

引用次数: 0

Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives 与学生沟通并为其学习提供支架的教学媒介：高中教师和学生的观点

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-08-22 DOI: 10.1016/j.compedu.2024.105140

Pieta Sikström , Chiara Valentini , Anu Sivunen , Tommi Kärkkäinen

{"title":"Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives","authors":"Pieta Sikström , Chiara Valentini , Anu Sivunen , Tommi Kärkkäinen","doi":"10.1016/j.compedu.2024.105140","DOIUrl":"10.1016/j.compedu.2024.105140","url":null,"abstract":"<div><p>Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers' and students' insights have not been considered when developing PA communication. The current study addresses this research gap by conducting and analyzing semi-structured, in-depth interviews with eleven high school teachers and sixteen high school students about their expectations for PAs' communication capabilities. The interviewees identified relational and task-related communication capabilities that a PA should perform to communicate effectively with students and scaffold their learning. PA communication that is simultaneously affirmative and relational can induce immediacy, foster the relationship and engagement with a PA, and support students' learning management. Additionally, the teachers and students described the activities and technological aspects that should be considered when designing conversational PAs. The study showed that teachers and students applied human-to-human communication scripts when outlining their desired PA communication characteristics. The study offers novel insights and recommendations to researchers and developers on the communicational, pedagogical, and technological aspects that must be considered when designing communicative PAs that scaffold students’ learning, and discusses the contributions on human–machine communication in education.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"222 ","pages":"Article 105140"},"PeriodicalIF":8.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524001544/pdfft?md5=c520da576e95149eec31f7a64f9033d2&pid=1-s2.0-S0360131524001544-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089139","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

Digital social support among educators in social media: An international comparative study of tweets and replies in #teachertwitter and #twlz 社交媒体中教育工作者的数字社交支持：对 #teachertwitter 和 #twlz 中推文和回复的国际比较研究

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-08-08 DOI: 10.1016/j.compedu.2024.105137

Eric Richter , Jeffrey P. Carpenter , André Meyer , Dirk Richter

引用次数: 0

Designing an effective fact-checking education program: The complementary relationship between games and lectures in teaching media literacy 设计有效的事实核查教育计划：游戏与讲座在媒体素养教学中的互补关系

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-08-03 DOI: 10.1016/j.compedu.2024.105136

Soeun Yang , Ji Soo Choi , Jae Woo Lee , Eun-mee Kim

引用次数: 0

Understanding validity criteria in technology-enhanced learning: A systematic literature review 了解技术强化学习的有效性标准：系统文献综述

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-07-30 DOI: 10.1016/j.compedu.2024.105128

Max van Haastrecht , Marcel Haas , Matthieu Brinkhuis , Marco Spruit

{"title":"Understanding validity criteria in technology-enhanced learning: A systematic literature review","authors":"Max van Haastrecht , Marcel Haas , Matthieu Brinkhuis , Marco Spruit","doi":"10.1016/j.compedu.2024.105128","DOIUrl":"10.1016/j.compedu.2024.105128","url":null,"abstract":"<div><p>Technological aids are ubiquitous in today's educational environments. Whereas much of the dust has settled in the debate on how to validate traditional educational solutions, in the area of technology-enhanced learning (TEL) many questions still remain. Technologies often abstract away student behaviour by condensing actions into numbers, meaning teachers have to assess student data rather than observing students directly. With the rapid adoption of artificial intelligence in education, it is timely to obtain a clear image of the landscape of validity criteria relevant to TEL. In this paper, we conduct a systematic review of research on TEL interventions, where we combine active learning for title and abstract screening with a backward snowballing phase. We extract information on the validity criteria used to evaluate TEL solutions, along with the methods employed to measure these criteria. By combining data on the research methods (qualitative versus quantitative) and knowledge source (theory versus practice) used to inform validity criteria, we ground our results epistemologically. We find that validity criteria tend to be assessed more positively when quantitative methods are used and that validation framework usage is both rare and fragmented. Yet, we also find that the prevalence of different validity criteria and the research methods used to assess them are relatively stable over time, implying that a strong foundation exists to design holistic validation frameworks with the potential to become commonplace in TEL research.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"220 ","pages":"Article 105128"},"PeriodicalIF":8.9,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524001428/pdfft?md5=f93c6daa6b462c605f6701b4d87bb4d6&pid=1-s2.0-S0360131524001428-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891962","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