Computers & Education最新文献

{"title":"Learning communities, social media, and learning performance: Transactive memory system perspective","authors":"Ming-Huei Chen ,&nbsp;Somya Agrawal ,&nbsp;Sung-Min Lin ,&nbsp;Wei-Ling Liang","doi":"10.1016/j.compedu.2023.104845","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104845","url":null,"abstract":"<div><p>Taking the Transactive Memory System (TMS) perspective, this study aims to explore how social media usage in learning communities stimulates learning performance within teams when team knowledge sharing, team efficacy and team bonding embody the core elements in transactive communication processes. Data were collected from 64 student project teams in three waves using a time-lagged approach and team dynamics were examined across different stages of the project. Results were significantly positive for social media usage in learning communities, demonstrating varied impacts of TMS on team learning performance. Findings show that increase in social media usage facilitated team bonding, knowledge sharing and team efficacy within project teams. Interestingly, the results related to TMS had a positive impact on team learning performance only through team efficacy and team bonding, while knowledge sharing had no impact. These findings provide useful insights for educational practitioners and future employers about formulating strategies such that project teams can develop TMS needed to organize and execute actions required to effectively make social media usage decisions that influence team performance. This paper advances the TMS theory by highlighting the role of social media in enhancing team learning performance while working in project-based teams.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"203 ","pages":"Article 104845"},"PeriodicalIF":12.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49813990","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":"Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children","authors":"Costanza Ruffini,&nbsp;Christian Tarchi,&nbsp;Chiara Pecini","doi":"10.1016/j.compedu.2023.104936","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104936","url":null,"abstract":"<div><p>The scientific literature supports the hypothesis of a disadvantage in students' performances when learning tasks are conducted in the digital mode in comparison to the paper one. Some studies suggest the need of investigating the role of individual cognitive functioning in digital reading and writing with special attention to those cognitive processes, such as Executive Functions (EF), which are acknowledged to control and affect learning and school adaptation. The present study aimed to: 1) investigate the differences in performances between paper and digital modalities in text reading and text writing in primary grade students; 2) analyse whether EF predict performances in paper and digital modalities; 3) explore whether any differences between paper and digital text comprehension or writing can be differently explained by EF depending on the children's learning performances. 175 typically developing Grades 3–5 students performed text comprehension and text writing tasks on computer and on paper and were assessed with EF tasks tapping inhibitory control, working memory and cognitive flexibility. The results showed no performance differences between digital and paper tasks at the group level apart from a higher text length in the digital than paper mode. However, children with low performances at the comprehension and writing tasks benefited more from the digital than the paper mode, in comparison to high performers that showed the opposite pattern. Additionally, low performers scored worse than high performers in most of the EF tasks. Lastly, working memory explained the digital-paper difference in text comprehension among low comprehenders as well as cognitive flexibility explained the difference in level of narrative complexity and number of words among low writers.</p><p>The results suggest the benefit of the digital mode for low readers and writers and highlight the role of the main components of EF in reading and writing in both paper and digital modes in primary school.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"207 ","pages":"Article 104936"},"PeriodicalIF":12.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49703245","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":"Supporting the monitoring of the digital capacity of schools through optimal shortening of the SELFIE tool","authors":"Romina Cachia ,&nbsp;Artur Pokropek ,&nbsp;Nikoleta Giannoutsou","doi":"10.1016/j.compedu.2023.104938","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104938","url":null,"abstract":"<div><p><span><span>Data-based decision-making could be vital to improving learning and teaching. Digital education has led to an upsurge in the amount of data that researchers and key stakeholders can utilise to enhance learning. In this article, we present an optimal shortening of the European Commission's SELFIE tool, an instrument used to measure the digital capacity of schools. SELFIE is an established and scientifically validated tool that has been used by over 5.5 million users (September 2023) in 80 different countries. In this paper, we propose two shorter measurement instruments based on the original SELFIE tool that could be used when the original scale needs to be shortened due to time and organisational limitations, without considerable loss in predictive power in relation to the digital capacity measurement construct: (1) a midi-SELFIE consisting of 16 items and (2) a mini-SELFIE consisting of 8 items. Using existing data, we shorten the instruments through </span>psychometric<span> analysis using Item Response Theory models. We use three cases to show the uses of the shortened versions and explore their validity compared to the complete instrument. For the first case, we offer a </span></span>longitudinal analysis of the digital capacity dynamic for selected schools. In the second case, we look at regional differences in Portugal's digital capacities based on an almost full sample of the country. Finally, in the third case, we use a representative sample from Spain to investigate the relationship between digital capacity and time dedicated by teachers to use digital technology during lessons. The three instruments (full, midi and mini) provide similar results, suggesting that the shortened versions of SELFIE would be a reliable alternative to the complete tool for specific purposes, such as monitoring the development of the digital capacity of the school and policy monitoring.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"208 ","pages":"Article 104938"},"PeriodicalIF":12.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49732817","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":"Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession?","authors":"Robert M. Klassen ,&nbsp;Hui Wang ,&nbsp;Jade V. Rushby","doi":"10.1016/j.compedu.2023.104935","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104935","url":null,"abstract":"<div><p>The purpose of this article is to explore how a brief, scalable, online scenario-based learning (SBL) intervention influences preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession. A sample of 1,513 preservice teachers from a large undergraduate teacher education programme in Australia was recruited over two years to complete three SBL sessions (with four measurement points) over the course of three weeks. We conducted a series of latent change analyses to explore the patterns of change over time, with covariates including year in ITE programme, prospective teaching level, and sex. Results showed that self-efficacy, teaching commitment, and perceived fit with the profession increased after the initial SBL session, and the effect was maintained for self-efficacy and perceived fit, but not for teaching commitment. Implications for practice and further research are discussed.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"207 ","pages":"Article 104935"},"PeriodicalIF":12.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49757008","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 network analysis on digital media use, reading enjoyment, and orthography precision in a highly educated sample","authors":"Laura Miccoli,&nbsp;María Ángeles Peña Arias,&nbsp;Julio Santiago","doi":"10.1016/j.compedu.2023.104932","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104932","url":null,"abstract":"<div><p>At least a decade before the advent of smartphones, alarms rose about a diffuse worsening of literacy because mobile phone use appeared frequently accompanied by deviations from standard linguistic norms. Evidence, however, has been mixed and, in addition, several key studies were performed before the current ubiquitous use of online entertainment. The present study used a network approach (partial correlation networks) to examine the relations between the participants' use of free time (whether they devoted it to diverse online and/or offline activities), their enjoyment of reading, and their scores in an orthography test, used as proxy for written language skills. The final sample comprised 840 adults, out of which about 86.7% either were studying or had a university degree. Participants’ age and their use of social media contributed the most to the network structure. Social media use was linked to both more social as well as more solitary free time activity, but it showed no direct connection with orthographic skills: at least in this highly educated sample, the relation between written language skills and digital media use was moderated by other factors. Orthographic skills improved, through separate routes, with years of education and with number of books read in a year. As the latter was also strongly associated with subjective reading enjoyment and devoting free time to reading, the findings therefore also indicate that greater reading pleasure significantly contributes to better written language skills.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"207 ","pages":"Article 104932"},"PeriodicalIF":12.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49729357","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":"What I wanted and what I did: Motivation and engagement in a massive open online course","authors":"Ella Anghel ,&nbsp;Joshua Littenberg-Tobias ,&nbsp;Matthias von Davier","doi":"10.1016/j.compedu.2023.104929","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104929","url":null,"abstract":"<div><p>Existing studies on MOOCs examine learners’ engagement processes but have not explored links between them and motivations to enroll. In our previous work, we identified three motivation groups in a MOOC for educators: intrinsic, professional, and prosocial. In the current study, we used process mining to compare the course engagement patterns of these three groups. We found that throughout the course, the intrinsic group was the most engaged, but the prosocial group became the most engaged by the end of the course. We also identified rarely visited pages and page sequences that do not follow the intended course structure. Our findings enhance existing research on motivation and engagement in MOOCs by showing how motivation relates to fine-grained engagement metrics. They suggest that MOOC developers may want to consider why some groups are less engaged and why some pages appear less engaging and change the course structure accordingly.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"207 ","pages":"Article 104929"},"PeriodicalIF":12.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49757007","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":"Collaborative generative learning activities in immersive virtual reality increase learning","authors":"Gustav Bøg Petersen ,&nbsp;Valdemar Stenberdt ,&nbsp;Richard E. Mayer ,&nbsp;Guido Makransky","doi":"10.1016/j.compedu.2023.104931","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104931","url":null,"abstract":"<div><p>Learning in immersive virtual reality (VR) can be highly motivating, but the perceptual richness and activity can distract students from the core instructional message. Generative learning activities may mitigate some of the limitations of immersive learning by helping learners focus on making sense of the key material. The main aim of this study was to examine whether learners benefit from being prompted to engage in individual or collaborative generative learning activities while immersed in a VR lesson compared to viewing the same lesson with no breaks. High school students (<em>N</em> = 164) viewed a biology lesson adapted for immersive VR about how our cells are structured and function. For the experimental conditions, the lesson was split up into four parts, with a pause after each part where learners summarized the main points and created a virtual representation of a cell; this was performed individually or collaboratively within the VR environment. Based on generative learning theory, we predicted that students engaging in individual and collaborative generative learning activities would display significantly higher posttest scores than the control group. Based on theories of computer-supported collaborative learning, we examined whether the collaborative generative activity group would achieve higher posttest scores than the individual generative activity group. The results showed that adding collaborative generative activities to a VR lesson was more effective at improving learning than adding individual generative activities. These results are consistent with collaborative cognitive load theory and demonstrate the value of adding collaborative generative learning activities to immersive VR lessons.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"207 ","pages":"Article 104931"},"PeriodicalIF":12.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49729368","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":"When, how and for whom changes in engagement happen: A transition analysis of instructional variables","authors":"Mohammed Saqr Ph.D ,&nbsp;Sonsoles López-Pernas Ph.D ,&nbsp;Leonie V.D.E. Vogelsmeier Ph.D","doi":"10.1016/j.compedu.2023.104934","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104934","url":null,"abstract":"<div><p>The pace of our knowledge on online engagement has not been at par with our need to understand the temporal dynamics of online engagement, the transitions between engagement states, and the factors that influence a student being persistently engaged, transitioning to disengagement, or catching up and transitioning to an engaged state. Our study addresses such a gap and investigates how engagement evolves or changes over time, using a person-centered approach to identify for whom the changes happen and when. We take advantage of a novel and innovative multistate Markov model to identify what variables influence such transitions and with what magnitude, i.e., to answer the <em>why</em>. We use a large data set of 1428 enrollments in six courses (238 students). The findings show that online engagement changes differently —across students— and at different magnitudes —according to different instructional variables and previous engagement states. Cognitively engaging instructions helped cognitively engaged students stay engaged while negatively affecting disengaged students. Lectures —a resource that requires less mental energy— helped improve disengaged students. Such differential effects point to the different ways interventions can be applied to different groups, and how different groups may be supported. A balanced, carefully tailored approach is needed to design, intervene, or support students' engagement that takes into account the diversity of engagement states as well as the varied response magnitudes that intervention may incur across diverse students’ profiles.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"207 ","pages":"Article 104934"},"PeriodicalIF":12.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49703264","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":"Attitude and peer norm predict how students use lecture recordings","authors":"Kasia Banas ,&nbsp;Tobias Thejll-Madsen ,&nbsp;Anita Tobar-Henríquez ,&nbsp;Eva Murzyn","doi":"10.1016/j.compedu.2023.104933","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104933","url":null,"abstract":"<div><p>The impact of lecture recordings on university students' learning often depends on whether the recordings are used as a substitute for attending live lectures (watching <em>instead of</em> attending; usually undesirable) or as a supplement to attending (watching <em>in addition to</em> attending; usually desirable). However, little is known about the predictors of how students use the recordings. This study examined the demographic and psychological variables associated with attending live lectures, and with the use of lecture recordings as a substitute or supplement. In particular, we characterised the students' own opinions about attending live lectures and using lecture recordings (attitude), students' beliefs about what their classmates thought about these behaviours (peer norm), and students' beliefs about what their lecturers thought about these behaviours (lecturer norm). Using data gathered in a large introductory psychology course (n = 212), we found that attending live lectures, using recordings as a supplement and using recordings as a substitute were all viewed favourably and perceived to be accepted by peers. The perception of lecturer norm was more nuanced, with substitution perceived as the least acceptable to lecturers. Generally, the more positive the students’ own attitude and the perceived peer norm towards engaging with lectures in a particular way (attending live, using recordings as a supplement, or using recordings as a substitute), the more likely students were to engage with lectures in that way. These findings suggest that attitudes and peer norms may be valuable targets for educational interventions in this area.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"207 ","pages":"Article 104933"},"PeriodicalIF":12.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49703253","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":"False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning","authors":"Johannes F. von Hoyer ,&nbsp;Joachim Kimmerle ,&nbsp;Ulrike Cress ,&nbsp;Peter Holtz","doi":"10.1016/j.compedu.2023.104930","DOIUrl":"https://doi.org/10.1016/j.compedu.2023.104930","url":null,"abstract":"<div><p>Previous research has shown that learners’ subjective certainty in the assumed correctness of their false answers to a knowledge test increased after online learning. It is unclear, however, 1) whether this False Certainty Effect (FaCE) results from online learning per se, or 2) whether a FaCE results from people confusing their own knowledge with information available on the internet while searching the internet, and 3) whether any topic-directed activity can result in a FaCE, even if it is not obviously topic related. We conducted two computer-based experiments to answer these questions. In Experiment 1, participants (<em>N</em> = 135) were randomly assigned to either an online-search learning condition, a computer-based content-learning condition with pre-selected learning material, or a computer-based topic-exploration condition with no learning-relevant information. Across all conditions, there was an increase in false certainty after the activity. The FaCE was equally strong in the two learning conditions (online search and content learning) and minimal in the non-learning condition. In Experiment 2 (<em>N</em> = 87), we replicated the FaCE for a learning activity with pre-selected materials but did not find a spill-over effect to an unrelated topic. These results indicate that the FaCE is primarily an unwanted side effect of the knowledge acquisition that arises from brief computer-based learning activities.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"208 ","pages":"Article 104930"},"PeriodicalIF":12.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49732823","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}