Computers & Education最新文献

{"title":"Learning to Evaluate (Mis)information in an Online Game: Strategies Matter!","authors":"Sarit Barzilai ,&nbsp;Marc Stadtler","doi":"10.1016/j.compedu.2024.105210","DOIUrl":"10.1016/j.compedu.2024.105210","url":null,"abstract":"<div><div>Digital games can help students learn how to cope with misinformation. However, misinformation games typically include multiple game mechanics, making it hard to identify which mechanics contribute to learning. Hence, the aim of this study was to clarify how misinformation games promote learning by examining the effects of two promising misinformation game mechanics– simulating evaluation strategies and providing explanations about the types of misinformation encountered in the game. The participants were 132 8th and 9th-grade students who played different versions of a misinformation game that either simulated evaluation strategies or did not simulate them and either included misinformation explanations or did not include them. The results indicated that simulating evaluation strategies improved sharing and accuracy discernment following the game, but providing misinformation explanations did not. Simulating evaluation strategies also led to greater awareness of corroboration and sourcing strategies, whereas misinformation explanations only supported awareness of sourcing. Structural equation modeling revealed that simulating evaluation strategies led to more accurate sharing decisions in the game and that in-game sharing accuracy mediated the effect of simulating strategies on post-game accuracy and sharing discernment. These findings advance the understanding of misinformation game design by identifying game mechanics that are conducive to learning. The findings highlight that simulating evaluation strategies in a game can help prepare learners to cope with misinformation. More research is needed to explore the effective integration of misinformation explanations into such games.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105210"},"PeriodicalIF":8.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142788801","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":"Young learners’ motivation, self-regulation and performance in personalized learning","authors":"Ackermans Kevin ,&nbsp;Marjoke Bakker ,&nbsp;Anne-Marieke van Loon ,&nbsp;Marijke Kral ,&nbsp;Gino Camp","doi":"10.1016/j.compedu.2024.105208","DOIUrl":"10.1016/j.compedu.2024.105208","url":null,"abstract":"<div><h3>Introduction</h3><div>Personalized learning, a topic that has garnered significant attention in education, is known for its potential to cater to student's unique needs and improve educational outcomes. However, most large-scale longitudinal studies on personalized learning have primarily focused on middle school students and above (age ≥11). This study, in contrast, delves into the uncharted territory of how personalized learning affects younger students (ages 7–12), a domain largely overlooked by large-scale studies.</div></div><div><h3>Objective</h3><div>To understand the effect of PL on young learners’ academic performance, metacognitive awareness, and motivation.</div></div><div><h3>Method</h3><div>Multidisciplinary design teams embedded personalized learning in eight participating elementary schools, resulting in personalized learning interventions tailored to each school in four subjects. The effects were measured over three years among 588 students and 82 teachers and analyzed using a Bayesian Gaussian regression with random intercept models and nested groups.</div></div><div><h3>Results</h3><div>We found significant evidence that the personalized learning interventions fostered academic performance in two of the four subjects: math and spelling. Regarding spelling, we found that the schools in which metacognitive skills were explicitly trained improved their students' spelling performance significantly compared to other schools. We found significant evidence suggesting that student ICT skills improved metacognitive awareness, intrinsic motivation, and math performance. We also found significant evidence that teachers' ICT skills support student metacognitive awareness. However, we could not confirm the theorized effect of personalized learning on metacognitive awareness or students’ intrinsic motivation.</div></div><div><h3>Conclusion</h3><div>Our study provides evidence-based recommendations for implementing personalized learning interventions in elementary schools, particularly for math and spelling. Finally, improving ICT skills among students and teachers benefits students in math and in their metacognitive skills.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105208"},"PeriodicalIF":8.9,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743012","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":"Mapping the prevalence of mixed methods research in educational technology journals","authors":"Olha Ketsman ,&nbsp;Alissa Droog ,&nbsp;Sumaiya Qazi","doi":"10.1016/j.compedu.2024.105207","DOIUrl":"10.1016/j.compedu.2024.105207","url":null,"abstract":"<div><div>Advancing knowledge in educational technology requires a diverse array of research designs, methodologies, and data sources. Mixed methods research, particularly valuable for studying intricate issues, remains scarce in educational technology. The purpose of this study is to examine the prevalence of mixed methods research studies published in the top 10 educational technology journals between 2018 and 2022. By examining n = 2380 articles from top educational technology journals, this study aims to enhance awareness of mixed methodologies among educational technology researchers, highlighting common approaches and identifying gaps. Adhering to best practices for prevalence studies and utilizing methods from evidence synthesis, three authors screened and coded articles for quantitative, qualitative, mixed methods, or non-empirical studies through three stages of data analysis. Results indicate that mixed methods research is underrepresented, constituting only 12% of all published articles, the smallest proportion compared to other types. Furthermore, 64% of these mixed methods studies did not self-identify as such despite employing mixed methods approaches, revealing a gap in methodological understanding. Among those that did self-identify, 68% failed to specify the type of core mixed methods approach used, indicating further gaps. The prevalence of mixed methods research published in the top 10 educational technology journals in a 5-year period ranged between 5% and 15% and is low compared to other types of published studies in the field. Addressing the underrepresentation and improving the specificity of methodological reporting can enhance the overall quality of research in educational technology.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105207"},"PeriodicalIF":8.9,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743013","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":"Unpacking help-seeking process through multimodal learning analytics: A comparative study of ChatGPT vs Human expert","authors":"Angxuan Chen ,&nbsp;Mengtong Xiang ,&nbsp;Junyi Zhou ,&nbsp;Jiyou Jia ,&nbsp;Junjie Shang ,&nbsp;Xinyu Li ,&nbsp;Dragan Gašević ,&nbsp;Yizhou Fan","doi":"10.1016/j.compedu.2024.105198","DOIUrl":"10.1016/j.compedu.2024.105198","url":null,"abstract":"<div><div>Help-seeking is an active learning strategy tied to self-regulated learning (SRL), where learners seek assistance when facing challenges. They may seek help from teachers, peers, intelligent tu-tor systems, and more recently, generative artificial intelligence (AI). However, there is limited empirical research on how learners’ help-seeking process differs between generative AI and hu-man experts. To address this, we conducted a lab experiment with 38 university students tasked with essay writing and revising. The students were randomly divided into two groups: one seeking help from ChatGPT (AI Group) and the other from an experienced teacher (HE Group). To examine their help-seeking processes, we used a combination of statistical testing and process mining methods, analyzing multimodal data (e.g., trace data, eye-tracking data, and conversa-tional data). Our results indicated that the AI Group exhibited a nonlinear help-seeking process, such as skipping evaluation, differing significantly from the linear model observed in the HE Group which also aligned with classic help-seeking theory. Detailed analysis revealed that the AI Group asked more operational questions, showing pragmatic help-seeking activities, whereas the HE Group was more proactive in evaluating and processing received feedback. We discussed factors such as social pressure, metacognitive off-loading, and over-reliance on AI in these different help-seeking scenarios. More importantly, this study offers innovative insights and evidence, based on multimodal data, to better understand and scaffold learners learning with generative AI.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105198"},"PeriodicalIF":8.9,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis on the effect of technology on the achievement of less advantaged students","authors":"Giorgio Di Pietro ,&nbsp;Jonatan Castaño Muñoz","doi":"10.1016/j.compedu.2024.105197","DOIUrl":"10.1016/j.compedu.2024.105197","url":null,"abstract":"<div><div>This paper presents a meta-analysis that investigates the impact that the educational use of digital technologies has on less advantaged students’ achievement. We use a comprehensive definition for this group of students that includes all students in less developed countries as well as more disadvantaged students in more developed countries. 740 estimates from 72 studies employing experimental and quasi-experimental research designs are collected. Overall, educational technology initiatives are found to have a small, positive, statistically significant effect that remains even after correcting for publication bias. Additionally, our results indicate that computer-assisted learning and behavioural interventions are more effective in raising the achievement of less advantaged students than simple access to technology. Interestingly, the effect of these two interventions appears to be of a similar magnitude. Finally, the use of digital technologies is associated with slightly greater achievements in math and science than humanities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"226 ","pages":"Article 105197"},"PeriodicalIF":8.9,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684348","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":"Plugging in at school: Do schools nurture digital skills and narrow digital skills inequality?","authors":"Renae Sze Ming Loh ,&nbsp;Gerbert Kraaykamp ,&nbsp;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}

{"title":"Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards","authors":"Jing Wang ,&nbsp;Shaoying Gong ,&nbsp;Yang Cao ,&nbsp;Xiaorong Guo ,&nbsp;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}

{"title":"Automated feedback improves teachers’ questioning quality in brick-and-mortar classrooms: Opportunities for further enhancement","authors":"Dorottya Demszky ,&nbsp;Jing Liu ,&nbsp;Heather C. Hill ,&nbsp;Shyamoli Sanghi ,&nbsp;Ariel Chung","doi":"10.1016/j.compedu.2024.105183","DOIUrl":"10.1016/j.compedu.2024.105183","url":null,"abstract":"<div><div>AI-powered professional learning tools that provide teachers with individualized feedback on their instruction have proven effective at improving instruction and student engagement in virtual learning contexts. Despite the need for consistent, personalized professional learning in K-12 settings, the effectiveness of automated feedback tools in traditional classrooms remains unexplored. We present results from 224 Utah mathematics and science teachers who engaged in a pre-registered randomized controlled trial, conducted in partnership with TeachFX, to assess the impact of automated feedback in K-12 classrooms. This feedback targeted “focusing questions” — questions that probe students’ thinking by pressing for explanations and reflection. We find that teachers opened emails containing the automated feedback about 53–65% of the time, and the feedback increased their use of focusing questions by 20% (<em>p</em> &lt; 0.01) compared to the control group. The feedback did not impact other teaching practices. Qualitative interviews with 13 teachers revealed mixed perceptions of the automated feedback. Some teachers appreciated the reflective insights, while others faced barriers such as skepticism about accuracy, data privacy concerns, and time constraints. Our findings highlight the promises and areas of improvement for implementing effective and teacher-friendly automated professional learning tools in brick-and-mortar classrooms.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105183"},"PeriodicalIF":8.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177330","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":"Reducing interpretative ambiguity in an educational environment with ChatGPT","authors":"Francisco Garcia-Varela ,&nbsp;Zvi Bekerman ,&nbsp;Miguel Nussbaum ,&nbsp;Marcelo Mendoza ,&nbsp;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}

{"title":"“Storytelling and educational robotics: A scoping review (2004–2024)”","authors":"Maria Palioura,&nbsp;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}