Computers & Education最新文献

{"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 ,&nbsp;Hui-Chin Yeh ,&nbsp;Shih-Wen Su ,&nbsp;Xin-Zhi Chiang ,&nbsp;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}

{"title":"Development and techniques in learner model in adaptive e-learning system: A systematic review","authors":"Xiyu Wang,&nbsp;Yukiko Maeda,&nbsp;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}

{"title":"Co-researching with primary school students to retrace their digital footprint","authors":"Rebecca Ng,&nbsp;M.C.S. Rivera,&nbsp;M. Cook,&nbsp;M.F. Mavilidi,&nbsp;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}

{"title":"Teachers’ computational thinking content knowledge: Development of a measurement instrument","authors":"Sara Monteyne ,&nbsp;Charlotte Struyve ,&nbsp;Natacha Gesquière ,&nbsp;Tom Neutens ,&nbsp;Francis Wyffels ,&nbsp;Johan van Braak ,&nbsp;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}

{"title":"Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices","authors":"Jiangmei Yuan ,&nbsp;Carla B. Brigandi ,&nbsp;Karen E. Rambo-Hernandez ,&nbsp;Catherine L. Manley","doi":"10.1016/j.compedu.2024.105174","DOIUrl":"10.1016/j.compedu.2024.105174","url":null,"abstract":"<div><div>In-service elementary school teachers need training to teach computational thinking (CT). A common model for CT professional learning programs includes an initial workshop followed by ongoing support. However, little research has examined the efficacy of ongoing support, the most effective types, and its impact on classroom practices. The current study details a multifaceted CT professional learning program with innovative ongoing support to help elementary school teachers implement the Code.org curriculum. It also empirically investigated the impact of the support on teachers' self-efficacy in coding and teaching CT, the effectiveness of each component of the support, and to what extent it affected teachers' classroom practices. Our ongoing support included an additional workshop, grade-level professional learning community (PLC) sessions, instructional videos, and teacher leaders' support. Data included a pre-survey, four post-surveys, lesson observations, a focus group interview, tracking the number of video views, and surveys from PLC participants and teacher leaders. Results indicated that the ongoing support significantly increased teachers' self-efficacy in coding and teaching CT. Regarding the effectiveness of the various components of the ongoing support, the additional workshop significantly increased teachers' self-efficacy in coding and teaching CT. Teachers valued each component of the support, and this support improved teachers’ classroom practices.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105174"},"PeriodicalIF":8.9,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding","authors":"Lucia Mason ,&nbsp;Barbara Carretti ,&nbsp;Angelica Ronconi ,&nbsp;Eleonora Pizzigallo ,&nbsp;Ymkje E. Haverkamp ,&nbsp;Ivar Bråten","doi":"10.1016/j.compedu.2024.105172","DOIUrl":"10.1016/j.compedu.2024.105172","url":null,"abstract":"<div><div>Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to read and respond to social media messages during reading. Text disfluency was perceptual in the form of harder-to-read versus easy-to-read text. We included 208 university students, who were randomly assigned to one of the four conditions resulting from a 2 x 2 between-subjects design. Participants read two dual-positional texts on sun exposure and health. Dependent on the assigned condition, they could read perceptually fluent or disfluent texts, and they could intermittently receive, or not receive, on-screen social media messages while reading. As outcome variables, we measured participants’ perception of cognitive load, integrated text understanding, and metacognitive calibration of text understanding. We also controlled the possible contributions of the individual differences of prior knowledge, reading comprehension skills, working memory, and cognitive flexibility. Results showed a negative effect of multitasking on the integrated understanding of the dual positional texts with non-multitaskers outperforming multitaskers. Perception of cognitive load and metacognitive calibration were not affected by multitasking. No impact of disfluency was observed for any of the outcome variables, and the interactive effect of multitasking and disfluency was also not statistically significant. Limitations and directions for future research are discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"224 ","pages":"Article 105172"},"PeriodicalIF":8.9,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement","authors":"Fan Ouyang,&nbsp;Mian Wu,&nbsp;Jianmin Gu","doi":"10.1016/j.compedu.2024.105173","DOIUrl":"10.1016/j.compedu.2024.105173","url":null,"abstract":"<div><div>Collaborative knowledge construction (CKC) is advanced by group members' cognitive engagement across three levels: individual-level knowledge processing and proposing, the peer-level social interactions and knowledge exchanges between two group members, and the group-level coordination and construction of knowledge across multiple group members. The interconnected and transformative relationship among three levels is an essential factor during the CKC process. Individual viewpoints can trigger peer feedback, which can be further refined by other group members; the group-level consensus can provide foundations for subsequent individual- or peer-level cognitive engagement. The group-level coordination of knowledge advancement involves the processing, synthesis, and reflection of knowledge from multiple members to reach a group consensus. However, previous analytical approaches have faced challenges in modeling distinct types of interconnections across the individual, peer, and group levels during the CKC process. To address this gap, this research employed multilayer network analysis (MNA) to model and quantify the multi-level and interconnected characteristics of CKC in a series of face-to-face, computer-supported CKC activities in China's higher education. First, small groups were categorized into the high, medium, and low levels of cognitive engagement groups. Second, multilayer networks were constructed for each category, where students' use of cognitive strategies were set as nodes, the interconnections between cognitive strategies were set as edges, and three levels (i.e., individual, peer, and group levels) were set as layers. The node-, layer-, and network-level metrics were calculated to quantify the overall characteristics of the networks, the interconnected characteristics within a level and across the three levels. The MNA results revealed that, compared to lower level of cognitive engagement groups, groups with higher cognitive engagement demonstrated (1) more influential moderate and deep cognitive strategies at group and peer levels; (2) interconnections between cognitive strategies with higher diversity, connectivity, and more balanced distribution across three levels, but relatively lower information exchanging efficiency; and (3) communities with more interconnections related to the moderate and deep cognitive strategies at peer and group levels. Based on the empirical findings, this research proposed pedagogical implications for CKC practices and analytical implications for using MNA to improve the understanding of computer-supported collaborative learning mechanisms.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105173"},"PeriodicalIF":8.9,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Who says statistics classes are boring? How a virtual escape room enhances statistics learning","authors":"Woon Chien Cecilia Teng,&nbsp;Gek Ling Claire Tan","doi":"10.1016/j.compedu.2024.105171","DOIUrl":"10.1016/j.compedu.2024.105171","url":null,"abstract":"<div><div>Escape rooms (ERs) have gained traction in higher education over the past decade, but studies on ERs for statistics education are scant. In this study, a virtual ER was developed, piloted, and implemented in an undergraduate introductory statistics class, and its impact on learning was evaluated over three iterations. The escapED framework informed the design of the ER. A quasi-experimental pre-test–post-test design was used to evaluate learning gains. A post-activity questionnaire was used to collect student perceptions about the game. Significant learning gains were observed, with large effect sizes across all cohorts. Similarly, analyses of the qualitative data revealed that the game enhanced learning in the cognitive, affective, behavioural, and interpersonal domains, and was well-received by students. The ER was effective in improving learning outcomes. ERs can be a powerful approach in fostering peer learning and shifting negative attitudes about difficult subjects. Educators keen in exploring ERs in their classrooms are highly encouraged to consider pedagogically-informed game designs and leverage technology in creating engaging and effective learning experiences.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"224 ","pages":"Article 105171"},"PeriodicalIF":8.9,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining","authors":"Danial Hooshyar ,&nbsp;Xiaojing Weng ,&nbsp;Paula Joanna Sillat ,&nbsp;Kairit Tammets ,&nbsp;Minhong Wang ,&nbsp;Raija Hämäläinen","doi":"10.1016/j.compedu.2024.105169","DOIUrl":"10.1016/j.compedu.2024.105169","url":null,"abstract":"<div><div>Personalized technology-enhanced learning (TEL) has emerged as a prominent tool used by universities to cater to students' diverse individual needs. Many higher education researchers and educators have explored the adoption of personalized TEL as an important tool to foster student learning outcomes from diverse perspectives. However, despite its significance and the substantial body of existing research, a notable gap exists in systematically evaluating the effectiveness of personalized TEL with meta-analysis approach within the higher education. To address the research gap, we investigated the effectiveness of personalized TEL in developing students' cognitive skills and non-cognitive characteristics in higher education context by utilizing the methods of meta-analysis and association rule mining. Our study reveals that the cognitive skills are reported more than non-cognitive characteristics as the learning outcomes of adopting personalized TEL. Overall, utilizing personalized TEL can improve students' cognitive skills and non-cognitive characteristics at the medium level effect size. Factors of research settings, mean of delivery, and modelled characteristics can influence students’ non-cognitive characteristics while using personalized TEL. Based on our rule mining findings, future teachers, researchers, and instructional designers can consider combining the modelling of learners' skills/knowledge or preferences with adaptive learning support strategies, such as recommending materials and scaffolding, to achieve positive effects, particularly in the fields of Social Sciences and Engineering.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105169"},"PeriodicalIF":8.9,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality","authors":"Qin Xie ,&nbsp;Chang Zhang","doi":"10.1016/j.compedu.2024.105167","DOIUrl":"10.1016/j.compedu.2024.105167","url":null,"abstract":"<div><div>This study experimented with four design elements and examined their impact on feedback quality—<em>anonymizing feedback writers, providing teacher-made rubrics and a feedback template</em>, <em>and making feedback traceable</em>. The study adopted a quasi-experimental design and involved 75 undergraduates who produced 362 feedback entries on peers' presentations over eight weeks. The feedback comments were scored against detailed rubrics of feedback quality, focusing on nine features grouped under <em>ideational, interpersonal, and textual</em> dimensions according to the functional linguistics perspective. The scores were analyzed using a two-way repeated measures ANOVA to compare the experimental and the control groups' overall performance and week-by-week changes. The results were complex and mixed. Anonymity encouraged feedback writers to be more critical but negatively affected the interpersonal dimension of their writing. Providing templates and rubrics assisted them in the ideational dimension and enabled them to write from multiple aspects. Making feedback traceable helped them learn accumulatively from past efforts. Overall, the design elements substantially improved feedback quality in the first two weeks; however, their advantages diminished over time. In the eighth week, the two groups’ feedback became similar in quality. The study provides new insights for research and practice, highlighting the need to reassess and modify feedback design for longitudinal and routinized feedback activities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105167"},"PeriodicalIF":8.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}