Computers & Education最新文献_第7页

A systematic review of technology-enabled teacher professional development during COVID -19 pandemic 在 COVID -19 大流行期间对技术辅助型教师专业发展的系统性审查

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-24 DOI: 10.1016/j.compedu.2024.105168

Lingyun Huang , Min Liang , Yuhan Xiong , Xiaomeng Wu , Cher Ping Lim

{"title":"A systematic review of technology-enabled teacher professional development during COVID -19 pandemic","authors":"Lingyun Huang , Min Liang , Yuhan Xiong , Xiaomeng Wu , Cher Ping Lim","doi":"10.1016/j.compedu.2024.105168","DOIUrl":"10.1016/j.compedu.2024.105168","url":null,"abstract":"<div><div>Technologies have the potential to support and enable teacher professional development (TPD) programs for inclusive and equitable quality education and lifelong learning for all (United Nations, 2023). This paper reviews the technology-enabled TPD programs that took place during the COVID-19 pandemic and investigated their effectiveness on teachers' learning and professional growth. Drawing on the TPD@Scale model, we systematically analyzed the quality, equity, and efficiency dimensions of 37 technology-enabled TPD programs implemented during the pandemic. The findings demonstrate that technology-enabled TPD programs could develop teachers’ knowledge and skills critical to quality teaching during the pandemic and create environments that foster active learning and collaboration among teachers. However, there needs to be significant improvements in using technology to provide expert support and facilitate feedback and reflections. Furthermore, equity and efficiency were not specifically discussed in these TPD programs. Lessons learned from the present study have allowed us to provide recommendations to researchers, policymakers, practitioners, and educators.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105168"},"PeriodicalIF":8.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358818","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

Comparing human-made and AI-generated teaching videos: An experimental study on learning effects 比较人工制作和人工智能生成的教学视频：学习效果实验研究

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-21 DOI: 10.1016/j.compedu.2024.105164

Torbjørn Netland, Oliver von Dzengelevski, Katalin Tesch, Daniel Kwasnitschka

{"title":"Comparing human-made and AI-generated teaching videos: An experimental study on learning effects","authors":"Torbjørn Netland, Oliver von Dzengelevski, Katalin Tesch, Daniel Kwasnitschka","doi":"10.1016/j.compedu.2024.105164","DOIUrl":"10.1016/j.compedu.2024.105164","url":null,"abstract":"<div><div>In the age of generative AI, can teaching videos be efficiently and effectively generated by large language models? In this study, the authors used generative AI tools to develop four short teaching videos for a management course and then compared them with human-generated videos on the same subjects in an online experiment. In an across-subject experimental design, 447 participants completed two treatment conditions presenting different mixes of AI-generated and human-made videos. The participants were asked to rate their learning experiences after each video and had their learning outcomes tested in a multiple-choice exam at the end of the session (N = 1788 video treatments). The findings show that human-generated videos provided a statistically significant but small advantage to participants in terms of learning experience, indicating that the participants still prefer to be taught by human teachers. However, a comparison of exam results between the experimental groups implies that the participants eventually acquired knowledge about the content to a similar degree. Given these findings and the ease with which AI-generated teaching videos can be created, this study concludes that AI-generated teaching videos will likely proliferate.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"224 ","pages":"Article 105164"},"PeriodicalIF":8.9,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433289","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

Uncovering student profiles. An explainable cluster analysis approach to PISA 2022 揭示学生概况。2022 年国际学生评估项目（PISA）的可解释聚类分析方法

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-20 DOI: 10.1016/j.compedu.2024.105166

Miguel Alvarez-Garcia , Mar Arenas-Parra , Raquel Ibar-Alonso

{"title":"Uncovering student profiles. An explainable cluster analysis approach to PISA 2022","authors":"Miguel Alvarez-Garcia , Mar Arenas-Parra , Raquel Ibar-Alonso","doi":"10.1016/j.compedu.2024.105166","DOIUrl":"10.1016/j.compedu.2024.105166","url":null,"abstract":"<div><div>Educational data mining (EDM) applied to the wealth of data generated from international large-scale assessments (ILSAs) shows potential for identifying successful educational initiatives. Despite limited research on clustering methods in ILSAs, leveraging these methods to uncover student profiles can help decision-making in designing tailored programs. This study aims to identify and characterize 15-year-old student profiles using PISA 2022 data and reveal insights into the relationship between these profiles and factors such as ICT availability and use, gender, academic performance, and educational expectations. We analyzed PISA 2022 Spanish student data (n = 30,800) with a selection of 74 contextual variables, applying an end-to-end explainable cluster analysis methodology that integrates different machine learning (ML) and explainable artificial intelligence (XAI) techniques. This methodology covered data pre-processing, dimensionality reduction, clustering, and classification to ensure data quality and result explainability. We obtained 16 derived variables, 7 student clusters, and an optimal XGBoost classifier with a global accuracy of 0.8643. Using local and global SHAP values, we interpreted clusters, finding that socio-economic status and ICT availability and use at home are the most important factors differentiating student profiles. Our findings suggest the need to emphasize (i) proper ICT accessibility and use, as well as student support networks to improve academic performance, (ii) gender-specific well-being programs, and (iii) the encouragement of educational expectations tailored to students’ gender and their exposure to higher education. These results pave the way for personalized academic policies and programs through ML-based tools for uncovering student profiles.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105166"},"PeriodicalIF":8.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323862","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

Pedagogical agent design for K-12 education: A systematic review 针对 K-12 教育的教学代理设计：系统回顾

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-14 DOI: 10.1016/j.compedu.2024.105165

Shan Zhang , Chris Davis Jaldi , Noah L. Schroeder , Alexis A. López , Jessica R. Gladstone , Steffi Heidig

{"title":"Pedagogical agent design for K-12 education: A systematic review","authors":"Shan Zhang , Chris Davis Jaldi , Noah L. Schroeder , Alexis A. López , Jessica R. Gladstone , Steffi Heidig","doi":"10.1016/j.compedu.2024.105165","DOIUrl":"10.1016/j.compedu.2024.105165","url":null,"abstract":"<div><div>Pedagogical agents (PAs) are increasingly being integrated into educational technologies. Although previous reviews have examined the impact of PAs on learning and learning-related outcomes, it still remains unclear what specific design features, social cues, and other contextual elements of PA implementation can optimize the learning process. These questions are even more prevalent with regards to the K-12 population, as most reviews to date have largely focused on post-secondary learners. To address this gap in the literature, we systematically review empirical studies around the design of PAs for K-12 learners. After reviewing 1374 studies for potential inclusion, we analyzed 44 studies that met our inclusion criteria using Heidig and Clarebout's (2011) frameworks. Our findings showed that learners had preferences for specific types of PAs. While these preferences were not always associated with increased learning outcomes, there is a lack of research specifically investigating the intersection of perceptions and learning. Our results also showed that pedagogical strategies that are effective for human teachers were effective when used by PAs. We highlight what specific design features instructional designers can use to design PAs for K-12 learners and discuss promising research directions based on the extant work in the field.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105165"},"PeriodicalIF":8.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142329479","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

Analysis and discovery of procrastination patterns in a language learning MOOC 分析和发现语言学习 MOOC 中的拖延模式

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-12 DOI: 10.1016/j.compedu.2024.105154

Jorge A. Vázquez Mendoza , Cèsar Ferri Ramírez , Carlos Monserrat Aranda

{"title":"Analysis and discovery of procrastination patterns in a language learning MOOC","authors":"Jorge A. Vázquez Mendoza , Cèsar Ferri Ramírez , Carlos Monserrat Aranda","doi":"10.1016/j.compedu.2024.105154","DOIUrl":"10.1016/j.compedu.2024.105154","url":null,"abstract":"<div><p>Online learning has been gaining a broad notoriety in society in the last years. The ease with which users from all over the world can learn is one of its main attractions. MOOCs are one of these technologies, which have enabled users to learn almost any subject of their interest. The use of MOOCs generates a massive amount of data that has been used by researchers with different goals: to predict dropout, predict grades and determine learning styles. Users of MOOCs face several challenges, some of which have been extensively studied. However, there are some of them, such as procrastination, whose study as a determining factor in the failure of such courses has not been addressed in sufficient depth. Through this paper, the influence of procrastination on the failure rates of users in a MOOC has been uncovered. Furthermore, by using process mining, this research has revealed the existence of a pattern of procrastination and the type of material used during study sessions by the users who fail the course. Speclifically, diverse forms of procrastination have been identified, resulting in differing effects on the educational outcomes attained by the user. These findings possess considerable implications, as they underscore the potential worth of detecting specific procrastination patterns to ascertain users who necessitate supplementary support during their educational pursuits within MOOCs.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105154"},"PeriodicalIF":8.9,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524001684/pdfft?md5=f6cc7379b9c5dbfbccc25f0b96b6b1d7&pid=1-s2.0-S0360131524001684-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241602","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

Understanding the effectiveness of automated feedback: Using process data to uncover the role of behavioral engagement 了解自动反馈的有效性：利用流程数据揭示行为参与的作用

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-12 DOI: 10.1016/j.compedu.2024.105163

Ronja Schiller , Johanna Fleckenstein , Ute Mertens , Andrea Horbach , Jennifer Meyer

{"title":"Understanding the effectiveness of automated feedback: Using process data to uncover the role of behavioral engagement","authors":"Ronja Schiller , Johanna Fleckenstein , Ute Mertens , Andrea Horbach , Jennifer Meyer","doi":"10.1016/j.compedu.2024.105163","DOIUrl":"10.1016/j.compedu.2024.105163","url":null,"abstract":"<div><div>In the last couple of years, feedback research has shifted towards a feedback-as-process approach, taking a learner-centered perspective and focusing on the proactive role of the learner in feedback effectiveness. Process measures can provide new insights into the role of the learner by making learners’ actual behavioral engagement visible. We conducted an experimental study, comparing two groups (feedback vs. no feedback) of English-as-a-foreign-language learners in lower secondary schools (<em>N</em> = 189). The learners completed a writing task and revised it with or without feedback. A second writing task served as a transfer task. Performance was automatically assessed using a scoring algorithm. To determine the level of learners’ behavioral engagement during the text revision, we used the revision time and the edit distance (i.e., a similarity measure) as behavioral measures. Our analyses showed a positive effect of feedback on text revision. We found a full mediation of the effect of feedback on text revision through revision time with an estimated portion of mediation (POM) of .63∗∗∗ and a partial mediation of the feedback effect on text revision through the edit distance with a POM of .30∗∗. We did not find significant mediation effects of either engagement variable regarding performance in a transfer task. Our findings contribute to the understanding of feedback effectiveness, highlighting the central role of learner engagement in the feedback process.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105163"},"PeriodicalIF":8.9,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425922","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

An examination of teachers’ views on video games and learning: Establishing the Games and Literacy Education (GALE) scale 研究教师对电子游戏与学习的看法：建立游戏与扫盲教育（GALE）量表

IF 8.9 1区教育学

Computers & Education Pub Date : 2024-09-07 DOI: 10.1016/j.compedu.2024.105155

Sam von Gillern , Amanda Olsen , Brady Nash , Carolyn Stufft

{"title":"An examination of teachers’ views on video games and learning: Establishing the Games and Literacy Education (GALE) scale","authors":"Sam von Gillern , Amanda Olsen , Brady Nash , Carolyn Stufft","doi":"10.1016/j.compedu.2024.105155","DOIUrl":"10.1016/j.compedu.2024.105155","url":null,"abstract":"<div><p>Teachers' views impact if and how technologies are integrated into classroom practice, and research demonstrates that digital game-based learning can support student learning across content areas. Yet, quantitative examinations of teachers' views on digital game-based learning in literacy education are limited. This study establishes the Gaming and Literacy Education (GALE) Scale as a reliable and valid measure for examining literacy teachers' perspectives on digital games and learning. The GALE Scale is a 21-item five-factor model created by conducting an exploratory factor analysis with survey data from 516 literacy teachers in the central United States followed by a confirmatory factor analysis with data from another 516 teachers. While participants generally agreed that digital games can support student learning, they reported limited integration of games in their classrooms, and only 12.2% agreed they learned about game-based learning in their teacher preparation program. Given the efficacy of digital game-based learning across disciplines demonstrated in meta-analytic research, literacy teacher education and professional development on effective uses of games in literacy learning are warranted. Further, scholars can utilize the GALE Scale to examine teachers’ views on digital games and literacy learning across time and contexts.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"223 ","pages":"Article 105155"},"PeriodicalIF":8.9,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168623","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

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