Computers & Education最新文献

{"title":"Listen closely: Prosodic signals in podcast support learning","authors":"Juliette C. Désiron,&nbsp;Sascha Schneider","doi":"10.1016/j.compedu.2024.105051","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105051","url":null,"abstract":"<div><p>Based on the assumptions of Cognitive Load Theory and its derived signaling principle, previous research on instructional material has mainly investigated the effect of including visual cues to support the processing and integration of information. In the context of the renewed interest in commented videos and podcasts as instructional materials, the present study investigates the influence of prosodic signals on learning with digital media. An online experiment was conducted with 102 German students using an audio podcast as digital learning material. The audio recording was varied following the prosody of human language in terms of a 2 (volume: regular vs. higher) × 2 (pace: regular vs. slower) between-subject design to examine signaling key concepts. The results showed a positive effect of both prosodic cues manipulations (main effects) on learning outcomes and the most substantial impact when cumulated. This aligns with previous research on visual cues and thus extends findings on the signaling effect to the auditory modality. However, the picture is not so clear-cut. Indeed, higher learning outcome was also associated with higher mental effort and load with higher volume and no difference in effort but a lower load for a slower pace. Further, the presence of signals was also paired with an underestimation of learning. Overall, this could indicate a difficulty in processing the prosodic cues and integrating the signaled elements in the mental model, with an unknown effect on longer-term learning. Future research could further investigate additional possibilities of prosody (e.g., neutral vs. euphoric tone) as prosodic cues and characteristics linked to the speaker (e.g., age, gender) in podcasts and multimedia documents.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"216 ","pages":"Article 105051"},"PeriodicalIF":12.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000654/pdfft?md5=69bd0dcfc26e8e9d0ac675db2ad0d82f&pid=1-s2.0-S0360131524000654-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545835","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":"Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy","authors":"Wenting Zou ,&nbsp;Amanda Purington Drake ,&nbsp;Philipp K. Masur ,&nbsp;Janis Whitlock ,&nbsp;Natalie N. Bazarova","doi":"10.1016/j.compedu.2024.105046","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105046","url":null,"abstract":"<div><p>Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment (“data from the classroom”), and 2) n = 3552 participants on the internet (“data in the wild”). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"216 ","pages":"Article 105046"},"PeriodicalIF":12.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000605/pdfft?md5=1bd6b67003841d6a847c6eb65ad678eb&pid=1-s2.0-S0360131524000605-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140649442","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 influence of LinkedIn group community on postgraduate student experience, satisfaction and grades","authors":"Joe Hazzam ,&nbsp;Stephen Wilkins ,&nbsp;Carol Southall ,&nbsp;Blend Ibrahim","doi":"10.1016/j.compedu.2024.105052","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105052","url":null,"abstract":"<div><p>Social media platforms represent an opportunity for higher education institutions to complement and enhance classroom teaching and learning. The purpose of this research is to investigate the influence of a LinkedIn group community on student experience, satisfaction and grades. A total of 118 students from three postgraduate programmes at a university in the United Kingdom were randomly assigned during the second week of the semester to either an experimental group representing the LinkedIn group community or to the control group, where students attended the classroom sessions but were not included in a LinkedIn group. In week twelve of the semester, 40 students in the experimental group and 42 in the control group voluntarily completed the Postgraduate Taught Experience Survey questionnaire. The results of independent <em>t</em>-tests indicate that students in the experimental group scored significantly higher than the control group on engagement, satisfaction and grades, and the behavioural engagement within the LinkedIn group community contributes to satisfaction. Analysis of the learning activities reveals that the interactive content produces a higher engagement rate than the informative content. International students who had previous experience with LinkedIn show higher levels of engagement within the experimental LinkedIn group. The research contributes to the educational use of LinkedIn and explains that the effective planning of learning activities in an online group community, which includes the consideration of individual characteristics and content types, may influence positively students’ levels of engagement, satisfaction and grades.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"216 ","pages":"Article 105052"},"PeriodicalIF":12.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000666/pdfft?md5=040421416bc63dc50cfe3a0cacfb6f02&pid=1-s2.0-S0360131524000666-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545836","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":"Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling","authors":"Garry Falloon","doi":"10.1016/j.compedu.2024.105045","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105045","url":null,"abstract":"<div><p>In recent years, the development of computational thinking (CT) has become integral to many school curricula worldwide. This has been associated with calls for computational thinking to be considered a ‘21^St Century’ competency, valuable to <em>all</em> students as a transferable process for solving problems and building understanding of human behaviour and systems. However, while computational thinking is a focus of most secondary school computer science curricula, proponents such as Jeanette Wing argue its relevance for younger students, indicating more work must be done investigating its development in early years' education. This study used a structured, problem-based curriculum supported by guided inquiry pedagogy, to explore 6 year old students' learning of basic computational thinking concepts and practices while coding programmable floor robots (Blue-bots and an iPad app). Results indicated improvement across the seven lessons in students' sequencing/algorithm authoring, error correction, and pattern recognition. Furthermore, they revealed evidence of higher order thinking such as identifying patterns in code, and how these can be transferred to help solve problems of different designs. While currently play-based approaches are used to introduce computational thinking concepts and practices in early years' education, results from this study suggest that more structured, problem-based methods should be seriously considered. Results challenge commonly understood developmental theories about what young children can and can't do, contextualised within the field of computer science, and hold implications for early years' teachers' professional knowledge and pedagogy if they are to promote their students' learning in this increasingly important area. Given rapid technological advancements such as artificial intelligence (AI) and increasingly earlier exposure of young children to digitally-mediated information, this study provides support for the earlier and more systematic introduction of basic digital literacy knowledge and skills in early years' education.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"216 ","pages":"Article 105045"},"PeriodicalIF":12.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000599/pdfft?md5=59730e13f563bc8e580f00071134e13d&pid=1-s2.0-S0360131524000599-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140543099","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":"Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers","authors":"Yuan-Hsuan Lee ,&nbsp;Jing-Ya Jhang ,&nbsp;Huang-Yao Hong","doi":"10.1016/j.compedu.2024.105048","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105048","url":null,"abstract":"<div><p>In the AI era, it has become crucial to evaluate information found on the Internet critically. This research aimed to investigate the impact of a sourcing organizer on sixth graders' online multimodal and multiple document reading (MMDR) abilities, focusing on aspects such as source-content link and text integration in relation to reading on the Internet. Cognitive and affective factors associated with MMDR were examined. The study involved 52 sixth-graders (55.77% males) from two typical elementary school classes in the northern region of Taiwan. Two intact classes were randomly assigned to either the experimental or control group with the quasi-experimental design. The experimental group (n = 26) received a pre-outlined sourcing organizer, guiding them to record the article title, author, publication date, website name, and major assertions from six assigned multimodal texts. In contrast, the control group (n = 26) received a regular organizer, prompting them to summarize the main ideas from the same six assigned multimodal texts. The study's findings indicated that employing sourcing organizers positively impacted students' performance in text integration. However, it was observed that both groups, regardless of whether they used regular organizers or sourcing organizers, experienced benefits in terms of source-content links. Furthermore, reading ability emerged as the sole significant predictor for source-content links, whereas both reading ability and the use of sourcing organizers predicted text integration. The implications of these findings were discussed to provide insights into instructional strategies to develop online MMDR competencies in elementary students.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"216 ","pages":"Article 105048"},"PeriodicalIF":12.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140632693","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 the relationship between screen use and educational outcomes in childhood: A systematic literature review","authors":"Daniel Caballero-Julia ,&nbsp;Judith Martín-Lucas ,&nbsp;Luis E. Andrade-Silva","doi":"10.1016/j.compedu.2024.105049","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105049","url":null,"abstract":"<div><p>The increasing digitization of society has led to the growing immersion of children in virtual culture, raising concerns about how screen use affects their educational and personal development. Through a Systematic Literature Review (SLR) and Textual Data Mining (TDM), this study explores the profile of digital technology use, behaviour, and effects on childhood. We identify three distinct periods in the study of these effects: pre-2016, focused on addiction and health; 2016–2020, focused on educational applications and the role of families; and post-2020, with an emphasis on negative repercussions for identity construction, health, well-being, and behaviour. Our findings reveal a growing concern about the cognitive and emotional impact of screen use, underscoring the importance of teacher training and digital literacy for children and parents for appropriate and healthy use of technology. In contrast to what has been previously known, this study highlights the dynamic change in issues of concern about childhood screen use over time and emphasizes the need for educational strategies adapted to emerging digital cultural realities. This comprehensive approach offers a deeper insight into the dual role of technology as both an educational tool and a source of risk, providing a foundation for the development of informed and responsible educational practices in the digital age.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"215 ","pages":"Article 105049"},"PeriodicalIF":12.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000630/pdfft?md5=026c988aead3d0bf61128250db1b5cbf&pid=1-s2.0-S0360131524000630-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140350465","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":"Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes","authors":"Olubunmi Ipinnaiye ,&nbsp;Angelica Risquez","doi":"10.1016/j.compedu.2024.105047","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105047","url":null,"abstract":"<div><p>This study explores the pedagogical use of adaptive learning to foster learner-content interaction, and its subsequent impact on student performance in a large first year Macroeconomics course in an Irish University. To increase student-content interaction, an adaptive learning tool (<em>LearnSmart</em>) is employed to create five weekly adaptive reading assignments, over a six-week period. We include two separate indicators of learner-content interaction (the amount of time spent and number of completed adaptive assignments) in our analysis. Results indicate that student performance is enhanced by the number of completed adaptive assignments, which captures learner-content interaction and adaptive learning. However, the amount of time spent studying was negatively associated with performance. This surprising result comes as a novel contribution, which extends our knowledge of how adaptive learning technology can be potentially used to drive learner-content interaction and student performance. Pedagogically, our findings suggest the need for more intentional design and personalisation of learning activities to enhance student-content interaction and subsequent performance.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"215 ","pages":"Article 105047"},"PeriodicalIF":12.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000617/pdfft?md5=456dd65af3b5d993c1f2264061a42945&pid=1-s2.0-S0360131524000617-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533655","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":"Linking epistemic stance and problem-solving with self-confidence during play in a puzzle-based video game","authors":"Zack Carpenter,&nbsp;David DeLiema","doi":"10.1016/j.compedu.2024.105042","DOIUrl":"10.1016/j.compedu.2024.105042","url":null,"abstract":"","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"216 ","pages":"Article 105042"},"PeriodicalIF":12.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140403723","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":"The learning analytics of computational scientific modeling with self-explanation for subgoals and demonstration scaffolding","authors":"Cai-Ting Wen ,&nbsp;Chen-Chung Liu ,&nbsp;Ching-Yuan Li ,&nbsp;Ming-Hua Chang ,&nbsp;Shih-Hsun Fan Chiang ,&nbsp;Hung-Ming Lin ,&nbsp;Fu-Kwun Hwang ,&nbsp;Gautam Biswas","doi":"10.1016/j.compedu.2024.105043","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105043","url":null,"abstract":"<div><p>The emphasis of using computing tools in scientific practice has called for new forms of scientific modeling. Therefore, researchers are paying increasing attention to computational scientific modeling in which students use the computational power of computers to model and learn about science phenomena. However, computational scientific modeling is challenging since it involves not only scientific concepts but also uses computational representations to model the science concepts. This study hypothesizes that prompting students to self-explain critical subgoals of computational scientific modeling before taking part in the construction of models would help them construct correct computational models. This study recruited 65 10th grade students in a 6-week program. They were randomly assigned to a self-explanation group (<em>n</em> = 29) where students learned with the self-explanation for subgoals of computational scientific modeling, and a demonstration group (<em>n</em> = 36) where the teacher directly demonstrated the modeling process before students took part in the modeling activity. This study collected the students' performance in a paper-based and hands-on modeling test, and also their modeling actions in the hands-on test to understand the impact of the self-explanation scaffolding on their computational scientific modeling. The results showed that the two groups demonstrated similar levels of improvements in the paper-based test, suggesting that both types of scaffolding are helpful for computational scientific modeling learning. However, the self-explanation group demonstrated significantly better modeling quality in the hands-on test. Furthermore, the spotlight analysis found the moderation effect of the modeling actions on the relation between the two treatments and the model quality. The self-explanation group constructed high quality models if they took only a low number of modeling actions. Conversely, frequent modeling actions are necessary for the demonstration group to construct quality scientific models. The results suggest that the self-explanation scaffolding is more effective since students did not simply rely on the trial-and-error strategy, but adopted a strategic approach to constructing scientific models.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"215 ","pages":"Article 105043"},"PeriodicalIF":12.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140332825","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":"The impact of virtual technology on students’ creativity: A meta-analysis","authors":"Yubiao Wang ,&nbsp;Wenping Liu ,&nbsp;Xue Yu ,&nbsp;Baomin Li ,&nbsp;Qiyun Wang","doi":"10.1016/j.compedu.2024.105044","DOIUrl":"https://doi.org/10.1016/j.compedu.2024.105044","url":null,"abstract":"<div><p>As an interactive simulation technology with multi-source information fusion, virtual technology can be used to create learning scenarios, enhance the learning experience, and promote teaching innovation. However, there is no unanimous answer whether virtual technology can effectively improve students' creativity. Therefore, this study adopted a meta-analysis method to analyze 62 experimental (quasi) studies published in international journals between 2014 and 2023 to examine the Impact of Virtual Technology-Based Teaching on Student Creativity. The results found that: 1) Virtual technology has a moderately positive impact on students' creativity (the combined effect size is 0.596), and there is no significant difference in innovative thinking, innovative practical ability, innovative personality quality, and other aspects; 2) Compared with other learning levels, teaching based on virtual technology had the best effect on the creativity of school-age children; 3) Virtual technology could stimulate students' creativity more when applied to the teaching of declarative knowledge than the teaching of procedural knowledge; 4) The use of virtual technology combined with inquiry-discovery and task-driven methods had a more positive impact on creativity; 5) Compared with observational learning and social learning, operational learning had a more improving effect on students' creativity; 6) The use of detailed explanations and true-false feedback in teaching based on virtual technology was more optimistic for the development of students' creativity; 7) Distributed virtual reality and augmented reality had a higher degree of impact on student creativity than other virtual technologies. These analyses provide a reference for future research and practice of using virtual technology to enhance students' creativity.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"215 ","pages":"Article 105044"},"PeriodicalIF":12.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140332826","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}