J. Comput. Assist. Learn.最新文献_第4页

Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems 让我解释一下!写作和阅读短文对学生在听众回应系统中的表现、信心和意见的影响

J. Comput. Assist. Learn. Pub Date : 2021-09-07 DOI: 10.1111/jcal.12608

P. Papadopoulos, Nikolaus Obwegeser, A. Weinberger

引用次数: 2

Investigating the redundancy principle in immersive virtual reality environments: An eye-tracking and EEG study 沉浸式虚拟现实环境中的冗余原理研究:眼动追踪和脑电图研究

J. Comput. Assist. Learn. Pub Date : 2021-08-25 DOI: 10.1111/jcal.12595

Sarune Baceviciute, Gordon Lucas, Thomas Terkildsen, G. Makransky

{"title":"Investigating the redundancy principle in immersive virtual reality environments: An eye-tracking and EEG study","authors":"Sarune Baceviciute, Gordon Lucas, Thomas Terkildsen, G. Makransky","doi":"10.1111/jcal.12595","DOIUrl":"https://doi.org/10.1111/jcal.12595","url":null,"abstract":"Background: The increased availability of immersive virtual reality (IVR) has led to a surge of immersive technology applications in education. Nevertheless, very little is known about how to effectively design instruction for this new media, so that it would benefit learning and associated cognitive processing. Objectives: This experiment explores if and how traditional instructional design principles from 2D media translate to IVR. Specifically, it focuses on studying the underlying mechanisms of the redundancy-principle, which states that presenting the same information concurrently in two different sensory channels can cause cognitive overload and might impede learning. Methods: A total of 73 participants learned through a specifically-designed educational IVR application in three versions: (1) auditory representation format, (2) written representation format, and (3) a redundancy format (i.e. both written and auditory formats). The study utilized advanced psychophysiological methods of Electroencephalography (EEG) and eye-tracking (ET), learning measures and self-report scales. Results and Conclusions: Results show that participants in the redundancy condition performed equally well on retention and transfer post-tests. Similarly, results from the subjective measures, EEG and ET suggest that redundant content was not found to be more cognitively demanding than written content alone. Implications: Findings suggest that the redundancy effect might not generalize to VR as originally anticipated in 2D media research, providing direct implications to the design of IVR tools for education. 132729, 222, 1, D ow nladed from https:/inelibrary.w il.com /doi/101/jcal.12595 by U niersity L irary O f Sothern D nm ark, W ley O nline L irary on [17//2023]. ee he T rm s nd C onitions (https:linelibrary.w il.com /erm s-andnditions) on W ley O nline L irary or rles of use; O A aricles re goerned by he apicable C retive C om m ns L icnse Redundancy Principle in VR 3","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119940360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 24

Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments 在COVID-19大流行期间加强学习参与:时间管理、技术使用和在线学习环境中的自我效能感

J. Comput. Assist. Learn. Pub Date : 2021-08-24 DOI: 10.1111/jcal.12603

Heeok Heo, Curtis J. Bonk, M. Doo

{"title":"Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments","authors":"Heeok Heo, Curtis J. Bonk, M. Doo","doi":"10.1111/jcal.12603","DOIUrl":"https://doi.org/10.1111/jcal.12603","url":null,"abstract":"Background Objectives Methods Results and Conclusions Implications Due to the global COVID‐19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID‐19 pandemic with a focus on online learning self‐efficacy?The purpose of this study was to examine the structural relationship among self‐efficacy (SE) in time management, SE in technology use, SE in an online learning environment, and learning engagement.The participants of the study were 1205 undergraduates who were enrolled in a residential undergraduate program in South Korea in spring semester, 2020. The online survey was administered to collect data for this research and the survey results were analyzed using structural equation modeling.SE in technology use had a significant but negative influence on learning engagement and had a positive impact on SE in an online learning environment. SE in time management had a significant positive impact on SE in an online learning environment and learning engagement. SE in an online learning environment also significantly influenced learning engagement.SE in technology use itself did not enhance learning engagement. In addition, indirect effects of SE in technology use and SE in time management on learning engagement through SE in an online learning environment were confirmed in this study. This indicates the influential role of SE in an online learning environment on learning engagement of online learners. [ABSTRACT FROM AUTHOR] Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"01 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127445085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 45

Using a distributed systems laboratory to facilitate students' cognitive, metacognitive and critical thinking strategy use 利用分布式系统实验室促进学生认知、元认知和批判性思维策略的运用

J. Comput. Assist. Learn. Pub Date : 2021-08-23 DOI: 10.1111/jcal.12605

J. Puig, T. Daradoumis, Marta Arguedas, Laura Calvet Liñan

{"title":"Using a distributed systems laboratory to facilitate students' cognitive, metacognitive and critical thinking strategy use","authors":"J. Puig, T. Daradoumis, Marta Arguedas, Laura Calvet Liñan","doi":"10.1111/jcal.12605","DOIUrl":"https://doi.org/10.1111/jcal.12605","url":null,"abstract":"Background: Recent research in online settings reports that supporting self-regulated learning (SRL) strategy use could lead to greater online academic success. A growing number of studies have started to investigate SRL supports in online environments recently, which indicates a great interest in this matter. Though several systems for automatic assessment of programming have been developed, there is hardly any study that has investigated how an automated assessment tool for distributed programming could facilitate students' SRL strategies. Objectives: This study examined the ways our online Distributed Systems Laboratory (DSLab) tried to enhance students' SRL strategies in an authentic long-term online educational experience. Methods: We applied an experimental research design, involving 111 university students who performed a programming assignment using DSLab. A customized questionnaire was used to collect data from all students. Results and Conclusions: The statistical analyses revealed that DSLab tool managed to facilitate students' cognitive and meta-cognitive strategy use to a certain extent and critical thinking strategy use to a fairly large extent. Implications: Though more experimental results are needed to delve more deeply into these findings, this study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students' SRL strategies in this field.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119264003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Exploring behavioural patterns of virtual manipulatives supported collaborative inquiry learning: Effect of device-student ratios and external scripts 探究虚拟教具支持协作探究学习的行为模式:设备-学生比例和外部脚本的影响

J. Comput. Assist. Learn. Pub Date : 2021-07-23 DOI: 10.1111/jcal.12620

Cixiao Wang, Lingling Xu, Hui Liu

引用次数: 0

Responsiveness to a game-based intervention to enhance reading efficiency in first graders 以游戏为基础的干预提高一年级学生阅读效率的反应性

J. Comput. Assist. Learn. Pub Date : 2021-07-01 DOI: 10.1111/jcal.12599

A. Uittert, L. Verhoeven, E. Segers

引用次数: 4

Implementing an automated feedback program for a foreign language writing course: A learner-centric study 在外语写作课程中实施自动反馈程序:以学习者为中心的学习

J. Comput. Assist. Learn. Pub Date : 2021-06-29 DOI: 10.1111/jcal.12587/v1/decision1

M. Hassanzadeh, Samira Fotoohnejad