J. Comput. Assist. Learn.最新文献_第9页

Improving summary writing through formative feedback in a technology-enhanced learning environment 在技术增强的学习环境中，通过形成性反馈改进摘要写作

J. Comput. Assist. Learn. Pub Date : 2020-06-06 DOI: 10.1111/jcal.12516/v2/response1

Min Kyu Kim, Kathryn S. McCarthy

引用次数: 9

Exploring behavioural patterns during complex problem-solving 探索复杂问题解决过程中的行为模式

J. Comput. Assist. Learn. Pub Date : 2020-06-03 DOI: 10.1111/jcal.12451

B. Eichmann, Samuel Greiff, J. Naumann, Liene Brandhuber, Frank Goldhammer

引用次数: 22

Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions 面对面、混合式、翻转式还是在线学习环境?对学习表现和学生认知的影响

J. Comput. Assist. Learn. Pub Date : 2020-06-01 DOI: 10.1111/JCAL.12423

Ngoc Thuy Thi Thai, B. Wever, M. Valcke

{"title":"Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions","authors":"Ngoc Thuy Thi Thai, B. Wever, M. Valcke","doi":"10.1111/JCAL.12423","DOIUrl":"https://doi.org/10.1111/JCAL.12423","url":null,"abstract":"This study compares four learning environments: face-to-face learning (F2F), fully e-learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self-efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third-year undergraduate students (n = 106), enrolled in the \"Animal and Human Physiology\" course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self-efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self-efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self-efficacy are often cancelled out by negative perceptions.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118407172","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: 47

Predicting students' knowledge after playing a serious game based on learning analytics data: A case study 基于学习分析数据预测学生玩严肃游戏后的知识:一个案例研究

J. Comput. Assist. Learn. Pub Date : 2020-06-01 DOI: 10.1111/jcal.12405

Cristina Alonso-Fernández, I. Martínez-Ortiz, R. Caballero, Manuel Freire-Morán, Baltasar Fernandez-Manjon

{"title":"Predicting students' knowledge after playing a serious game based on learning analytics data: A case study","authors":"Cristina Alonso-Fernández, I. Martínez-Ortiz, R. Caballero, Manuel Freire-Morán, Baltasar Fernandez-Manjon","doi":"10.1111/jcal.12405","DOIUrl":"https://doi.org/10.1111/jcal.12405","url":null,"abstract":"Peer Review The peer review history for this article is available at https://publons.com/publon/10. 1111/jcal.12405. Abstract Serious games have proven to be a powerful tool in education to engage, motivate, and help students learn. However, the change in student knowledge after playing games is usually measured with traditional (paper) prequestionnaires– postquestionnaires. We propose a combination of game learning analytics and data mining techniques to predict knowledge change based on in-game student interactions. We have tested this approach in a case study for which we have conducted preexperiments–postexperiments with 227 students playing a previously validated serious game on first aid techniques. We collected student interaction data while students played, using a game learning analytics infrastructure and the standard data format Experience API for Serious Games. After data collection, we developed and tested prediction models to determine whether knowledge, given as posttest results, can be accurately predicted. Additionally, we compared models both with and without pretest information to determine the importance of previous knowledge when predicting postgame knowledge. The high accuracy of the obtained prediction models suggests that serious games can be used not only to teach but also to measure knowledge acquisition after playing. This will simplify serious games application for educational settings and especially in the classroom easing teachers' evaluation tasks.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126052602","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: 52

Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews 技术在教育中的应用评估:来自系统文献综述的批判性分析的结果

J. Comput. Assist. Learn. Pub Date : 2020-06-01 DOI: 10.1111/jcal.12412

Jennifer W. M. Lai, M. Bower

引用次数: 32

Adaptive retrieval practice with multiple-choice questions in the university classroom 大学课堂中多项选择题的适应性检索练习

J. Comput. Assist. Learn. Pub Date : 2020-05-19 DOI: 10.1111/jcal.12445

Sven Greving, W. Lenhard, Tobias Richter

{"title":"Adaptive retrieval practice with multiple-choice questions in the university classroom","authors":"Sven Greving, W. Lenhard, Tobias Richter","doi":"10.1111/jcal.12445","DOIUrl":"https://doi.org/10.1111/jcal.12445","url":null,"abstract":"Peer Review The peer review history for this article is available at https://publons.com/publon/10. 1111/jcal.12445. Abstract Retrieval practice promotes retention more than restudying (i.e., the testing effect) and is applied to many educational settings. However, little research has investigated means to enhance this effect in educational settings. Theoretical accounts assume retrieval practice to be the most effective whenever retrieval is difficult but successful. Therefore, we developed a novel retrieval practice procedure, which adapts to learners' abilities and can be applied irrespective of learning content. This adaptive procedure aims to make retrieval gradually easier whenever students provide an incorrect answer. In a field experiment, students read book chapters as part of a weekly university course. In three consecutive weeks, they then practiced reading assignments by (a) adaptive testing, (b) non-adaptive testing and (c) restudy. InWeek 4, a surprise criterial test took place. Restudy outperformed both testing conditions, whereas adaptive testing performed equally well as non-adaptive testing. However, exploratory analyses revealed that with increasing retention intervals, the superiority of restudy disappeared. Furthermore, whenever participants fully read the assignments and retention intervals increased, adaptive testing outperformed non-adaptive testing. In sum, adaptive retrieval practice did not prove to be generally superior, but retention interval and students' preparation for class might be conditions rendering adaptive retrieval useful in educational settings.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124401805","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: 11

Computer-mediated feedback for L2 learners: Challenges versus affordances 第二语言学习者的计算机中介反馈:挑战与支持

J. Comput. Assist. Learn. Pub Date : 2020-05-12 DOI: 10.1111/jcal.12481/v1/decision1

Akbar Bahari

引用次数: 29

Dual computer displays reduce extraneous cognitive load 双电脑显示减少了额外的认知负荷

J. Comput. Assist. Learn. Pub Date : 2020-05-05 DOI: 10.1111/jcal.12442

Robert A. Miller, Cheryl K. Stenmark, K. V. Ittersum

引用次数: 6

Individual differences in visuospatial working memory capacity influence the modality effect 视觉空间工作记忆容量的个体差异影响模态效应

J. Comput. Assist. Learn. Pub Date : 2020-05-05 DOI: 10.1111/jcal.12519

Kevin Greenberg, Robert Z. Zheng, M. Gardner, M. Orr