Research and Practice in Technology Enhanced Learning最新文献

Integrating self-explanation and operational data for impasse detection in mathematical learning 整合自我解释和操作数据，检测数学学习中的僵局

IF 3.1

Research and Practice in Technology Enhanced Learning Pub Date : 2024-07-23 DOI: 10.58459/rptel.2025.20019

Ryosuke Nakamoto, B. Flanagan, Yiling Dai, Taisei Yamauchi, Kyosuke Takami, Hiroaki Ogata

{"title":"Integrating self-explanation and operational data for impasse detection in mathematical learning","authors":"Ryosuke Nakamoto, B. Flanagan, Yiling Dai, Taisei Yamauchi, Kyosuke Takami, Hiroaki Ogata","doi":"10.58459/rptel.2025.20019","DOIUrl":"https://doi.org/10.58459/rptel.2025.20019","url":null,"abstract":"Self-explanation is increasingly recognized as a key factor in learning. Identifying learning impasses, which are significant educational challenges, is also crucial as they can lead to deeper learning experiences. This paper argues that integrating self-explanation with relevant datasets is essential for detecting learning impasses in online mathematics education. To test this idea, we created an evaluative framework using a rubric-based approach tailored for mathematical problem-solving. Our analysis combines various data types, including handwritten responses and digital self-explanations from 93 middle school students. Using hierarchical logistic regression, we examined feature groups such as Self-Explanation Quality, Handwriting Features, and Overall Level of Action. Models based solely on self-explanation achieved a 74.0% accuracy rate, while adding more features increased the final model’s accuracy to 80.06%. This improvement highlights the effectiveness of an integrated approach. The combined model, which merges generated handwriting features counts with self-explanation features, shows the importance of both qualitative and quantitative measures in identifying learning impasses. Our findings suggest that a comprehensive approach, leveraging detailed operational data and rich self-explanation content, can enhance the detection of learning challenges, providing insights for personalized education in online learning environments.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811016","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: 0

Exploring undergraduate students’ learning experience and engagement in synchronous online teaching supported by corpus-based language pedagogy 探索本科生在基于语料库的语言教学法支持下的同步在线教学中的学习体验和参与度

IF 3.1

Research and Practice in Technology Enhanced Learning Pub Date : 2024-07-19 DOI: 10.58459/rptel.2025.20018

L. Cheung, Qing Ma, Daner Sun

{"title":"Exploring undergraduate students’ learning experience and engagement in synchronous online teaching supported by corpus-based language pedagogy","authors":"L. Cheung, Qing Ma, Daner Sun","doi":"10.58459/rptel.2025.20018","DOIUrl":"https://doi.org/10.58459/rptel.2025.20018","url":null,"abstract":"As technological advancements and internet accessibility expand, synchronous online teaching emerges as a valuable avenue in education, providing benefits for both educators and learners. Despite its potential, there is limited research in language education on leveraging synchronous online platforms to enhance students’ writing skills. This study addresses this gap by creating a synchronous online learning environment infused with corpus-based language pedagogy (CBLP) for university-level writing classes. A language teacher and 22 Social Sciences undergraduates participated in this project. Through a comprehensive analysis of the interview data from the teacher and students, and the online class interaction data, the study delves into factors influencing lesson effectiveness, examining both teacher and student perspectives on challenges faced. Furthermore, it discusses the pedagogical implications of these challenges, proposing solutions and adjustments to enhance the teaching and learning experiences associated with CBLP in a fully online educational environment.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823263","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: 0

Improving argumentation quality on MOOC discussion forums: does learning to identify components of arguments help? 提高 MOOC 讨论区的论证质量：学习识别论证的组成部分是否有帮助？

IF 3.1

Research and Practice in Technology Enhanced Learning Pub Date : 2024-07-15 DOI: 10.58459/rptel.2025.20017

Kenzo Nera, Mariane Frenay, Magali Paquot

{"title":"Improving argumentation quality on MOOC discussion forums: does learning to identify components of arguments help?","authors":"Kenzo Nera, Mariane Frenay, Magali Paquot","doi":"10.58459/rptel.2025.20017","DOIUrl":"https://doi.org/10.58459/rptel.2025.20017","url":null,"abstract":"Constructive argumentation among learners is integral to effective learning. In the context of Massively Open Online Classes (MOOCs), such peer interactions can only occur in discussion forums, where they often prove to be sparse and of poor quality. To address these challenges, we developed and experimentally tested an intervention (nparticipants = 110, narguments = 270) aimed at improving the quality of learners’ written arguments in MOOC forums, taking into account MOOC platform constraints (e.g., self-paced participation and the impossibility of providing personalised feedback). In the first chapter of a management MOOC, participants randomly assigned to the experimental group (vs control) were introduced to the formal components of arguments: claims, justifications and qualifications. They were then asked to identify these components in a series of examples. We found no significant impact of this intervention on learners’ responses to individual open-ended questions directly following the intervention, or in their contributions to discussion forums. Instead, we observed variation in argument quality based on the specific questions prompting argumentation. Our findings prompt further discussion and exploration of strategies to enhance argumentation quality in MOOC discussion forums.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648555","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: 0

Extract instructional process from xAPI log data: a case study in Japanese junior high school 从 xAPI 日志数据中提取教学过程：日本初中案例研究

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2024-06-14 DOI: 10.58459/rptel.2025.20013

Kohei Nakamura, Izumi Horikoshi, Rwitajit Majumdar, Hiroaki Ogata

引用次数: 0

Rater behaviors in peer evaluation: Patterns and early detection with learner model 互评中的评分者行为：学习者模型的模式和早期检测

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2024-06-03 DOI: 10.58459/rptel.2025.20012

Changhao Liang, Izumi Horikoshi, Rwitajit Majumdar, Hiroaki Ogata

{"title":"Rater behaviors in peer evaluation: Patterns and early detection with learner model","authors":"Changhao Liang, Izumi Horikoshi, Rwitajit Majumdar, Hiroaki Ogata","doi":"10.58459/rptel.2025.20012","DOIUrl":"https://doi.org/10.58459/rptel.2025.20012","url":null,"abstract":"Peer evaluation is a common practice in team-based learning (TBL) designs, which can cover the assessment of individual or group work. However, the integrity of peer evaluation can be compromised by unserious raters—individuals who do not earnestly engage in the evaluation process. These raters may exhibit behaviors like consistently assigning the same score, rushing through evaluations, or evaluating before or long after the target presentations. This study delves into the issue of unserious peer evaluation in group presentations, with a specific focus on understanding the behavior patterns in the digital system. Utilizing evaluation behavior analysis (EBA) indicators, we identify patterns linked to unserious raters during the peer evaluation process. Meanwhile, we also connect these patterns to rating consistency and actual course performance, underscoring the significance of behavior patterns. Further, we conduct a preliminary analysis to explore the application of learner model data available before the peer evaluation starts for the early detection of unserious raters. This finding can assist teachers in providing personalized prompts and interventions before the peer evaluation stage, hence enhancing the evaluation quality through targeted interventions in a timely manner.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141271670","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: 0

External and internal sources of cognitive group awareness information: Effects on perception and usage 认知群体意识信息的外部和内部来源：对认知和使用的影响

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2024-05-20 DOI: 10.58459/rptel.2025.20011

Laura-Jane Freund, Daniel Bodemer, Lenka Schnaubert

{"title":"External and internal sources of cognitive group awareness information: Effects on perception and usage","authors":"Laura-Jane Freund, Daniel Bodemer, Lenka Schnaubert","doi":"10.58459/rptel.2025.20011","DOIUrl":"https://doi.org/10.58459/rptel.2025.20011","url":null,"abstract":"Group selection or group formation is an important but difficult task in learning groups. Group awareness tools collect, transform, and present group awareness information to provide learners, but also teachers with relevant information e.g., about potential learning partners. For these educational tools, the value and usage of the provided information may depend on how it is gathered and where it ultimately comes from. In our study (N = 150), we thus investigate how information from different sources is perceived and ranked. In the study, information about the skills of an anonymous person in a profile was either provided by external sources (teacher assessment, knowledge test result) or internal sources (self-assessment). Results show that information from external sources is perceived as more credible and weighted higher than internal self-assessed information. No difference between information from external personal teacher assessments and external non-personal knowledge tests was found. Hence, it is worth exploring possible effects of other external ratings than teacher assessments to see if these insights are transferable to other contexts.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119502","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: 0

Gamifying mathematics education through Kahoot: Fostering motivation and achievement in the classroom 通过 Kahoot 将数学教育游戏化：在课堂上培养积极性和成就感

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2024-05-20 DOI: 10.58459/rptel.2025.20010

Adeeb M Jarrah, Yousef Wardat, Patricia Fidalgo, Nagla Ali

{"title":"Gamifying mathematics education through Kahoot: Fostering motivation and achievement in the classroom","authors":"Adeeb M Jarrah, Yousef Wardat, Patricia Fidalgo, Nagla Ali","doi":"10.58459/rptel.2025.20010","DOIUrl":"https://doi.org/10.58459/rptel.2025.20010","url":null,"abstract":"This study investigates the usefulness of integrating the Kahoot application as an instructional tool to boost motivation and academic achievement among 10th-grade mathematics students in Abu Dhabi Emirate Schools. A sample of 60 10th-grade students was deliberately selected and randomly assigned to either an experimental group (30 students) instructed with Kahoot, or a control group (30 students) taught using traditional methods. A quasi-experimental approach was selected for this study to investigate a cause-and-effect relationship between the utilization of Kahoot in mathematical education and its impact on student motivation and academic achievement. A comprehensive statistical analysis, specifically employing an independent samples t-test for the motivation scale and a one-way ANCOVA for academic performance, revealed statistically significant differences favouring the experimental group. These results signify that Kahoot integration holds promise in positively influencing motivation and academic achievement for 10th-grade mathematics students in Abu Dhabi Emirate Schools. This research underscores the potential of Kahoot as a valuable educational tool, offering insights for educators and policymakers seeking to enhance student motivation and achievement through technology-integrated instruction.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120083","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: 0

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2024-05-17 DOI: 10.58459/rptel.2025.20009

D. D. Prasetya, Triyanna Widiyaningtyas, Tsukasa Hirashima

{"title":"Interrelatedness patterns of knowledge representation in extension concept mapping","authors":"D. D. Prasetya, Triyanna Widiyaningtyas, Tsukasa Hirashima","doi":"10.58459/rptel.2025.20009","DOIUrl":"https://doi.org/10.58459/rptel.2025.20009","url":null,"abstract":"Extension concept mapping enhances existing maps by integrating new knowledge, yielding an additional map. This study focuses on two potential extension designs: Extended Kit-Build and Extended Scratch-Build methods. While prior research favored Extended Kit-Build for cognitive knowledge comprehension and map scores, it lacked insights into concept map-relatedness patterns. The tight connections among knowledge representations demonstrate a remarkable level of expertise and the profoundness of an individual’s understanding. This study reveals interrelatedness patterns in extension concept mapping activities that connect previous and new knowledge. The dataset was obtained from a database that accommodates the results of concept mapping activities of 55 university students on two material topics. The study employed a two-group design, wherein the experimental cohort embraced the Extended Kit-Build approach, contrasting with the control cohort’s utilization of the Extended Scratch-Build approach. Extension Relationship scores were utilized to evaluate the knowledge interrelatedness patterns in extension concept mapping. The scoring method assessed both the number and quality of concept map proposition relationships. The experimental group established a statistically more significant quantity and qualitative strength of extension relationships than those within the control group. In the experimental group, a statistically noteworthy positive correlation emerged between the scores of extension relationships and students’ comprehension.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141126644","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: 0

Online assessment in higher education: a mapping review and narrative synthesis 高等教育在线评估：绘图审查和叙述综述

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2024-05-14 DOI: 10.58459/rptel.2025.20007

Qian Liu, Anjin Hu, Ben Daniel

{"title":"Online assessment in higher education: a mapping review and narrative synthesis","authors":"Qian Liu, Anjin Hu, Ben Daniel","doi":"10.58459/rptel.2025.20007","DOIUrl":"https://doi.org/10.58459/rptel.2025.20007","url":null,"abstract":"Online assessment takes many forms. While there have been reviews on a particular online assessment approach (e.g., online examinations or tests), there has not been a knowledge synthesis that considers online assessment research as a whole. A holistic understanding of online assessment research is important, as it recognizes differences in assessment approaches and the role of technologies in assessment. This understanding helps researchers navigate the heterogeneous body of research and allows educators to make research-informed improvements. To establish such an understanding, we analyzed 235 articles, following a mapping review and a narrative synthesis method. The findings revealed tests, assignments and skills assessments are major online assessment approaches. While research into tests reported using online technologies mainly to substitute or augment existing assessment, research into assignments and skills assessments was more likely to report using online technologies to modify or redefine assessment. Further, we identified disparities across the three approaches regarding academic misconduct, assessment validity, and reliability. We also identified a dearth of comparative research and a reliance on overall satisfaction and short-term self-reported impact measures as indicators of success. We discuss the implications of this review to provide insights for institutions and educators seeking to improve online assessment practices.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979693","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: 0

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool 支持跨学科 STEAM 实践：通过跨文化动态教案（DLP）工具将建筑建模纳入数学教育

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2024-05-14 DOI: 10.58459/rptel.2025.20008

Shereen El Bedewy, Irina Lyublinskaya, Z. Lavicza

{"title":"Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool","authors":"Shereen El Bedewy, Irina Lyublinskaya, Z. Lavicza","doi":"10.58459/rptel.2025.20008","DOIUrl":"https://doi.org/10.58459/rptel.2025.20008","url":null,"abstract":"This paper proposes a cross-cultural dynamic lesson plan (DLP) tool that could be adopted by teachers across different cultures to implement STEAM (Science, Technology, Engineering, Arts & Mathematics) education practices. An abundance of well-developed lesson plans is available to teachers on numerous Internet sites, but the cultural diversity of such lesson plans – i.e., difficulty to customize for alignment with local curriculum and lesson plan requirements, make it difficult for teachers to utilize and share these resources – due to the lack of flexible customizations for orientation with local curriculum and lesson plan requirements. This study suggests an approach to overcome such challenges by presenting the DLP tool to assist teachers’ STEAM teaching practices using GeoGebra for learning content elaboration. Our proposed transdisciplinary STEAM practice uses architecture as a real-life example that connects mathematics learning to culture and history through mathematical modelling. This study follows a design-based research approach to develop and implement DLP tool and its related design heuristic. Moreover, the study is examining how the DLP tool can be utilized with teachers cross-culturally and how it could support teachers in professional development workshops to design transdisciplinary STEAM lesson plans. The qualitative analysis of teachers’ artefacts developed during these workshops demonstrated the versatility of DLP tool to address cultural diversity in lesson planning through these STEAM practices applications. The emerging themes from this study show that regardless of participants’ cultures, using the DLP tool to implement transdisciplinary STEAM practices could support teachers in developing operational and shareable lesson plans.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140981149","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: 0