Research and Practice in Technology Enhanced Learning最新文献

An investigation of students and teachers’ new media literacy: the contributing characteristics with the moderator role of gender 学生和教师的新媒体素养调查：性别的促进特征与调节作用

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2024-01-05 DOI: 10.58459/rptel.2024.19029

Mehmet Vergili, Mehmet Kara

{"title":"An investigation of students and teachers’ new media literacy: the contributing characteristics with the moderator role of gender","authors":"Mehmet Vergili, Mehmet Kara","doi":"10.58459/rptel.2024.19029","DOIUrl":"https://doi.org/10.58459/rptel.2024.19029","url":null,"abstract":"This study aims to investigate students and teachers’ new media literacy in addition to the contributing factors with a relatively large sample size. In this sense, the current study is considered unique as it provides findings from both student and teacher participants, and investigates the contributing factors to their new media literacy with the moderation of gender. The new media literacy framework was adopted as the theoretical base, and students and teachers’ new media literacy was investigated in terms of consuming and prosuming dimensions. The data were collected from 1195 students studying in primary, middle, and high schools (including rural and urban areas) and 581 teachers. The findings revealed that teachers’ literacy is higher than students’ at all educational levels for all dimensions of the new media literacy framework. It was also found that students’ educational level and ICT teachers’ subject field positively contribute to their literacies in all dimensions. While teachers’ age negatively contributes only to their prosuming skills, it has no influence on their consuming skills. Finally, no significant moderating effect of gender was observed on these relationships while it is found as a predictor of both students and teachers’ prosuming skills, and also teachers’ functional consuming skills. For these skills in both groups, male participants demonstrated higher literacy than females. Rather than generational differences, the findings underline the role of formal and informal experience in the development of digital literacies, particularly in critical dimensions, and were further discussed based on the current literature.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"46 8","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382500","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

Correlation among game addiction, achievement emotion, and learning motivation: A study of Indonesian youth in the context of e-learning system 游戏成瘾、成就情绪与学习动机的相关性:电子学习系统背景下印尼青少年的研究

Research and Practice in Technology Enhanced Learning Pub Date : 2023-11-13 DOI: 10.58459/rptel.2024.19027

Rona Nisa Sofia Amriza, Siti Jamiatul Husnaini, Aruga Yudish Firmansyah

引用次数: 0

Classroom implementation of an auxiliary problem presentation system for mechanics adapted to learners’ errors 一种适应学习者错误的力学辅助问题呈现系统的课堂实施

Research and Practice in Technology Enhanced Learning Pub Date : 2023-11-13 DOI: 10.58459/rptel.2024.19026

Nonoka Aikawa, Shintaro Maeda, Tomohiro Mogi, Kento Koike, Takahito Tomoto, Isao Imai, Tomoya Horiguchi, Tsukasa Hirashima

{"title":"Classroom implementation of an auxiliary problem presentation system for mechanics adapted to learners’ errors","authors":"Nonoka Aikawa, Shintaro Maeda, Tomohiro Mogi, Kento Koike, Takahito Tomoto, Isao Imai, Tomoya Horiguchi, Tsukasa Hirashima","doi":"10.58459/rptel.2024.19026","DOIUrl":"https://doi.org/10.58459/rptel.2024.19026","url":null,"abstract":"Error-based Simulation (EBS) is a learning support framework that visualizes learners’ errors and encourages trial and error. However, when a learner is stuck, EBS has difficulty in helping them overcome the impasse. Additionally, giving a correct answer to a learner who is stuck may interfere with the trial-and-error activity that EBS is oriented toward. Therefore, it is necessary to encourage learners during trial-and-error activities without giving them correct answers. In this study, we confirm the effectiveness of our system, which is based on conventional mechanics EBS and provides adaptive auxiliary problems based on learners’ errors. Furthermore, we analyze force-based self-overcoming to evaluate our system. Self-overcoming means that the learner can eliminate errors by using the system without the intervention of the teacher. If self-overcoming occurs, the learner can continue trial-and-error with the auxiliary problems, even if they are stuck. To verify the learning effectiveness of such a system, we conducted a classroom implementation with 86 third-year junior high-school learners and analyzed the results. The system logs from the exercises revealed that self-overcoming was taking place, and that it was reflected in the test results.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"53 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136346729","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

The influence of gender on STEM career choice: A partial least squares analysis 性别对STEM职业选择的影响:偏最小二乘分析

Research and Practice in Technology Enhanced Learning Pub Date : 2023-11-08 DOI: 10.58459/rptel.2024.19025

Tiny Chiu Yuen Tey, Priscilla Moses, Phaik Kin Cheah

{"title":"The influence of gender on STEM career choice: A partial least squares analysis","authors":"Tiny Chiu Yuen Tey, Priscilla Moses, Phaik Kin Cheah","doi":"10.58459/rptel.2024.19025","DOIUrl":"https://doi.org/10.58459/rptel.2024.19025","url":null,"abstract":"Students’ participation in science, technology, engineering, and mathematics (STEM) is still one of the most critical worldwide educational challenges despite efforts to promote STEM. Debates about gender disparities in STEM careers also remain perpetual. Early documented literature suggested shifts in students’ STEM choices were due to students’ significant others, media exposure and attitude. Therefore, the first aim of this paper was to examine the direct and indirect relationships in a proposed model, and analyze the mediating roles of media exposure and students’ attitude in the relationship between subjective norms and STEM career choice intention. The second aim was to analyze the moderating role of students’ gender. Respondents of this study were 806 secondary school students in Malaysia. Based on the results from partial least squares structural equation modeling, (i) subjective norms had both direct and indirect influence on students’ career choice intention in STEM, (ii) media exposure and students’ attitude were significant mediators between subjective norms and career choice intention in STEM, and (iii) gender moderated the influence of subjective norms on media exposure. The findings drawn from this study provide insights into the design and development of STEM initiatives for parents, teachers, and peers by considering the importance of the media, students’ attitude, and gender. Recommendations for policy and practice enhancements were suggested for future research directions to support STEM interventions in Malaysia.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"110 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345451","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

“I felt like I was on campus” creating a situated learning environment through Instagram “我觉得自己就像在校园里一样”，通过Instagram创造了一个情境学习环境

Research and Practice in Technology Enhanced Learning Pub Date : 2023-10-10 DOI: 10.58459/rptel.2024.19024

Wangda Zhu, Ying Hua, Luping Wang

{"title":"“I felt like I was on campus” creating a situated learning environment through Instagram","authors":"Wangda Zhu, Ying Hua, Luping Wang","doi":"10.58459/rptel.2024.19024","DOIUrl":"https://doi.org/10.58459/rptel.2024.19024","url":null,"abstract":"The transition to online learning due to COVID-19 brought opportunities for applying Situated Learning Theory through mobile social media to enhance individual cognitive growth and community sense of belonging in online learning environments. In this study, we invited students from an Environmental Psychology course to participate in a semester-long project, during which they were required to post Instagram photos of their surrounding environments every week. We intend to understand the mechanism of integrating social media (Instagram) into a hybrid class amid the global pandemic, and how the project affects students’ learning experience. Through in-depth interviews with 22 study participants, we found that integrating Instagram into the course helped students effectively connect with both real contexts and their peers. The project enhanced participants’ situation awareness and a sense of belonging through posting, interacting with peers, and browsing profiles and posts. We then proposed a framework of creating a situated learning environment through social media using conjecture mapping to inform design implications and future studies in social and mobile learning communities.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136296136","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

AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention 人工智能拯救:探索ChatGPT作为教师盟友的潜力，以减轻工作量和预防倦怠

Research and Practice in Technology Enhanced Learning Pub Date : 2023-09-19 DOI: 10.58459/rptel.2024.19023

Reem Hashem, Nagla Ali, Farah El Zein, Patricia Fidalgo, Othman Abu Khurma

引用次数: 0

Evaluating the kit-build concept mapping process using sub-map scoring 使用子图评分评估工具包构建概念映射过程

Research and Practice in Technology Enhanced Learning Pub Date : 2023-09-14 DOI: 10.58459/rptel.2024.19021

Ridwan Rismanto, Aryo Pinandito, Banni Satria Andoko, Yusuke Hayashi, Tsukasa Hirashima

{"title":"Evaluating the kit-build concept mapping process using sub-map scoring","authors":"Ridwan Rismanto, Aryo Pinandito, Banni Satria Andoko, Yusuke Hayashi, Tsukasa Hirashima","doi":"10.58459/rptel.2024.19021","DOIUrl":"https://doi.org/10.58459/rptel.2024.19021","url":null,"abstract":"Concept mapping allows learners to visually represent their knowledge by connecting nodes (concepts) and links (relations between concepts). The kit-build (KB) concept map framework enhances this process by enabling learners to recompose a concept map from provided nodes and links, leading to improved learning outcomes. Additionally, KB employs an automatic assessment method called “Full Map Scoring (FMS)”, which evaluates the learner’s understanding based on the recomposed concept map. However, FMS only evaluates the final product of the recomposition activity, neglecting the process itself. This is a potential limitation because different processes leading to the same result could reflect different levels of understanding among learners. Therefore, it is crucial to incorporate process analysis into learner assessment. To address this issue, our research proposes a new assessment procedure termed “Sub-Map Scoring (SMS)”. A concept map is generally composed of several sub-maps with each sub-map representing a set of meanings. We hypothesize that if a learner comprehends the meaning of a sub-map, the learner will recompose the sub-map as a continuous activity. Therefore, SMS evaluates the recomposition process of each sub-map from the viewpoint of continuity, and the overall SMS score is derived from these evaluations. To verify the effectiveness of SMS, we compared SMS and FMS scores using data from a practical use of the KB framework. A multiple linear regression analysis confirmed that the SMS score was a more precise predictor of learning gain than the FMS score.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913252","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 collaborative writing in an online EFL writing class 在线英语写作课中的在线协作写作

Research and Practice in Technology Enhanced Learning Pub Date : 2023-09-14 DOI: 10.58459/rptel.2024.19022

Burcu Ocak Kılınç, Hatice Gülru Yüksel

{"title":"Online collaborative writing in an online EFL writing class","authors":"Burcu Ocak Kılınç, Hatice Gülru Yüksel","doi":"10.58459/rptel.2024.19022","DOIUrl":"https://doi.org/10.58459/rptel.2024.19022","url":null,"abstract":"Most learners of English as a Foreign Language (EFL) consider writing a challenging task, and they experience difficulties such as organizing thoughts, selecting relevant words to represent their views, and producing rhetorical patterns specific to the target culture. Research into L2 writing suggests that collaboration in the classroom can assist students to set goals, generate ideas, write and edit, and reflect on the task. The effects of collaboration in online classes, however, remain unknown. This quasi-experimental study aims to examine the effect of online collaborative writing (OCW) in an online EFL writing class on students’ writing performance in terms of syntactic complexity, lexical complexity, and fluency. A four-week OCW intervention was carried out with 26 university students enrolled in an online English writing course at A2 level in the Common European Framework of Reference for Languages (CEFR). Data were collected using writing tasks administered as pre- and post-tests. Fluency, syntactic and lexical complexity were measured and analyzed across tasks. The results showed that OCW in an online EFL writing course improved the lexical complexity and fluency of the writings of students with an A2 level of English proficiency but had no effect on their syntactic complexity. Based on the findings, it is possible to conclude that OCW can be employed to promote students’ writing performance in online EFL classes.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913258","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

Beyond recommendation acceptance: explanation’s learning effects in a math recommender system 超越推荐接受:数学推荐系统中解释的学习效果

Research and Practice in Technology Enhanced Learning Pub Date : 2023-09-12 DOI: 10.58459/rptel.2024.19020

Yiling Dai, Kyosuke Takami, Brendan Flanagan, Hiroaki Ogata

{"title":"Beyond recommendation acceptance: explanation’s learning effects in a math recommender system","authors":"Yiling Dai, Kyosuke Takami, Brendan Flanagan, Hiroaki Ogata","doi":"10.58459/rptel.2024.19020","DOIUrl":"https://doi.org/10.58459/rptel.2024.19020","url":null,"abstract":"Recommender systems can provide personalized advice on learning for individual students. Providing explanations of those recommendations are expected to increase the transparency and persuasiveness of the system, thus improve students’ adoption of the recommendation. Little research has explored the explanations’ practical effects on learning performance except for the acceptance of recommended learning activities. The recommendation explanations can improve the learning performance if the explanations are designed to contribute to relevant learning skills. This study conducted a comparative experiment (N = 276) in high school classrooms, aiming to investigate whether the use of an explainable math recommender system improves students’ learning performance. We found that the presence of the explanations had positive effects on students’ learning improvement and perceptions of the systems, but not the number of solved quizzes during the learning task. These results imply the possibility that the recommendation explanations may affect students’ meta-cognitive skills and their perceptions, which further contribute to students’ learning improvement. When separating the students based on their prior math abilities, we found a significant correlation between the number of viewed recommendations and the final learning improvement for the students with lower math abilities. This indicates that the students with lower math abilities may benefit from reading their learning progress indicated in the explanations. For students with higher math abilities, their learning improvement was more related to the behavior to select and solve recommended quizzes, which indicates a necessity of more sophisticated and interactive recommender system.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825215","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: 1

The Digital Pedagogy Competence Scale (DiPeCoS): development and validation 数字教学能力量表(DiPeCoS):开发与验证

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-08-28 DOI: 10.58459/rptel.2024.19018

S. Rawat, Shreya Tiwari, Mayank Sharma, Nandini Chatterjee Singh

{"title":"The Digital Pedagogy Competence Scale (DiPeCoS): development and validation","authors":"S. Rawat, Shreya Tiwari, Mayank Sharma, Nandini Chatterjee Singh","doi":"10.58459/rptel.2024.19018","DOIUrl":"https://doi.org/10.58459/rptel.2024.19018","url":null,"abstract":"Digital pedagogy is the intentional integration of technology into teaching and learning to build rich learning experiences. Given this potential and the pace of the digitization of education, it is important to define, assess and develop teachers’ digital pedagogical competence. Although there are several self-report measures that assess digital pedagogy competence, these do not include scenario-based tools. Scenario-based assessments allow the evaluation of knowledge and skills in real-world applications. We present here the Digital Pedagogy Competence Scale (DiPeCoS), a short, scenario-based tool that assesses a teacher’s digital pedagogy competence through choices made in real-world teaching and learning scenarios. An initial pool of ten items was reduced to create an eight-item scale using item response analysis, which was subsequently validated on 1,315 teachers in India. The DiPeCoS demonstrates unidimensionality, and its constituent items show acceptable levels of discrimination, difficulty and guessing parameters and reliability. Our results indicate that such a tool is valuable in assessing teachers’ digital pedagogy competence, and we hope it finds value in the field of digital pedagogical training and evaluation.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"17 1","pages":"18"},"PeriodicalIF":3.2,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87147516","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