Research and Practice in Technology Enhanced Learning最新文献_第2页

EXAIT: Educational eXplainable Artificial Intelligent Tools for personalized learning EXAIT:个性化学习的教育可解释人工智能工具

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-08-28 DOI: 10.58459/rptel.2024.19019

H. Ogata, B. Flanagan, Kyosuke Takami, Yiling Dai, Ryosuke Nakamoto, Kensuke Takii

{"title":"EXAIT: Educational eXplainable Artificial Intelligent Tools for personalized learning","authors":"H. Ogata, B. Flanagan, Kyosuke Takami, Yiling Dai, Ryosuke Nakamoto, Kensuke Takii","doi":"10.58459/rptel.2024.19019","DOIUrl":"https://doi.org/10.58459/rptel.2024.19019","url":null,"abstract":"As artificial intelligence systems increasingly make high-stakes recommendations and decisions automatically in many facets of our lives, the use of explainable artificial intelligence to inform stakeholders about the reasons behind such systems has been gaining much attention in a wide range of fields, including education. Also, in the field of education there has been a long history of research into self-explanation, where students explain the process of their answers. This has been recognized as a beneficial intervention to promote metacognitive skills, however, there is also unexplored potential to gain insight into the problems that learners experience due to inadequate prerequisite knowledge and skills that are required, or in the process of their application to the task at hand. While this aspect of self-explanation has been of interest to teachers, there is little research into the use of such information to inform educational AI systems. In this paper, we propose a system in which both students and the AI system explain to each other their reasons behind decisions that were made, such as: self-explanation of student cognition during the answering process, and explanation of recommendations based on internal mechanizes and other abstract representations of model algorithms.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"56 1","pages":"19"},"PeriodicalIF":3.2,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84393133","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

Staff and student experiences of hybrid teaching in a pandemic-impacted context 受大流行影响的背景下教师和学生的混合教学经验

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-08-23 DOI: 10.58459/rptel.2024.19017

Aisling Tierney, Isabel Hopwood, S. Davies

引用次数: 0

Unsupervised techniques for generating a standard sample self-explanation answer with knowledge components in a math quiz 在数学测验中生成包含知识成分的标准示例自我解释答案的无监督技术

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-08-16 DOI: 10.58459/rptel.2024.19016

Ryosuke Nakamoto, B. Flanagan, Yiling Dai, Kyosuke Takami, H. Ogata

{"title":"Unsupervised techniques for generating a standard sample self-explanation answer with knowledge components in a math quiz","authors":"Ryosuke Nakamoto, B. Flanagan, Yiling Dai, Kyosuke Takami, H. Ogata","doi":"10.58459/rptel.2024.19016","DOIUrl":"https://doi.org/10.58459/rptel.2024.19016","url":null,"abstract":"Self-explanation is a widely recognized and effective pedagogical method. Previous research has indicated that self-explanation can be used to evaluate students’ comprehension and identify their areas of difficulty on mathematical quizzes. However, most analytical techniques necessitate pre-labeled materials, which limits the potential for large-scale study. Conversely, utilizing collected self-explanations without supervision is challenging because there is little research on this topic. Therefore, this study aims to investigate the feasibility of automatically generating a standardized self-explanation sample answer from unsupervised collected self-explanations. The proposed model involves preprocessing and three machine learning steps: vectorization, clustering, and extraction. Experiments involving 1,434 self-explanation answers from 25 quizzes indicate that 72% of the quizzes generate sample answers containing all the necessary knowledge components. The similarity between human-generated and machine-generated sentences was significant with moderate positive correlation, r(23) = .48, p < .05.The best-performing generative model also achieved a high BERTScore of 0.715. Regarding the readability of the generated sample answers, the average score of the human-generated sentences was superior to that of the machine-generated ones. These results suggest that the proposed model can generate sample answers that contain critical knowledge components and can be further improved with BERTScore. This study is expected to have numerous applications, including identifying students’ areas of difficulty, scoring self-explanations, presenting students with reference materials for learning, and automatically generating scaffolding templates to train self-explanation skills.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"100 1","pages":"16"},"PeriodicalIF":3.2,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73237992","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

Automated grading software tool with feedback process to support learning of hardware description languages 自动分级软件工具与反馈过程，以支持学习的硬件描述语言

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-08-04 DOI: 10.58459/rptel.2024.19015

Andrés Francisco Corso Pinzón, J. J. Ramírez-Echeverry, Felipe Restrepo-Calle

{"title":"Automated grading software tool with feedback process to support learning of hardware description languages","authors":"Andrés Francisco Corso Pinzón, J. J. Ramírez-Echeverry, Felipe Restrepo-Calle","doi":"10.58459/rptel.2024.19015","DOIUrl":"https://doi.org/10.58459/rptel.2024.19015","url":null,"abstract":"Hardware Description Languages (HDL) have gained popularity in the field of digital electronics design, driven by the increasing complexity of modern electronic circuits. Consequently, supporting students in their learning of these languages is crucial. This work aims to address this need by developing an automated assessment software tool with feedback process to support the learning of HDL and making an educational intervention to support the learning process of students. The tool’s features were selected based on similar developments, and a prototype was designed and implemented. Additionally, an educational intervention was conducted over a five-week period in a Digital Electronics course at the National University of Colombia. Through analyzing students’ interactions with the tool and their perceptions of its usage, the study examined their learning experiences. Among the features highlighted by students as most beneficial for their HDL learning process were the online availability of the tool, the feedback system that helped them identify and correct errors in their code, the provision of immediate feedback, the online editor with syntax highlighting, and the graphical user interface. This work makes two significant contributions to the field of HDL teaching in engineering. Firstly, a publicly accessible HDL grading tool has been developed, offering students immediate formative and summative feedback through an automated grader. Secondly, empirical evidence has been provided regarding the benefits of using such a tool in enhancing students’ learning process.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"69 1","pages":"15"},"PeriodicalIF":3.2,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81506281","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

A systematic review of online teaching competencies in higher education context: a multilevel model for professional development 高等教育背景下在线教学能力的系统回顾:专业发展的多层次模型

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-08-04 DOI: 10.58459/rptel.2024.19014

Hossein Chaharbashloo, Hossein Talebzadeh, Maryam Hosseini Largani, Shahnaz Amirian

引用次数: 0

Language learning apps for visually impaired users: a systematic review 针对视障用户的语言学习应用程序:系统回顾

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-07-31 DOI: 10.58459/rptel.2024.19012

Heydy Robles, Adriana Pérez, Karen Villalba, M.C. Delgado-Cañas, Elkin Villanueva, Conor Keogh, Miguel Jimeno

{"title":"Language learning apps for visually impaired users: a systematic review","authors":"Heydy Robles, Adriana Pérez, Karen Villalba, M.C. Delgado-Cañas, Elkin Villanueva, Conor Keogh, Miguel Jimeno","doi":"10.58459/rptel.2024.19012","DOIUrl":"https://doi.org/10.58459/rptel.2024.19012","url":null,"abstract":"The purpose of this literature review is to identify, categorize, and critically appraise research papers related to mobile apps for visually impaired people in language learning. This study intended to identify the language skills, the affordances, and the limitations encountered while designing and implementing the apps. Hence, a systematic review in the Scopus database and the virtual libraries of IEEE, SAGE, ERIC, and Science Direct, adhering to the PRISMA methodology, produced 274 research papers, and after the application of the different phases, a detailed analysis was performed using 17 articles. The results revealed that Information Communication Technologies, assistive technologies, and electronic accessibility features contributed to the usability guidelines and the current evolution toward modern language learning mobile applications for visually impaired users. The revised work also revealed how writing, reading, and spelling became more demanding for this particular special need, and that grammar-based and traditional activities are replaced by other communicative approaches. The emphasis was on speaking and listening skills due to these being less demanding in terms of technical requirements. The findings of this review provide insights for instructional designers to construct inclusive language learning apps which consider the three essential dimensions needed to achieve it: technological, pedagogical and psychological, in addition to appropriate affordances necessary for both sighted and visually impaired users.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"21 1","pages":"12"},"PeriodicalIF":3.2,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73821867","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

A competency-based specialization course for smart city professionals 为智慧城市专业人士提供的以能力为基础的专业课程

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-07-31 DOI: 10.58459/rptel.2024.19013

T. Panagiotakopoulos, F. Lazarinis, Omiros Iatrellis, Antonia Stefani, A. Kameas

引用次数: 0

Learning behavioral patterns of students with varying performance in a high school mathematics course using an e-book system 利用电子书系统学习高中数学课程中表现不同的学生的行为模式

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-07-18 DOI: 10.58459/rptel.2024.19011

Xuewang Geng, Li Chen, Yufan Xu, H. Ogata, Atsushi Shimada, M. Yamada

{"title":"Learning behavioral patterns of students with varying performance in a high school mathematics course using an e-book system","authors":"Xuewang Geng, Li Chen, Yufan Xu, H. Ogata, Atsushi Shimada, M. Yamada","doi":"10.58459/rptel.2024.19011","DOIUrl":"https://doi.org/10.58459/rptel.2024.19011","url":null,"abstract":"Traditional textbooks are progressively being replaced by e-book systems, which are also being utilized more commonly in K–12 education. The study investigated learning behavioral patterns in a seven-week high school mathematics course using an e-book system. In this study, learning data from the BookRoll system was analyzed with lag sequential analysis to examine learning behavioral patterns, learning strategies, and the differences between students with different performances. The results of the learning behavior patterns of all students confirmed the usage of rehearsal and elaboration strategies. However, it demonstrated the lack of using metacognitive strategies in the e-book learning process. Additionally, the results also revealed different learning patterns among students with different learning performances. Students with decreased performance tended to use shallow cognitive processing strategies, while students with increased performance used deeper learning strategies, such as integrating information from the previous and next pages to highlight learning contents. Regarding the strategy usage of students with unchanged performance, students in the unchanged low and middle performance groups tended to utilize the re-reading strategy, while students in the unchanged high performance group utilized the elaboration strategy. Notably, students with increased performance employed fewer learning behavioral patterns than decreased performance students. The behavioral patterns of students with increased performance were more efficient and effective.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"52 1","pages":"11"},"PeriodicalIF":3.2,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80373046","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

Shelter GO: multiplayer location-based game to promote knowing shelters for emergency evacuation 避难所GO:多人基于位置的游戏，以促进了解紧急疏散的避难所

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-07-04 DOI: 10.58459/rptel.2024.19009

Hiroyuki Mitsuhara, M. Shishibori

引用次数: 1

An exploratory study of pre-service teachers' perceptions of technological pedagogical content knowledge of digital games 职前教师对数字游戏技术教学内容知识认知的探索性研究

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-06-20 DOI: 10.58459/rptel.2024.19008

Y. Kuo, Yu-Tung Kuo

{"title":"An exploratory study of pre-service teachers' perceptions of technological pedagogical content knowledge of digital games","authors":"Y. Kuo, Yu-Tung Kuo","doi":"10.58459/rptel.2024.19008","DOIUrl":"https://doi.org/10.58459/rptel.2024.19008","url":null,"abstract":"This study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games (TPACK-G), the correlation of TPACK-G constructs, and the relation of TPACK-G to personal factors and levels of motivation and self-efficacy. Participants were 96 pre-service teachers from a university in the northeastern United States. Data were collected using online surveys. Quantitative approaches were performed to analyze the data. Results indicated that game content knowledge (GCK) and game pedagogical knowledge (GPK) significantly predicted pre-service teachers’ game pedagogical content knowledge (GPCK), with GPK being the strongest predictor. Pre-service teachers with high levels of motivation or self-efficacy for digital game integration had significantly better TPACK-G than those with low levels. Personal factors, including gender and prior experiences with digital games, were found to be influential to pre-service teachers’ TPACK-G. This study adds to the understanding of the application of the TPACK model in the context of digital game use for pre-service teachers.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"156 1","pages":"8"},"PeriodicalIF":3.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73782733","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