Frontline Learning Research最新文献_第6页

Measuring academic learning and exam self-efficacy at admission to university and its relation to first-year attrition 大学入学学业和考试自我效能感的测量及其与第一年损耗的关系

Frontline Learning Research Pub Date : 2019-10-01 DOI: 10.14786/flr.v7i3.503

T. Nielsen, I. S. Friderichsen, Bjarke Tarpgaard Hartkopf

{"title":"Measuring academic learning and exam self-efficacy at admission to university and its relation to first-year attrition","authors":"T. Nielsen, I. S. Friderichsen, Bjarke Tarpgaard Hartkopf","doi":"10.14786/flr.v7i3.503","DOIUrl":"https://doi.org/10.14786/flr.v7i3.503","url":null,"abstract":"Self-efficacy is associated with both academic performance and attrition in higher education. Whether it is possible to measure students’ academic self-efficacy after admission and prior to commencing higher education (i.e. pre-academic self-efficacy) in a valid and reliable way has hardly been studied. Aims: 1) to evaluate the construct validity and psychometric properties of two short scales to measure Pre-Academic Learning Self-Efficacy (PAL-SE) and Pre-Academic Exam Self-Efficacy (PAE-SE) using Rasch measurement models, 2) to investigate whether pre-academic self-efficacy was associated with half-year attrition across degree programs and institutions. Data consisted of 2686 Danish students admitted to nine different university degree programs across two institutions. Item analyses showed both scales to be essentially objective and construct valid, however, all items from the PAE-SE and two from the PAL-SE were locally dependent. Differential item functioning was found for the PAL-SE relative to degree programs. Reliability of the PAE-SE was .77, and varied for the PAL-SE from .79 to .86 across degree programs. Targeting was good only for the PAL-SE, thus we proceeded with the PAL-SE. PAL-SE was found to be associated with half-year attrition: A difference in PAL-SE from minimum to maximum was associated with a difference in half-year attrition of approximately 7%. This association was found both in the bivariate model and in the multivariate models with control of degree program, and with control of degree program and individual covariates such as earlier educational achievement and social background variables. Results thus also indicate that PAL-SE has a causal effect on half-year attrition.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45291892","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: 4

Paradigmatic Issues in State-of-the-Art Research Using Process Data 使用过程数据的最新研究中的范式问题

Frontline Learning Research Pub Date : 2019-08-16 DOI: 10.14786/flr.v6i3.551

P. Winne

{"title":"Paradigmatic Issues in State-of-the-Art Research Using Process Data","authors":"P. Winne","doi":"10.14786/flr.v6i3.551","DOIUrl":"https://doi.org/10.14786/flr.v6i3.551","url":null,"abstract":"Learning science is enthusiastically adopting new instruments to gather physiological and other forms of event data to represent mental states and series of them that reflect processes. In an attempt to provoke more thought about this kind of research, I suggest paradigmatic issues relating to data, analyses of them and interpretations of results. I advocate we not label these data as “objective.” Instead, we share a subjective interpretation of them. I argue propositions about validity need more nuance. Bounds on generalization related to so-called ecological validity are rarely empirically justified. When researchers transform raw data before analysis and when analytic methods partition variance, interpretations of results omit key qualifications. I posit emotion and motivation be positioned in theory as moderators rather than mediators because agentic, self-regulating learners make and revise knowledge by choosing forms of cognitive engagement in a context where they interpret arousal. I note that researchers’ anchor interpretations of process data in learners’ accounts. This creates a tautology that troubles usual notions of reliability. Finally, I recommend research involving process data turn more toward helping learners identify conditions of learning that spark arousal so learners can regulate motivation and emotion. This leads to a surprise: Treating learners as individuals and helping them identify triggers of arousal may recommend learning science cast emotions and motivation as epiphenomena.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45581771","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: 5

It’s Better to Enjoy Learning than Playing: Motivational Effects of an Educational Live Action Role-playing Game 玩不如学:真人角色扮演游戏的动机效应

Frontline Learning Research Pub Date : 2019-08-16 DOI: 10.14786/FLR.V7I3.459

Brom Cyril, Viktor Dobrovolný, F. Děchtěrenko, Tereza Stárková, E. Bromová

{"title":"It’s Better to Enjoy Learning than Playing: Motivational Effects of an Educational Live Action Role-playing Game","authors":"Brom Cyril, Viktor Dobrovolný, F. Děchtěrenko, Tereza Stárková, E. Bromová","doi":"10.14786/FLR.V7I3.459","DOIUrl":"https://doi.org/10.14786/FLR.V7I3.459","url":null,"abstract":"Game-based learning is supposed to motivate learners. However, to what degree does motivation driven by interest in playing an instructional game affect learning outcomes compared to motivation driven by interest in the very learning process? This is not known. In this study with a unique design and intervention, young adults (N = 128; a heterogeneous sample) learned how to control an electro-mechanical device in a 40-minute-long learning session integrated into a 2-hour-long educational live action role-playing game (edu-LARP). Edu-LARPs are supposedly engaging games where players take part in team role-playing by physically enacting characters in a fictional universe. In our edu-LARP, players had to understand how the to-be-learned device worked in order to win the game. Departing from typical game-based learning research, learning- and playing-related variables were assessed for each learner separately (i.e., a within-subject design). Affective-motivational factors related to playing (rather than learning) predicted learning outcomes in a positive, but considerably weaker, way compared to learning-related, affective-motivational factors. Developed interest in LARP-like games was primarily related to enjoying the game rather than better learning outcomes; whereas, developed interest in the instructional domain was primarily related to enjoyment of learning and better learning outcomes. Overall, autonomous motivation to play was connected to higher learning outcomes, but this connection was weak.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66654173","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: 7

Epistemic Beliefs and Googling 认知信念和谷歌搜索

Frontline Learning Research Pub Date : 2019-07-18 DOI: 10.14786/FLR.V7I3.417

T. Ståhl

{"title":"Epistemic Beliefs and Googling","authors":"T. Ståhl","doi":"10.14786/FLR.V7I3.417","DOIUrl":"https://doi.org/10.14786/FLR.V7I3.417","url":null,"abstract":"With the introduction of internet as a source of information, parents have observed youngsters’ tendency to prefer internet as a source, and almost a reluctance to learn in advance since “you can look it up when needed”. Questions arise, such as ‘Are these phenomena symptoms of changing beliefs about knowledge and learning? Is it at all possible to learn on a deeper level simply by looking up the basic facts, without memorizing them?’Within an existing line of investigation, epistemic beliefs have been described as a set of dimensions. Although internet-based information and internet as a source of information have been acknowledged, studies so far have not explored how dealing with internet-based information relates to other epistemic beliefs dimensions.To capture how users view internet-based information per se but also in relation to other epistemic beliefs, I suggest three new dimensions, out of which the most crucial is labelled ‘Internet reliance’. Offloading memory using memory aids is not a new phenomenon but the ‘Internet reliance’ dimension indicates that especially internet-reliant users may be confusing external information with personal knowledge, with all the risks it may entail.Besides including beliefs about learning, this study also challenges earlier assumptions regarding uncorrelated dimensions.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V7I3.417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48835303","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

Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context 多源处理和多源学习:多源多媒体环境下阅读障碍学生的比较案例研究

Frontline Learning Research Pub Date : 2019-07-16 DOI: 10.14786/FLR.V7I3.451

Anette Andresen, Ø. Anmarkrud, L. Salmerón, Ivar Bråten

{"title":"Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context","authors":"Anette Andresen, Ø. Anmarkrud, L. Salmerón, Ivar Bråten","doi":"10.14786/FLR.V7I3.451","DOIUrl":"https://doi.org/10.14786/FLR.V7I3.451","url":null,"abstract":"This study investigated how four 10th-grade students with dyslexia processed and integrated information across web pages and representations when learning in a multiple source multimedia context. Eye movement data showed that participants’ processing of the materials varied with respect to their initial exploration of the web pages, their overall processing time, and the linearity of their processing patterns, with post-learning interviews indicating the deliberate, strategic considerations underlying each participant’s processing pattern. Eye movement data in terms of fixation duration and percentage of regressions also corroborated the findings of formal, diagnostic assessments. Finally, it was found that participants differed with respect to how much factual information they learned from working with the materials and how well they were able to integrate information across the web pages and representations, with results suggesting particular problems with learning factual information and, at the same time, constructing a coherent mental representation of the issue, as well as with drawing on textual information in the integration process. This study brings together two research areas that essentially have been kept apart in theory and research, that is, dyslexia and multimedia learning, and it provides unique information about the role of individual differences in multiple source multimedia contexts.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V7I3.451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43424510","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: 9

Disentangling objective characteristics of learning situations from subjective perceptions thereof, using an experience sampling method design 使用经验抽样方法设计，从主观感知中分离学习情境的客观特征

Frontline Learning Research Pub Date : 2019-06-27 DOI: 10.31219/osf.io/m4bs5

J. Moeller, Jaana Viljaranta, B. Kracke, J. Dietrich

{"title":"Disentangling objective characteristics of learning situations from subjective perceptions thereof, using an experience sampling method design","authors":"J. Moeller, Jaana Viljaranta, B. Kracke, J. Dietrich","doi":"10.31219/osf.io/m4bs5","DOIUrl":"https://doi.org/10.31219/osf.io/m4bs5","url":null,"abstract":"This article proposes a study design developed to disentangle the objective characteristics of a learning situation from individuals’ subjective perceptions of that situation. The term ‘objective characteristics’ refers to the agreements across students, like when students agree that the lecture of Educational Psychology by teacher Cook this morning was objectively much more interesting than the lesson about Introduction to Scientific Writing by teacher Smith yesterday evening, because teacher Cook used funny examples and gamified quizzes that most students liked, whereas teacher Smith did not. The term ‘subjective perceptions’ refers to the possibility of inter-individual heterogeneity, meaning student Max might report higher situational interest than students Emma, Ben, and Anna in the lecture of teacher Cook this morning, despite the fact that the students agreed (on average) that this lecture was more interesting than the lecture by teacher Smith yesterday evening.We describe a novel strategy for assessing and disentangling objective situation characteristics and subjective perceptions thereof, propose methods for analyzing the resulting data, and illustrate the procedure with an example of a first study using this design to examine situational interest in 155 university students. Situational interest was assessed nine times per weekly lecture with three measurement time points per person and a rotated multi-group schedule. Assessments took place over the course of an entire semester of ten weeks.One of the advantages of the proposed design is that ‘objective’ group agreements can be disentangled from subjective deviations from the group’s average at each of the nine measurement time points per weekly lecture. Furthermore, the proposed design makes it possible to study the development of both subjective and objective parameters across the time span of one weekly lecture and an entire semester, while the burden for each person is kept relatively low with three beeps per week.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44373007","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: 14

Combining physiological data and subjective measurements to investigate cognitive load during complex learning 结合生理数据和主观测量来研究复杂学习过程中的认知负荷

Frontline Learning Research Pub Date : 2019-05-10 DOI: 10.14786/FLR.V7I2.403

Charlotte Larmuseau, Pieter Vanneste, Jan Cornelis, P. Desmet, F. Depaepe

{"title":"Combining physiological data and subjective measurements to investigate cognitive load during complex learning","authors":"Charlotte Larmuseau, Pieter Vanneste, Jan Cornelis, P. Desmet, F. Depaepe","doi":"10.14786/FLR.V7I2.403","DOIUrl":"https://doi.org/10.14786/FLR.V7I2.403","url":null,"abstract":"Cognitive load theory is one of the most influential theoretical explanations of cognitive processing during learning. Despite its success, attempts to assess cognitive load during learning have proven difficult. Therefore, in the current study, students’ self-reported cognitive load after the problem- solving process has been combined with measures of physiological data, namely, electrodermal activity (EDA) and skin temperature (ST) during the problem-solving process. Data was collected from 15 students during a high and low complex task about learning and teaching geometry. This study first investigated the differences between subjective and physiological data during the problem- solving process of a high and low complex task. Additionally, correlations between subjective and physiological data were examined. Finally, learning behavior that is retrieved from log-data, was related with EDA. Results reveal that the manipulation of task complexity was not reflected by physiological data. Nevertheless, when investigating individual differences, EDA seems to be related to mental effort.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V7I2.403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861581","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: 25

The effect of formal team meetings on teachers’ informal data use interactions 正式团队会议对教师非正式数据使用互动的影响

Frontline Learning Research Pub Date : 2019-05-08 DOI: 10.14786/FLR.V7I2.443

R. V. Gasse

引用次数: 5

Effectiveness of Self-Generation During Learning is Dependent on Individual Differences in Need for Cognition. 学习过程中自我生成的有效性取决于个体认知需求的差异。

Frontline Learning Research Pub Date : 2019-05-07 DOI: 10.14786/FLR.V7I2.407

Julia Schindler, Simon Schindler, Marc-André Reinhard

{"title":"Effectiveness of Self-Generation During Learning is Dependent on Individual Differences in Need for Cognition.","authors":"Julia Schindler, Simon Schindler, Marc-André Reinhard","doi":"10.14786/FLR.V7I2.407","DOIUrl":"https://doi.org/10.14786/FLR.V7I2.407","url":null,"abstract":"Self-generated information is better recognized and recalled than read information. This so-called generation effecthas been replicated several times for different types of stimulus material, different generation tasks, and retention intervals. The present study investigated the impact of individual differences in learners’ disposition to engage in effortful cognitive activities (need for cognition, NFC) on the effectiveness of self-generation during learning. Learners low in NFC usually avoid getting engaged in cognitively demanding activities. However, if these learners are explicitly instructed to use elaborate learning strategies such as self-generation, they should benefit more from such strategies than learners high in NFC, because self-generation stimulates cognitive processes that learners low in NFC usually tend not to engage in spontaneously. Using a classical word-generation paradigm, we not only replicated the generation effect in free and cued recall but showed that the magnitude of the generation effect increased with decreasing NFC in cued recall. Results are consistent with our assumption that learners higher in NFC engage in elaborate processing even without explicit instruction, whereas learners lower in NFC usually avoid cognitively demanding activities. These learners need cognitively demanding tasks that require them to switch from shallow to elaborate processing to improve learning. We conclude that self-generation is beneficial regardless of the NFC level, but our study extends the existing literature on the generation effect and on NFC by showing that self-generation can be particularly useful for balancing the learning disadvantage of students lower in NFC.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V7I2.407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45262749","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: 8

Production and Perception of Classroom Disturbances 课堂干扰的产生与感知

Frontline Learning Research Pub Date : 2019-03-25 DOI: 10.14786/FLR.V7I2.411

Boris Eckstein

{"title":"Production and Perception of Classroom Disturbances","authors":"Boris Eckstein","doi":"10.14786/FLR.V7I2.411","DOIUrl":"https://doi.org/10.14786/FLR.V7I2.411","url":null,"abstract":"Classroom disturbances impair the quality of teaching and learning, and they can be a source of strain for both teachers and students. Some studies indicate, however, that not everyone involved gets equally disturbed by the same occurrences. Altogether, there is still little solid knowledge about the teachers’ and the students’ subjective perception of disturbance. Moreover, rater effects may have confounded the findings available. Addressing these desiderata, the X study investigates two elements of classroom disturbances within an interactionist framework: the incidence of deviant behaviour shown by particular target students, and the intensity of disturbance as subjectively perceived by teachers, by classmates, and by the targets themselves. For this purpose, we conducted a questionnaire survey among 85 primary-school class teachers and 1412 students. The data were analysed by means of a two-level correlated trait – correlated method minus one [CT-C(M-1)] model. This relatively novel statistical procedure has only rarely been applied in educational research so far. It made it possible to determine the respondents’ common view on classroom disturbances as well as the rater-specific perspectives. The results indicate that increasing deviance coincides with increasing distraction and annoyance – but mainly in a relatively small intersection of the different perspectives. Beyond that, the analysis revealed substantial rater effects which explain 30 to 61% of variance in teacher ratings, for instance. The author discusses likely reasons why disturbances are perceived so divergently.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905083","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