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Journal of Research on Technology in Education最新文献

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Emotion, stimulation, habit, and criticality: Learning from teachers’ multifaceted conceptions of digital reading 情感、刺激、习惯与批判性:从教师数字化阅读的多层面概念中学习
2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-10-06 DOI: 10.1080/15391523.2023.2264979
Brady L. Nash
{"title":"Emotion, stimulation, habit, and criticality: Learning from teachers’ multifaceted conceptions of digital reading","authors":"Brady L. Nash","doi":"10.1080/15391523.2023.2264979","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264979","url":null,"abstract":"AbstractThe emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers’ conceptions, and the role of emotional and sociocultural factors in meaning-making. Addressing these concerns, this qualitative case study examines how five teachers conceptualized and operationalized digital literacy through curriculum. The findings emphasize the importance of critical, sociocultural, emotional, and affective factors in conceptualizing and teaching digital literacy.Keywords: Digital literacyonline readingaffectcritical literacystimulationcurriculum developmentmeaning-makingliteracy studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBrady L. NashBrady L. Nash is an Assistant Professor of English Language Arts in the Department of Teaching, Curriculum, and Educational Inquiry and Affiliate Faculty in the Department of English. His research focuses on critical approaches to digital literacies and new technologies in the context of humanities education and the ways in which people come to understand the world through engagements with digital media.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effect of chatbots on learning: a meta-analysis of empirical research 聊天机器人对学习的影响:实证研究的元分析
2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-09-12 DOI: 10.1080/15391523.2023.2255698
Ecenaz Alemdag
{"title":"The effect of chatbots on learning: a meta-analysis of empirical research","authors":"Ecenaz Alemdag","doi":"10.1080/15391523.2023.2255698","DOIUrl":"https://doi.org/10.1080/15391523.2023.2255698","url":null,"abstract":"This meta-analysis aimed to comprehensively review empirical studies on the effect of chatbots on learning and quantitatively synthesize their findings to produce an overall effect size. Searching several databases yielded 28 eligible reports with 31 individual effect sizes. The results revealed a significant and medium effect (g = .48) of chatbots on learning. Further analyses indicated four significant moderators: the type of instruction in the comparison group, experimental duration, chatbot type, and chatbot tasks. The highest effect sizes emerged when the comparison group had no specific support, the experiment lasted only one session, and chatbots were task-focused and took care of frequently asked questions. These results suggest that chatbots can be more effective in certain cases within their overall contribution area to learning.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"24 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":"135826894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles 二胜于一--从两个角度审视生物专用主题知识包及其 T 维度
IF 5.1 2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-09-01 DOI: 10.1080/15391523.2022.2030268
Lena von Kotzebue
{"title":"Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles","authors":"Lena von Kotzebue","doi":"10.1080/15391523.2022.2030268","DOIUrl":"https://doi.org/10.1080/15391523.2022.2030268","url":null,"abstract":"Abstract Until now, TPACK has mostly been measured by subject-unspecific self-report measures. In contrast, this study introduces and analyzes an objective and biology-specific performance assessment of the four T-dimensions of TPACK. This instrument was used in combination with a biology-specific self-report measure to examine 206 biology teacher students at an Austrian university. Using two test instruments to measure the same construct allows direct comparison and increases validity. Structural equation models were calculated to analyze and compare the internal structure of the four T-dimensions within the two instruments. Although different test formats were used, for which the dimensions showed moderate correlations, the data for both test formats showed a similar internal structure and support a transformative view due to lack of direct influence of technological knowledge (TK) on TPACK.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"25 1","pages":"765 - 782"},"PeriodicalIF":5.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139345018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education 基于学习分析的翻转课堂反馈和建议：高等教育实验研究
IF 5.1 2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-09-01 DOI: 10.1080/15391523.2022.2040401
A. Ustun, Kecheng Zhang, Fatma Gizem Karaoglan-Yilmaz, Ramazan Yılmaz
{"title":"Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education","authors":"A. Ustun, Kecheng Zhang, Fatma Gizem Karaoglan-Yilmaz, Ramazan Yılmaz","doi":"10.1080/15391523.2022.2040401","DOIUrl":"https://doi.org/10.1080/15391523.2022.2040401","url":null,"abstract":"Abstract This mixed-method pretest/post-test experimental study examined the effect of learning analytics (LA)-based interventions on students’ academic achievement and self-regulatory skills, and explored students’ perceptions of such interventions in flipped classrooms (FC). Sixty-two college students from an introductory computer course were randomly assigned to the experimental or control group, with 31 participants in each condition. In the following 10 weeks, LA-based personalized interventions, including both visual feedback and written recommendations were provided to those in the experimental group on a weekly basis. Quantitative analyses found significant improvements in students’ academic achievement as well as their self-regulated learning skills in the treatment group. Consistently, students’ comments and feedback confirmed that LA-based interventions were effective in promoting self-regulated learning in FC. The researchers discuss both practical and research implications in FC and in online learning, provide recommendations for the design and advancement of LA-based interventions, and suggest future directions for LA research in higher education.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"43 1","pages":"841 - 857"},"PeriodicalIF":5.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139344962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Dynamic visualization by GeoGebra for mathematics learning: a meta-analysis of 20 years of research GeoGebra对数学学习的动态可视化:20年研究的元分析
IF 5.1 2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-08-29 DOI: 10.1080/15391523.2023.2250886
Y. Zhang, Pengjin Wang, Wei Jia, Aijun Zhang, Gaowei Chen
{"title":"Dynamic visualization by GeoGebra for mathematics learning: a meta-analysis of 20 years of research","authors":"Y. Zhang, Pengjin Wang, Wei Jia, Aijun Zhang, Gaowei Chen","doi":"10.1080/15391523.2023.2250886","DOIUrl":"https://doi.org/10.1080/15391523.2023.2250886","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44171328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Maybe we’ve got it wrong. An experimental evaluation of self-determination and Flow Theory in gamification 也许我们搞错了。游戏化中自我决定与心流理论的实验评价
IF 5.1 2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-08-10 DOI: 10.1080/15391523.2023.2242981
Jared R. Chapman, Tanner B. Kohler, P. Rich, A. Trego
{"title":"Maybe we’ve got it wrong. An experimental evaluation of self-determination and Flow Theory in gamification","authors":"Jared R. Chapman, Tanner B. Kohler, P. Rich, A. Trego","doi":"10.1080/15391523.2023.2242981","DOIUrl":"https://doi.org/10.1080/15391523.2023.2242981","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47096279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A heuristic framework for video-based teaching and learning scenarios in higher education 高等教育中基于视频的教学场景的启发式框架
IF 5.1 2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-08-07 DOI: 10.1080/15391523.2023.2242980
Katharina Sophie Stark, Christina Wekerle, Alena Bischoff, Moritz Schweiger, Kristina Peuschel, Kerstin Proske, Birgit Weckerle, Lisa Vettermann, Ann-Kathrin Schindler
{"title":"A heuristic framework for video-based teaching and learning scenarios in higher education","authors":"Katharina Sophie Stark, Christina Wekerle, Alena Bischoff, Moritz Schweiger, Kristina Peuschel, Kerstin Proske, Birgit Weckerle, Lisa Vettermann, Ann-Kathrin Schindler","doi":"10.1080/15391523.2023.2242980","DOIUrl":"https://doi.org/10.1080/15391523.2023.2242980","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48925801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Profile of an innovator: a Delphi study to surface key characteristics for innovative educators 创新教育工作者的特征:德尔菲研究
IF 5.1 2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-07-27 DOI: 10.1080/15391523.2023.2237616
Mark J. Hofer, Kelly Govain Leffel, David A. Slykhuis
{"title":"Profile of an innovator: a Delphi study to surface key characteristics for innovative educators","authors":"Mark J. Hofer, Kelly Govain Leffel, David A. Slykhuis","doi":"10.1080/15391523.2023.2237616","DOIUrl":"https://doi.org/10.1080/15391523.2023.2237616","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43676546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring the evolution of field experiences in P-12 online settings: a systematic review of studies from 2007-2022 探索P-12在线环境中实地体验的演变：2007-2022年研究的系统综述
IF 5.1 2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-07-24 DOI: 10.1080/15391523.2023.2237612
Lauren J. Woo, Leanna M. Archambault, J. Borup
{"title":"Exploring the evolution of field experiences in P-12 online settings: a systematic review of studies from 2007-2022","authors":"Lauren J. Woo, Leanna M. Archambault, J. Borup","doi":"10.1080/15391523.2023.2237612","DOIUrl":"https://doi.org/10.1080/15391523.2023.2237612","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41901854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
In critical need of research-based instructional strategies and assessment: an investigation of ePCR math lesson plans for middle school students 研究性教学策略与评估的迫切需要:对中学生ePCR数学教案的调查
IF 5.1 2区 教育学
Journal of Research on Technology in Education Pub Date : 2023-07-24 DOI: 10.1080/15391523.2023.2232900
Yi Jin, Shenghua Zha, J. Cowart
{"title":"In critical need of research-based instructional strategies and assessment: an investigation of ePCR math lesson plans for middle school students","authors":"Yi Jin, Shenghua Zha, J. Cowart","doi":"10.1080/15391523.2023.2232900","DOIUrl":"https://doi.org/10.1080/15391523.2023.2232900","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"1 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41573766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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