Journal of Educational Computing Research最新文献_第10页

The Relationship Between ICT Perceived Competence and Adolescents’ Digital Reading Performance: A Multilevel Mediation Study ICT感知能力与青少年数字阅读绩效的关系:一个多层次的中介研究

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-01-28 DOI: 10.1177/07356331221137107

Rushi Yu, Meishu Wang, Jie Hu

{"title":"The Relationship Between ICT Perceived Competence and Adolescents’ Digital Reading Performance: A Multilevel Mediation Study","authors":"Rushi Yu, Meishu Wang, Jie Hu","doi":"10.1177/07356331221137107","DOIUrl":"https://doi.org/10.1177/07356331221137107","url":null,"abstract":"The age of information and communication technology (ICT) has witnessed the prevalence of computer-based reading. Previous studies yielded mixed results concerning the relationship between ICT perceived competence, ICT use and digital reading performance, and the underlying mechanism was rarely explored. This study aimed to explore the relationship between ICT perceived competence and adolescents’ digital reading performance and the potential mediating roles of three types of ICT use. Multilevel mediation analyses were conducted for 199,646 15-year-old students from 29 OECD countries/regions in the Programme for International Student Assessment (PISA) 2018, in which digital reading performance was assessed by multistage adaptive computer-based testing. The results revealed that a) ICT perceived competence and digital reading performance were positively correlated; b) ICT use significantly mediated the relationship; c) students with higher-level ICT perceived competence tended to use ICT for leisure at home more frequently, which led to better digital reading performance; d) the suppression effects were revealed, indicating the need to consider the interrelationship between ICT perceived competence and ICT use. These findings provided new evidence for the self-determination theory and the ICT engagement model, suggesting that appropriate ICT use driven by high-level ICT perceived competence might help improve adolescents’ digital reading performance.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42842221","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: 2

What Else Can Be Learned When Coding? A Configurative Literature Review of Learning Opportunities Through Computational Thinking 编程时还能学到什么?通过计算思维学习机会的配置性文献综述

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-01-23 DOI: 10.1177/07356331221133822

Ana Melro, G. Tarling, T. Fujita, Judith Kleine Staarman

{"title":"What Else Can Be Learned When Coding? A Configurative Literature Review of Learning Opportunities Through Computational Thinking","authors":"Ana Melro, G. Tarling, T. Fujita, Judith Kleine Staarman","doi":"10.1177/07356331221133822","DOIUrl":"https://doi.org/10.1177/07356331221133822","url":null,"abstract":"Underpinning the teaching of coding with Computational Thinking has proved relevant for diverse learners, particularly given the increasing demand in upskilling for today’s labour market. While literature on computing education is vast, it remains unexplored how existing CT conceptualisations relate to the learning opportunities needed for a meaningful application of coding in non-Computer Scientists’ lives and careers. In order to identify and organise the learning opportunities in the literature about CT, we conducted a configurative literature review of studies published on Web of Science, between 2006 and 2021. Our sample gathers 34 papers and was analysed on NVivo to find key themes. We were able to organise framings of CT and related learning opportunities into three dimensions: functional, collaborative, and critical and creative. These dimensions make visible learning opportunities that range from individual cognitive development to interdisciplinary working with others, and to active participation in a technologically evolving society. By comparing and contrasting frameworks, we identify and explain different perspectives on skills. Furthermore, the three-dimensional model can guide pedagogical design and practice in coding courses.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48456340","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: 4

AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts 人工智能和识别技术促进英语作为外语写作，支持真实语境中的个性化和语境化

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-01-19 DOI: 10.1177/07356331221137253

Wu-Yuin Hwang, R. Nurtantyana, Siska Wati Dewi Purba, U. Hariyanti, Y. Indrihapsari, Herman Dwi Surjono

{"title":"AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts","authors":"Wu-Yuin Hwang, R. Nurtantyana, Siska Wati Dewi Purba, U. Hariyanti, Y. Indrihapsari, Herman Dwi Surjono","doi":"10.1177/07356331221137253","DOIUrl":"https://doi.org/10.1177/07356331221137253","url":null,"abstract":"English as Foreign Language (EFL) writing is challenging for students due to the lack of related lexical resources to inspire them for meaningful writing besides grammar feedback. Moreover, it is crucial to design personalized feedback based on students’ original writings in helping to improve their writing abilities. Therefore, we developed Smart RoamLingo app to help writing meaningful content in authentic contexts with sample sentences based on texts generated by recognition technologies named as AI-Sample Sentences (AI-SS) and writing qualities with revision suggestions based on personal original writings named as AI-Writing Feedback (AI-WF). 104 undergraduate students were assigned into an experimental group (EG) and two control groups. EG significantly outperformed the other groups in the post-test. In EG, AI-SS can help the contextualization to produce comprehensive content actively while AI-WF can help the personalization to improve the writing quality through several revisions. Hence, the cohesion and consistency of their writing can be enhanced. Further, the total number of revisions in practices and the assignment score can significantly predict the post-test. Moreover, EG students revealed that Smart RoamLingo was useful for EFL writing. Therefore, it is strongly suggested to use Smart RoamLingo with AI-SS and AI-WF for EFL writing in authentic contexts.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46577886","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: 4

Trusting and Learning From Virtual Humans that Correct Common Misconceptions 信任并向纠正常见误解的虚拟人学习

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-01-15 DOI: 10.1177/07356331221139859

Noah L. Schroeder, Erin K. Chiou, Robert F. Siegle, Scotty D. Craig

引用次数: 0

An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course 程序设计入门课程中不同游戏化程度的实证研究

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2022-12-24 DOI: 10.1177/07356331221144074

Hazra Imran

{"title":"An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course","authors":"Hazra Imran","doi":"10.1177/07356331221144074","DOIUrl":"https://doi.org/10.1177/07356331221144074","url":null,"abstract":"Adding gaming elements to conventional teaching methodologies has gained a lot of attention because of its ability to incorporate an engaging, motivating, and fun-based environment. As a result, learners' dedication and performance are also better. Unfortunately, current gamification models do not consider the effect of different levels of gamification. Therefore, this study provides deeper insight into the three levels of gamification on the motivation, engagement, and performance of 450 undergraduates enrolled in an online course. The level of gamification is experimentally manipulated based on different gaming elements and the presentation of learning content. The outcomes were measured at three points. Quantitative methods were used to analyze defined measures, and qualitative methods were used to analyze open-ended measures. The results revealed no change in outcomes between all groups during pre-course and mid-course assessments. However, motivation, engagement, and performance are improved in gamified environments, and these effects are more noticeable towards the end of the course. It was discovered that the gamification level was a significant determinant of motivation and performance but not engagement, which highlights the importance of implementing gamification in educational platforms. The gamification appeared to be a pedagogically profound way of engaging students in the online course. The whole setup triggered the learner’s motivation to learn and perform in the course. We conclude that gamification does help in motivation, engagement and performance if considered properly. Thus, educators and educational institutions seeking to enhance student motivation and performance may look at the ‘right level’ of gamification as an appropriate methodology.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43369015","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: 3

The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis 自动写作评估对写作质量的有效性:一项元分析

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2022-11-17 DOI: 10.1177/07356331221127300

Nasha Zhai, Xiaomei Ma

{"title":"The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis","authors":"Nasha Zhai, Xiaomei Ma","doi":"10.1177/07356331221127300","DOIUrl":"https://doi.org/10.1177/07356331221127300","url":null,"abstract":"Automated writing evaluation (AWE) has been frequently used to provide feedback on student writing. Many empirical studies have examined the effectiveness of AWE on writing quality, but the results were inconclusive. Thus, the magnitude of AWE’s overall effect and factors influencing its effectiveness across studies remained unclear. This study re-examined the issue by meta-analyzing the results of 26 primary studies with a total of 2468 participants from 2010 to 2022. The results revealed that AWE had a large positive overall effect on writing quality (g = 0.861, p < 0.001). Further moderator analyses indicated that AWE was more effective for post-secondary students than for secondary students and had more benefits for English as a Foreign Language (EFL) and English as a Second Language (ESL) learners than for Native English Speaker (NES) learners. When the genre of writing was considered, AWE showed a more significant impact on argumentative writing than on academic and mixed writing genres. However, intervention duration, feedback combination, and AWE platform did not moderate the effect of AWE on writing quality. The implications and recommendations for both research and practice are discussed in depth.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46870200","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: 9

The Syncretic Effect of Dual-Source Data on Affective Computing in Online Learning Contexts: A Perspective From Convolutional Neural Network With Attention Mechanism 网络学习环境下双源数据对情感计算的融合效应——基于注意机制的卷积神经网络

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2022-11-10 DOI: 10.1177/07356331221115663

Xuesong Zhai, Jiaqi Xu, Nian-Shing Chen, Jun Shen, Yan Li, Yonggu Wang, Xiaoyan Chu, Yumeng Zhu

{"title":"The Syncretic Effect of Dual-Source Data on Affective Computing in Online Learning Contexts: A Perspective From Convolutional Neural Network With Attention Mechanism","authors":"Xuesong Zhai, Jiaqi Xu, Nian-Shing Chen, Jun Shen, Yan Li, Yonggu Wang, Xiaoyan Chu, Yumeng Zhu","doi":"10.1177/07356331221115663","DOIUrl":"https://doi.org/10.1177/07356331221115663","url":null,"abstract":"Affective computing (AC) has been regarded as a relevant approach to identifying online learners’ mental states and predicting their learning performance. Previous research mainly used one single-source data set, typically learners’ facial expression, to compute learners’ affection. However, a single facial expression may represent different affections in various head poses. This study proposed a dual-source data approach to solve the problem. Facial expression and head pose are two typical data sources that can be captured from online learning videos. The current study collected a dual-source data set of facial expressions and head poses from an online learning class in a middle school. A deep learning neural network using AlexNet with an attention mechanism was developed to verify the syncretic effect on affective computing of the proposed dual-source fusion strategy. The results show that the dual-source fusion approach significantly outperforms the single-source approach based on the AC recognition accuracy between the two approaches (dual-source approach using Attention-AlexNet model 80.96%; single-source approach, facial expression 76.65% and head pose 64.34%). This study contributes to the theoretical construction of the dual-source data fusion approach, and the empirical validation of the effect of the Attention-AlexNet neural network approach on affective computing in online learning contexts.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43631515","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

Mapping Computational Thinking Skills Through Digital Games Co-Creation Activity Amongst Malaysian Sub-urban Children 通过马来西亚郊区儿童的数字游戏共同创造活动映射计算思维技能

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2022-10-31 DOI: 10.1177/07356331221121106

M. K. Othman, Syazni Jazlan, Fatin Afiqah Yamin, Shaziti Aman, F. Mohamad, Nurfarahani Norman Anuar, Abdulrazak Yahya Saleh, Ahmad Azaini Abdul Manaf

{"title":"Mapping Computational Thinking Skills Through Digital Games Co-Creation Activity Amongst Malaysian Sub-urban Children","authors":"M. K. Othman, Syazni Jazlan, Fatin Afiqah Yamin, Shaziti Aman, F. Mohamad, Nurfarahani Norman Anuar, Abdulrazak Yahya Saleh, Ahmad Azaini Abdul Manaf","doi":"10.1177/07356331221121106","DOIUrl":"https://doi.org/10.1177/07356331221121106","url":null,"abstract":"This study investigates how digital game co-creation promotes Computational Thinking (CT) skills among children in sub-urban primary schools. Understanding how CT skills can be fostered in learning programming concepts through co-creating digital games is crucial to determine instructional strategies that match the young students' interests and capacities. The empirical study has successfully produced a new checklist that can be used as a tool to describe the learning of CT skills when children co-create digital games. The checklist consists of 10 core CT skills: abstraction, decomposition, algorithmic thinking, generalisation, representation, socialisation, code literacy, automation, coordination, and debugging. Thirty-six 10–12 year-olds from sub-urban primary schools in Borneo participated in creating games in three separate eight-hour sessions. In addition, one pilot session with five participants was conducted. The game co-creation process was recorded to identify and determine how these young, inexperienced, untrained young learners collaborated while using CT skills. Analysis of their narratives while co-creating digital games revealed a pattern of using CT while developing the games. Although none of the groups demonstrated the use of all ten CTs, conclusively, all ten components of the CT were visibly present in their co-created digital games.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45114071","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 Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence From OECD Countries 过度使用信息和通信技术对学生成绩的负面影响：来自经合组织国家的证据

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2022-10-28 DOI: 10.1177/07356331221133408

Lucía Gorjón, Ainhoa Osés

{"title":"The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence From OECD Countries","authors":"Lucía Gorjón, Ainhoa Osés","doi":"10.1177/07356331221133408","DOIUrl":"https://doi.org/10.1177/07356331221133408","url":null,"abstract":"The increasing presence of technologies at school has triggered a vivid debate on the way ICT influences students’ learning process. Using PISA 2018 data for 15-year-old students and hierarchical linear models, we find an inverted U-shaped relationship between ICT use at school and students’ performance in mathematics in 22 OECD countries. In all cases, the excessive use of technology is associated with a lower academic performance, although this penalty differs across countries, which points to the importance of addressing country-specific analyses. The differentiated profile of those very intensive users, who suffer from above-average bullying exposure, draws into question whether the effect can be deemed as causal. Based on Inverse Probability Weighting techniques, the findings indicate that the very intensive use of ICT at school causes an underperformance of students equivalent to around half an academic course in Estonia, Finland and Spain. The results highlight the need for policy makers and instructors to ensure that the frequent use of ICT at school does not interfere with students’ learning process.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48479453","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: 4

Who Can Benefit More From More or Less Elaborated Feedback in a Computer-Based Assessment? Dominant Goal Orientation Matters 在基于计算机的评估中，谁能从或多或少详细的反馈中获益更多?显性目标取向很重要

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2022-10-27 DOI: 10.1177/07356331221132079

Zhen Wang, Yang Cao, Shaoying Gong

{"title":"Who Can Benefit More From More or Less Elaborated Feedback in a Computer-Based Assessment? Dominant Goal Orientation Matters","authors":"Zhen Wang, Yang Cao, Shaoying Gong","doi":"10.1177/07356331221132079","DOIUrl":"https://doi.org/10.1177/07356331221132079","url":null,"abstract":"Although learner characteristics have been identified as important moderator variables for feedback effectiveness, the question of why learners benefit differently from feedback has only received limited attention. In this study, we investigated: (1) whether learners’ dominant goal orientation moderated the effects of computer-based elaborated feedback on learning; and (2) whether learners’ feedback perception and learning motivation mediated the relationship between elaborated feedback and learning performance. To answer these questions, 101 undergraduates with dominant learning or performance goals were randomly exposed to cue feedback or explanation feedback while working on psychological statistics tasks in a computer-based assessment. Results revealed the moderation role of dominant goal orientation in the relations between elaborated feedback and learning. Specifically, elaborated feedback had more positive effects on dominant learning-oriented learners, but no effects on dominant performance-oriented learners. In addition, feedback perception mediated the moderating effect of dominant goal orientation on the relationship between elaborated feedback and transfer performance. These findings contribute to a better understanding of the role of goal orientations in feedback learning.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47544372","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