Journal of Educational Computing Research最新文献_第6页

Transitioning From Introductory to Professional Programming in Secondary Education: Comparing Learners’ Computational Thinking Skills, Behaviors, and Attitudes 中等教育中从入门编程到专业编程的过渡:比较学习者的计算思维技能、行为和态度

2区教育学

Journal of Educational Computing Research Pub Date : 2023-10-03 DOI: 10.1177/07356331231204653

Dan Sun, Chengcong Zhu, Fan Xu, Yan Li, Fan Ouyang, Miaoting Chen

{"title":"Transitioning From Introductory to Professional Programming in Secondary Education: Comparing Learners’ Computational Thinking Skills, Behaviors, and Attitudes","authors":"Dan Sun, Chengcong Zhu, Fan Xu, Yan Li, Fan Ouyang, Miaoting Chen","doi":"10.1177/07356331231204653","DOIUrl":"https://doi.org/10.1177/07356331231204653","url":null,"abstract":"Although previous research has provided some insights into the effects of block-based and text-based programming modalities, there is a dearth of a detailed, multi-dimensional analysis of the transition process from different introductory programming modalities to professional programming learning. This study employed a quasi-experimental design to address this gap, involving 64 secondary school students in two groups. For the beginning five weeks, the first group used an introductory block-based programming environment, while the second group used an introductory text-based programming environment. Then, both groups transitioned to professional text-based programming for the subsequent eight weeks. The results showed that participants who transitioned from introductory text-based programming to professional text-based programming (1) significantly outperformed in computational thinking skills; (2) had more code-writing and debugging behaviors and fewer irrelevant behaviors, and (3) had more interactions with the instructor. No significant differences were observed between the two groups regarding enjoyment, confidence, and interest in programming. Drawing on these findings, this study proposes pedagogical implications that could facilitate the adoption of programming modalities within the broader context of STEM education.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135689531","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 Impact of Puzzle-Based Game With Scaffolding-Aid on Cultural Heritage Learning: Evidence From Eye Movements 基于脚手架的益智游戏对文化遗产学习的影响:来自眼球运动的证据

2区教育学

Journal of Educational Computing Research Pub Date : 2023-10-03 DOI: 10.1177/07356331231202951

Li Ye, Ruoyan Wang, Yongxin Hang

{"title":"The Impact of Puzzle-Based Game With Scaffolding-Aid on Cultural Heritage Learning: Evidence From Eye Movements","authors":"Li Ye, Ruoyan Wang, Yongxin Hang","doi":"10.1177/07356331231202951","DOIUrl":"https://doi.org/10.1177/07356331231202951","url":null,"abstract":"The pedagogical value and global relevance of heritage education regarding the safeguarding of global tradition and practice for future generations is indisputable. This research aims to investigate the efficacy of integrating a puzzle-based game, with scaffolding strategies, to enhance students’ understanding and appreciation of cultural heritage content. In the activity, students are tasked with reconstructing art patterns from cultural heritage artifacts, a process which is designed to bolster their performance in recognizing and appreciating such patterns. A control group, utilizing a non-interactive instructional video with the same content, was also established to contrast and evaluate the benefits of the game-based approach. The evaluation of knowledge acquisition and transfer was conducted through pattern tests, with the participants’ eye movements recorded during the testing process. The results show that the participants in the game group exhibited significant advantages in terms of efficiently recognizing fundamental content and effectively transferring pattern recognition. Furthermore, the examination of the visual behavior within the game reveals that the integration of the jigsaw puzzle (game mechanic) and scaffolding (instructional strategy) can enhance the efficacy and cognitive strategies employed by participants in comprehending heritage content. This study develops design methodologies for cultural heritage games that enhances learning and appreciation.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695607","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

Integrating Immersive Scenes and Interactive Contextual Clue Scaffolding Into Decision-Making Analysis Ability Training Game 将沉浸式场景和互动情境线索脚手架融入决策分析能力训练游戏

2区教育学

Journal of Educational Computing Research Pub Date : 2023-09-29 DOI: 10.1177/07356331231205058

Chih-Chung Chien, Yen-Ting Ho, Huei-Tse Hou

{"title":"Integrating Immersive Scenes and Interactive Contextual Clue Scaffolding Into Decision-Making Analysis Ability Training Game","authors":"Chih-Chung Chien, Yen-Ting Ho, Huei-Tse Hou","doi":"10.1177/07356331231205058","DOIUrl":"https://doi.org/10.1177/07356331231205058","url":null,"abstract":"In the post-pandemic era, distance education and training modes without space constraints are gradually becoming a new trend in training. Game-based training combined with situational simulations is a potential approach. This study used a simulation company scenario and a decision-making analysis task of promotion assessment as the game context, and proposed an innovative game mechanism integrating the simulation situation scenario and the interactive contextual clue scaffolding as a guide to enhance learning effectiveness. This study used the Gather Town platform to design a simulation office scenario, and Google Forms to design interactive contextual clue scaffolding. This study conducted empirical research to evaluate this mechanism, with a total of 60 participants divided into an experimental group that conducted game activities and a control group that was only provided with document files as scaffolding for comparative analysis. The results of the study revealed that the proposed exploration guidance mechanism of integrating immersive scenes and interactive contextual clue scaffolding could allow learners to experience a high level of game fidelity and increase the discovery rate and usefulness of the scaffolding. It also reduced learning anxiety, maintained learning motivation and high flow, and resulted in significantly higher learning effectiveness than the control group approach.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193420","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 Deep Learning Framework With Visualisation for Uncovering Students’ Learning Progression and Learning Bottlenecks 一个可视化的深度学习框架，用于揭示学生的学习进展和学习瓶颈

2区教育学

Journal of Educational Computing Research Pub Date : 2023-09-26 DOI: 10.1177/07356331231200600

Chun Yan Enoch Sit, Siu-Cheung Kong

{"title":"A Deep Learning Framework With Visualisation for Uncovering Students’ Learning Progression and Learning Bottlenecks","authors":"Chun Yan Enoch Sit, Siu-Cheung Kong","doi":"10.1177/07356331231200600","DOIUrl":"https://doi.org/10.1177/07356331231200600","url":null,"abstract":"Educational process mining aims (EPM) to help teachers understand the overall learning process of their students. Although deep learning models have shown promising results in many domains, the event log dataset in many online courses may not be large enough for deep learning models to approximate the probability distribution of students’ learning sequence due to a lack of participants. This study proposes a deep learning framework to help uncover the learning progression of learners. It aims to produce a graphical representation of the overall educational process from event logs. Our framework adopts the Smith–Waterman algorithm from the bioinformatics field to evaluate general learning sequences generated from deep learning models. Using our framework, we compare the performance of a deep learning model with the modified cross-attention layer and a model without modification and find that the modified model outperforms the other. The contribution of this framework is that it enables the use of neural architecture search techniques to uncover students’ general learning sequence irrespective of the dataset’s size. The framework also helps educators identify education materials that present as learning bottlenecks, enabling them to improve the materials and their respective layout order, thus facilitating student learning.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886080","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

Educational Programming Environments for Enhancing Conceptual Design in the Object-Oriented Paradigm: A Systematic Mapping Study 面向对象范式中增强概念设计的教育编程环境:系统的映射研究

2区教育学

Journal of Educational Computing Research Pub Date : 2023-09-21 DOI: 10.1177/07356331231203251

Alexandros Tsichouridis, Stelios Xinogalos, Apostolos Ampatzoglou

{"title":"Educational Programming Environments for Enhancing Conceptual Design in the Object-Oriented Paradigm: A Systematic Mapping Study","authors":"Alexandros Tsichouridis, Stelios Xinogalos, Apostolos Ampatzoglou","doi":"10.1177/07356331231203251","DOIUrl":"https://doi.org/10.1177/07356331231203251","url":null,"abstract":"Teaching and learning programming, and especially Object-Oriented Programming (OOP), is a complicated and challenging task. Students have to comprehend various OOP concepts and utilize them for designing object-oriented programs. Various types of educational programming environments, such as microworlds and educational games, have been devised for supporting novices mainly in comprehending OOP concepts. However, such environments do not usually support students in the conceptual design of object-oriented programs of a considerable length and complexity. In this paper, we focus on a systematic mapping study (SMS) of educational programming environments for enhancing the conceptual design in OOP, which relies on modularity, abstraction and encapsulation. The research questions investigate the intended learning outcomes, the empirical evidence on the effectiveness, and the teaching/learning technologies used by educational programming environments for enhancing the conceptual design in OOP. The findings can support instructors in selecting appropriate tools for their courses and researchers in the field of educational programming environments for OOP.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"36 Suppl 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136130151","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

Determinants of Technological Interventions for Children With Autism - A Systematic Review 孤独症儿童技术干预的决定因素——系统综述

2区教育学

Journal of Educational Computing Research Pub Date : 2023-09-21 DOI: 10.1177/07356331231200701

Nazmul Hasan, Manisha J. Nene

{"title":"Determinants of Technological Interventions for Children With Autism - A Systematic Review","authors":"Nazmul Hasan, Manisha J. Nene","doi":"10.1177/07356331231200701","DOIUrl":"https://doi.org/10.1177/07356331231200701","url":null,"abstract":"Children with Autism face several significant challenges, including deficits in both verbal and nonverbal communication, difficulties with concentration, limited interest in their surroundings, non-responsiveness, and struggles with adapting to new situations. It is imperative to consider and address these challenges when implementing technological interventions aimed at enhancing the skills of children with Autism. This study aims to identify the research emphasis on the following four determinants of technological interventions for children with Autism - (i) involvement of caregivers, (ii) design considerations, (iii) persuasive technology, (iv) psychological and physiological effects of technologies. These determinants address their deficiencies in communication, coping with new situations, responsiveness and effects of using technologies respectively. A total of seventy six review articles from 2010 to 2022 have been selected through PRISMA guidelines for this study. Most of the selected review articles have not evaluated these four determinants in their studies. This study discusses this research scope and presents future research directions to bridge this gap to develop effective technological solutions to upskill the children with Autism.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136130928","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

Contextualized Game-Based Language Learning: Retrospect and Prospect 情境化游戏语言学习:回顾与展望

2区教育学

Journal of Educational Computing Research Pub Date : 2023-09-20 DOI: 10.1177/07356331231189292

Lu Yang, Rui Li

{"title":"Contextualized Game-Based Language Learning: Retrospect and Prospect","authors":"Lu Yang, Rui Li","doi":"10.1177/07356331231189292","DOIUrl":"https://doi.org/10.1177/07356331231189292","url":null,"abstract":"While studies of contextualized game-based language learning (CGBLL) have to date gained a growing scholarly interest, there is still a lack of systematic review synthesizing its research trends regarding theoretical foundations, learning contexts, research foci and findings. To address the gap, this study collected data from the Web of Science (WoS) and reviewed a total of 82 Social Science Citation Index (SSCI) articles pertaining to CGBLL based on the proposed inclusion and exclusion criteria. The results revealed that most CGBLL studies were based on social frameworks, including situated learning and socio-cultural theory. Most learning activities were carried out in a local community. Language skills and learner perceptions were the two main research foci. The results also revealed that CGBLL not only improved students’ language performance and perceptions, but also promoted interaction and collaboration, knowledge transfer, autonomy and self-regulation, and higher-order thinking skills. In addition, technical issues, high cognitive load, difficult game tasks, the lack of user guide and explicit game instruction were the major challenges. Based on the results, implications have been made for teachers, designers, and researchers.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264765","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

Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools 基于类比的小学人工智能教学方法的效果

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-09-08 DOI: 10.1177/07356331231201342

Yun Dai, Z. Lin, Angpeng Liu, Dan Dai, Wenlan Wang

{"title":"Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools","authors":"Yun Dai, Z. Lin, Angpeng Liu, Dan Dai, Wenlan Wang","doi":"10.1177/07356331231201342","DOIUrl":"https://doi.org/10.1177/07356331231201342","url":null,"abstract":"Artificial intelligence (AI) has emerged as a prominent topic in K-12 education recently. However, pedagogical design has remained a major challenge, especially among young learners. Guided by the Zone of Proximal Development theory and AI education research literature, this design-based study proposes an analogy-based pedagogical approach to support AI teaching and learning in upper primary education. This pedagogical approach is centered on human–AI comparison, where humans are gradually shifted from an analogue to a contrast to make visible the attributes, mechanisms, and processes of AI. To evaluate its effectiveness, a quasi-experimental study with mixed methods was conducted. The quantitative comparison shows that the participants in the experimental group learning with the analogy-based pedagogical approach significantly outperformed their peers with the conventional direct instructional approach in all three dimensions of AI knowledge, skills, and ethical awareness. Qualitative analyses further reveal its pedagogical benefits, including demystifying AI through relatable and engaging learning, supporting student comprehension and skill mastery, and nurturing critical thinking and attitudes. The analogy-based approach contributes to the field of K-12 AI education with an age-appropriate, child-friendly pedagogical approach. Notably, AI education should prioritize teaching for student understanding, and AI should be recognized as an independent subject with interdisciplinary applications.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45025759","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

Towards a Hermeneutics of Computational Thinking in Wing’s Approximations 论Wing近似中计算思维的解释学

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-08-31 DOI: 10.1177/07356331231193142

M. Peracaula-Bosch, Juan González-Martínez

{"title":"Towards a Hermeneutics of Computational Thinking in Wing’s Approximations","authors":"M. Peracaula-Bosch, Juan González-Martínez","doi":"10.1177/07356331231193142","DOIUrl":"https://doi.org/10.1177/07356331231193142","url":null,"abstract":"In this article, we delve into a hermeneutic process that analyzes the term Computational Thinking as it was constructed through Wing’s series of iterations in conceptualization attempts (2006, 2008, 2011 and 2014). On the one hand, this brings us to analyze the relations and intersections between different process of thought (analytical, logical, mathematical, system, engineering, algorithmic) and the role of search for simplicity, generalization, and scalability in the layers of abstraction in Computational Thinking. On the other hand, we explore the roots and the discursive environment of authors that could contribute to this conceptualizing process in the years around its popularization following Jeannette Wing’s founding article in 2006. We have also included in our analysis the points of convergence with Seymour Papert’s work related to the computer-machine seen as an “object-to-think-with” helping to the construction of knowledge from an epistemological perspective to the computing-human. Even though a consensus on the definition of the concept has not yet ben encountered, the analysis helps to highlight the solid reference points that address what is at the core of Computational thinking and what should be the framework of educational interventions and research that revolve around it.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47457093","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

Teaching and Learning Computational Thinking Through Game-Based Learning: A Systematic Review 通过游戏学习教与学计算思维:系统回顾

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-08-17 DOI: 10.1177/07356331231180951

Xinyue Wang, Mengmeng Cheng, Xinfeng Li

{"title":"Teaching and Learning Computational Thinking Through Game-Based Learning: A Systematic Review","authors":"Xinyue Wang, Mengmeng Cheng, Xinfeng Li","doi":"10.1177/07356331231180951","DOIUrl":"https://doi.org/10.1177/07356331231180951","url":null,"abstract":"Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it’s necessary to clarify how to design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021. Thirty-nine studies were included in the review and findings suggested that GBL has positive effects on CT, but has non-significant effects on some CT elements (e.g., conditions, triggers, and abstraction) because of limited time to learn these elements and students’ preferences for using CT elements. Game elements, particularly clear goals and rules, progressive challenges, immediate feedback, storyline, avatar, social interaction and various reward mechanisms were used to motivate students to engage in activities to develop CT. Furthermore, single or multiple theoretical foundations, such as constructivist learning theory and experiential learning theory, may guide the design and implementation of game-based activities. Problem-solving, project-based approaches were used to encourage students to use CT to solve problems or complete a project. Finally, guidelines for designing and implementing game-based learning activities for promoting CT were discussed.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46594770","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