Journal of Educational Computing Research最新文献_第7页

Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid 基于ChatGPT的学习辅助工具促进混合学习中的自我调节进步和知识建构

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-08-03 DOI: 10.1177/07356331231191125

Ting-Ting Wu, Hsin-Yu Lee, Pin-Hui Li, Chia-Nan Huang, Yueh-Min Huang

{"title":"Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid","authors":"Ting-Ting Wu, Hsin-Yu Lee, Pin-Hui Li, Chia-Nan Huang, Yueh-Min Huang","doi":"10.1177/07356331231191125","DOIUrl":"https://doi.org/10.1177/07356331231191125","url":null,"abstract":"This study combines ChatGPT, Apple’s Shortcuts, and LINE to create the ChatGPT-based Intelligent Learning Aid (CILA), aiming to enhance self-regulation progress and knowledge construction in blended learning. CILA offers real-time, convergent information to learners’ inquiries, as opposed to traditional Google search engine that provide divergent information. By addressing questions promptly, CILA minimizes interruptions during the performance phase of self-regulation progress. The tool records learners’ questions and answers, aiding self-reflection in self-regulation progress. We evaluated self-regulation progress using motivation, engagement, and self-efficacy as indicators. Findings show that CILA’s intervention effectively improves self-regulation progress and knowledge construction, offering benefits over divergent information in blended learning contexts with respect to amotivation, intrinsic motivation, and behavioral engagement. This research highlights the potential of incorporating large language models like ChatGPT in educational settings to support teachers and students.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47940061","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

A Multi-Strategy Computer-Assisted EFL Writing Learning System With Deep Learning Incorporated and Its Effects on Learning: A Writing Feedback Perspective 结合深度学习的多策略计算机辅助英语写作学习系统及其对学习的影响:写作反馈视角

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-07-28 DOI: 10.1177/07356331231189294

Binbin Chen, Lina Bao, Rui Zhang, Jingyu Zhang, Feng Liu, Shuai Wang, Mingjiang Li

{"title":"A Multi-Strategy Computer-Assisted EFL Writing Learning System With Deep Learning Incorporated and Its Effects on Learning: A Writing Feedback Perspective","authors":"Binbin Chen, Lina Bao, Rui Zhang, Jingyu Zhang, Feng Liu, Shuai Wang, Mingjiang Li","doi":"10.1177/07356331231189294","DOIUrl":"https://doi.org/10.1177/07356331231189294","url":null,"abstract":"Language learning has increasingly benefited from Computer-Assisted Language Learning (CALL) technologies, especially with Artificial Intelligence involved in recent years. CALL in writing learning acknowledged as the core of language learning is being realized by technologies like Automated Writing Evaluation (AWE), and Automated Essay Scoring (AES), which have developed considerably in both computer and language education fields. AWE has effectively enhanced EFL students’ writing performance to some extent, but such technology can only provide an evaluation in the form of scores, the majority of which are based on holistic scoring, resulting in the inability to provide comprehensive and detailed content-based feedback. In order to provide not only the writing multiple trait-specific evaluation scores, but also detailed writing feedback, we proposed a computer-assisted EFL writing learning system incorporating the neural network models and a couple of semantic-based NLP techniques, MsCAEWL, which fully meets the requirements of writing feedback theory, i.e., multiple, continuous, timely, clear, and multi-aspect guidance interactive feedback. The results of comparison experiments with the AWE baseline models and human raters demonstrated the superiority and the high correlation contained by the proposed system. The independent-sample t-test and paired-sample t-test results of the experiments on MsCAEWL effect validation suggested the significant impact of our proposed system in enhancing students’ EFL writing proficiency.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49161615","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

Spatial Cognition Effects of IVE Teaching Resources on Red-Green Color Blindness IVE教学资源对红绿色盲的空间认知效应

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-07-05 DOI: 10.1177/07356331231158759

Jun Wang, S. Jin, Zheng Zhong, Sijia Feng, Yaxin Deng, Ruining Li

{"title":"Spatial Cognition Effects of IVE Teaching Resources on Red-Green Color Blindness","authors":"Jun Wang, S. Jin, Zheng Zhong, Sijia Feng, Yaxin Deng, Ruining Li","doi":"10.1177/07356331231158759","DOIUrl":"https://doi.org/10.1177/07356331231158759","url":null,"abstract":"Immersive Virtual Environments can provide users with a sense of spatial presence and experience. But learners with Color Vision Deficiency cannot receive information entirely in the environments because they are difficult to distinguish some or all colors. This study selects learners with red-green color blindness as the sample, and designs three kinds of barrier-free Teaching Resources based on a color scheme and color contrast to explore their impacts on spatial cognition and learning experience. The experimental results show that the Color Adjusted Teaching Resources has significant differences both in learning satisfaction and technology acceptance, and the Contrast Adjusted Teaching Resources performs an important role in improving spatial cognition and technology acceptance. In addition, the Color and Contrast Adjusted Teaching Resources is significantly different from the Color Adjusted Teaching Resources in spatial cognition. Therefore, the findings indicated that the barrier-free color scheme and higher contrast of Teaching Resources can significantly improve spatial cognition, learning satisfaction, and technology acceptance of learners with red-green color blindness. To some extent, the research results can contribute to the design of barrier-free Teaching Resources about red-green color blindness.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49631277","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

Examining the Effect of the Task-Technology Fit of Game Mechanisms on Learning Outcomes in Online Gamification Platforms 在线游戏化平台中游戏机制的任务技术匹配对学习结果的影响

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-07-03 DOI: 10.1177/07356331231187285

Wei-Tsong Wang, Mega Kartika Sari

引用次数: 0

The Development and Validation of the Questionnaire to Characterize Learning Strategies in Computer Programming (CEAPC) 计算机程序设计学习策略调查问卷的编制与验证

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-06-29 DOI: 10.1177/07356331231183450

Stephanie Torres Jiménez, J. J. Ramírez-Echeverry, Felipe Restrepo-Calle

{"title":"The Development and Validation of the Questionnaire to Characterize Learning Strategies in Computer Programming (CEAPC)","authors":"Stephanie Torres Jiménez, J. J. Ramírez-Echeverry, Felipe Restrepo-Calle","doi":"10.1177/07356331231183450","DOIUrl":"https://doi.org/10.1177/07356331231183450","url":null,"abstract":"This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programming. We provide a comprehensive overview of the identification of learning strategies in the existing literature, the design and development of preliminary questionnaire items, the refinement of item wording, and the examination of the internal structure and reliability of the final instrument. The construction of the items was based on the educational theory of Self-Regulated Learning. The final version of the questionnaire, called the Computer Programming Learning Strategies Questionnaire (CEAPC), was administered to 647 students enrolled in computer programming courses. The data collected from the participants were used to examine the construct validity and reliability of the questionnaire. The CEAPC consists of 13 subscales, each corresponding to a different type of learning strategy, and a total of 89 items. Statistical analyses of the data indicate that the CEAPC has adequate construct validity. In addition, the results of the internal consistency analysis indicate satisfactory reliability across the different subscales of the instrument. This study contributes to the field of educational research, particularly in the area of self-regulated learning in computer programming.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46468681","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

Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis 游戏学习对学生计算思维的影响:一项元分析

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-06-14 DOI: 10.1177/07356331231178948

Jingsi Ma, Yi Zhang, Zhifang Zhu, Sunan Zhao, Qiyun Wang

{"title":"Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis","authors":"Jingsi Ma, Yi Zhang, Zhifang Zhu, Sunan Zhao, Qiyun Wang","doi":"10.1177/07356331231178948","DOIUrl":"https://doi.org/10.1177/07356331231178948","url":null,"abstract":"Computational thinking (CT) education has drawn increasing attention from educators and researchers. This study conducted a meta-analysis of 27 empirical studies to examine the effectiveness of game-based learning (GBL) for fostering students’ CT. The effects of various factors on the learning process for acquiring CT were also examined. The results showed that (a) conducting GBL can foster students’ CT, and the overall effect was at the upper-middle level (Hedges’ g = .600, 95% CI [.465, .735], p < .001). (b) Furthermore, conducting GBL can improve students’ CT concepts (Hedges’ g = .916, 95% CI [.410, 1.423], p < .001), CT skills (Hedges’ g = .494, 95% CI [.389, .600], p < .001), and CT perspectives (Hedges’ g = .927, 95% CI [.039, 1.816], p < .05). (c) Additionally, game mode, teaching context, and participant characteristics have positive effects on CT. Based on the findings, it is suggested that using more unplugged games and video games, designing collaborative game activities, and tailoring approaches according to gender difference and programming experience can effectively promote CT. The results have significance for fostering students’ CT in GBL; it is further suggested that instruction processes be rationally designed.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48450084","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

Predicting the Persuasiveness of Influence Strategies From Student Online Learning Behaviour Using Machine Learning Methods 利用机器学习方法从学生在线学习行为预测影响策略的说服力

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-06-13 DOI: 10.1177/07356331231178873

F. Orji, Julita Vassileva

{"title":"Predicting the Persuasiveness of Influence Strategies From Student Online Learning Behaviour Using Machine Learning Methods","authors":"F. Orji, Julita Vassileva","doi":"10.1177/07356331231178873","DOIUrl":"https://doi.org/10.1177/07356331231178873","url":null,"abstract":"There is a dearth of knowledge on how persuasiveness of influence strategies affects students’ behaviours when using online educational systems. Persuasiveness is a term used in describing a system’s capability to motivate desired behaviour. Most existing approaches for assessing the persuasiveness of a system are based on subjective measures (questionnaires) which are static and do not allow for automatic measurement of systems persuasiveness at run-time. Being able to automatically predict a system’s persuasiveness at run-time is essential for dynamic and continuous adaptation of the system to reflect each individual user’s state. In this study, we investigate the links between persuasiveness of influence strategies and students’ behaviour in an online educational system for a course. We implemented and tested Machine Learning (ML) classification models to determine whether persuasiveness had a significant impact on students’ usage of a learning system. Our findings revealed that students learning data can be applied to predict the persuasiveness of different influence strategies. The implications are that by using machine learning classifiers powered with learning sessions data, online educational systems would be able to automatically adapt their persuasive strategies to improve students’ engagement and learning.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"1 1","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41709830","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

Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis 体感技术能促进学生的学习吗?一个荟萃分析

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-05-29 DOI: 10.1177/07356331231176741

Qingding Yu, Kun Yu

{"title":"Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis","authors":"Qingding Yu, Kun Yu","doi":"10.1177/07356331231176741","DOIUrl":"https://doi.org/10.1177/07356331231176741","url":null,"abstract":"Body movements are regarded as part of the learning process. With the evolution of motion-sensing technology (MST) (e.g., Kinect, Xtion Pro, and Leap Motion), educational researchers try to explore the effect of MST on learning. However, the effect of MST on learning performance is still unclear. This is the first meta-analysis that aims to examine the effectiveness of MST on students’ learning. A total of 48 effect sizes from 37 independent and high-quality studies are analyzed, and the result suggests that MST has an upper-medium effect on learning (SMD = .574, 95% CI = [.450, .698], p < .001), particularly in the affective domain (SMD = .822). Moreover, three of eleven moderators (i.e., the subject, site of learning, and region) have moderating effects. The moderator analysis indicates that the following conditions are more conducive to MST-assisted learning: (1) 31∼50 students, (2) middle school, (3) >1 month, (4) No-STEM subjects, (5) game-based learning, (6) small group + individual learning, (7) high embodied level, (8) classroom, and (9) Asia and Europe. Finally, the discussions, implications, limitations, and future research directions are put forward.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064087","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 Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities 在编码动画叙述中寻找计算机科学概念:紧张和机会

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-05-17 DOI: 10.1177/07356331231174929

K. Woo, Garry Falloon

{"title":"The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities","authors":"K. Woo, Garry Falloon","doi":"10.1177/07356331231174929","DOIUrl":"https://doi.org/10.1177/07356331231174929","url":null,"abstract":"Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students’ multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students’ conceptual development in computer science.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46474690","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 Augmented Reality Technology on Middle School Students’ Mathematic Academic Achievement, Self-Regulated Learning Skills, and Motivation 增强现实技术对中学生数学学业成绩、自主学习技能和学习动机的影响

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-05-16 DOI: 10.1177/07356331231176022

Gülay Çeti̇ntav, Ramazan Yılmaz

{"title":"The Effect of Augmented Reality Technology on Middle School Students’ Mathematic Academic Achievement, Self-Regulated Learning Skills, and Motivation","authors":"Gülay Çeti̇ntav, Ramazan Yılmaz","doi":"10.1177/07356331231176022","DOIUrl":"https://doi.org/10.1177/07356331231176022","url":null,"abstract":"This study aimed to investigate the effects of augmented reality (AR) applications in geometry teaching on academic achievement, self-regulated learning skills (SRLS), and motivation of secondary school students. The research was carried out on students in the eighth grade at a state secondary school in Turkey. The research was carried out according to the quasi-experimental design with the pretest-posttest control group, including 20 students in the experimental group (EG) and 20 in the control group (CG). While geometry teaching supported by AR applications was carried out with the EG students, traditional education was carried out with the CG students. Within the scope of the mathematics course, the achievements of the three-dimensional geometric objects unit in the curriculum were discussed. As a result of the analysis, it was determined that the difference in achievement test, self-regulated learning scale, and motivation scale scores between the groups was statistically significant in favor of the EG students. The study’s qualitative findings show that the AR application is fun and interesting for the students and positively affects academic achievement and active participation in the lesson. The research results were discussed according to the results in the literature, and suggestions were made for new research and applications.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48650068","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