Journal of Computer Assisted Learning最新文献

{"title":"Effects of Digital Reading With On-Screen Distractions: An Eye-Tracking Study","authors":"Angelica Ronconi,&nbsp;Lucia Mason,&nbsp;Lucia Manzione,&nbsp;Anne Schüler","doi":"10.1111/jcal.13106","DOIUrl":"https://doi.org/10.1111/jcal.13106","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>During digital reading on internet-connected devices, students may be exposed to a variety of on-screen distractions. Learning by reading can therefore become a fragmented experience with potentially negative consequences for reading processes and outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigated the effects of on-screen distractions, as advertisements and social media notifications, during reading on text processing, perception of cognitive load and text comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>University students (<i>N</i> = 54) participated in a within-participant design. They read two digital science expository texts, one with and the other without distractions. Participants' eye movements were recorded during reading. Process variables were the first-pass fixation time on text areas and the fixation time on distractions. Working memory was taken into account as possible moderator of outcome variables, while controlling for prior knowledge and text topic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants spent very short time fixating the distractions. From linear mixed models the main effect of distractions did not emerge for the immediate text processing. Perception of cognitive load and text comprehension were not affected by distractions either. Among individual differences, prior knowledge contributed to text comprehension. Text topic contributed to the perception of cognitive load.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>The study suggests that simple, static and very usual on-screen distractions during reading do not seem particularly harmful for university students' processing and comprehension of expository texts. Findings indicate the importance of students' top-down attentional control over on-screen distractions not to impair their own comprehension of complex content.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13106","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship Between University Students' Use of Social Networks and Their Political Knowledge and Activity","authors":"Jian Li,&nbsp;Zhaojie Wang,&nbsp;Shubin Zhao","doi":"10.1111/jcal.13104","DOIUrl":"https://doi.org/10.1111/jcal.13104","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In today's high-tech society, the relationship between social networks and the formation of political orientation and socio-political activity within the student environment has become a key subject of research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The aim of this article is to investigate the correlations between the influence of various social media platforms, the level of political orientation and the degree of socio-political engagement among university students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional design was employed to understand the influence of social networks on political orientation and socio-political activity and socio-political activity. Political orientation and socio-political activity tests were applied to provide objective data for further analysis. The research findings indicate an equally positive correlation between Facebook and Instagram with students' levels of political orientation and socio-political activity, whereas a weaker correlation was observed with TikTok.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Prospects for future research may include a more profound analysis of the relationships between types of content and political orientation and socio-political activity, as well as the study of the dynamics of changes in the influence of social networks at different stages of education and personality development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861616","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}

{"title":"Factors Influencing University Students' Behavioural Intention to Use Generative Artificial Intelligence for Educational Purposes Based on a Revised UTAUT2 Model","authors":"Xin Tang,&nbsp;Zhiqiang Yuan,&nbsp;Shaojun Qu","doi":"10.1111/jcal.13105","DOIUrl":"https://doi.org/10.1111/jcal.13105","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Generative artificial intelligence (AI) represents a significant technological leap, with platforms like OpenAI's ChatGPT and Baidu's Ernie Bot at the forefront of innovation. This technology has seen widespread adoption across various sectors of society and is anticipated to revolutionise the educational landscape, especially in the domain of tertiary education. However, there is a gap in understanding factors influencing university students' behavioural intention to use generative AI, leading to hesitation in its adoption.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The primary objective of this study was to investigate the factors that influence university students' behavioural intention to engage with and utilise generative AI. The study sought to delve into the fundamental reasons and obstacles that university students encounter when contemplating the adoption of this technology for their academic endeavours.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The study used a quantitative research design, utilising a revised version of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Data were collected from a sample of 380 university students in Changsha, the capital city of Hunan in China. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the relationships between the variables of the model, which included performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), learning value, habit and behavioural intention.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The analysis revealed that PE and EE have a direct impact on learning value. Additionally, SI and FC were found to directly affect the formation of habit. Among these factors, learning value emerged as the most potent predictor of university students' behavioural intention to use generative AI. Habit also demonstrated a significant, albeit smaller, effect on behavioural intention.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The study's findings underscore the importance of learning value in driving the adoption of generative AI among university students. Efforts to enhance the learning value of generative AI could significantly increase its uptake in higher education. Furthermore, the role of habit, while less pronounced, suggests that consistent exposure and use can foster a greater inclination towards generative AI. These insights provide a foundation for targeted interventions aimed at improving the integration and application of generative A","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861620","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}

{"title":"Tech-driven excellence: A quantitative analysis of cutting-edge technology impact on professional sports training","authors":"Meiyan Huang,&nbsp;Tang Yongquan","doi":"10.1111/jcal.13082","DOIUrl":"https://doi.org/10.1111/jcal.13082","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>In recent years, the integration of cutting-edge technology into professional sports training (ST) has revolutionized the way athletes prepare for competition. The study aims to quantitatively analyse the impact of cutting-edge technology on enhancing performance, efficiency, and outcomes in professional ST programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to investigate how advanced technologies influence training effectiveness in professional sports, with a focus on performance enhancement, injury prevention, and overall athlete development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study utilized a quantitative descriptive research design to assess technology's impact on ST. A sample of 450 sports professionals, selected through purposive sampling, completed structured questionnaires. Data were analysed using SPSS to identify correlations between technology use and training outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The research findings indicate that athletes utilizing virtual reality (VR), AR, and wearable technology (WT) in their training exhibit significant improvements in performance metrics (PM) and a reduction in injury risks compared to those relying on traditional training methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Result</h3>\u0000 \u0000 <p>The study results demonstrate that technology-assisted training improves cognitive skills (CS), decision-making, and psychological aspects like motivation and focus. Additionally, advanced analytics and artificial intelligence (AI) enable more effective, personalized coaching strategies, enhancing overall training outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Originality</h3>\u0000 \u0000 <p>This study's contribution lies in its novel approach, demonstrating virtual and augmented reality, wearable tech, and advanced analytics enhance ST by improving performance, CS, and resilience, while also reducing injuries and speeding up recovery.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This research significantly advances the sports science domain by offering empirical evidence supporting technology integration, filling prevalent gaps in the current literature.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861833","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}

{"title":"Towards a Design of the Best Practices for AR-Guided Oral Communication Development: A Systematic Review of Selected Research Published From 2000 to 2023","authors":"Keng-Chih Hsu,&nbsp;Gi-Zen Liu","doi":"10.1111/jcal.13103","DOIUrl":"https://doi.org/10.1111/jcal.13103","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Augmented reality (AR) emerges as a technology with considerable promise and substantial potential for pedagogical integration within language education contexts. However, there remains a scarcity of review studies exploring the best practices and principles for oral communication facilitation based on robust theoretical models or research-proven theories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper aims to explore the major constituents for achieving the successful outcomes of AR-assisted oral communication, grounded in the theory-based design model, and formulate theoretical guidelines to enhance the best practice facilitation process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Starting from 255 sources, 25 studies from the ISI Web of Science were selected through rigorous screening processes based on the guidelines of the PRISMA statement. Furthermore, the researchers adopted qualitative content analysis and complementary quantitative descriptive analysis for data synthesis in accordance with four key variables of the established model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that the guided learner-directed learning approach supported by constructionists and reflective learning mechanisms was identified as an effective pedagogical design. Additionally, educational practitioners could employ hybrid learning strategies, including situated, collaborative, self-regulated and game-based learning strategies, to facilitate effective verbal communication. Finally, besides augmenting location-based content and facilitating contextual information and discussion, AR designers were advised to integrate personalised features such as self-monitoring and evaluating and learner manipulation of virtual objects into system development to promote learners' locus of control and embodied cognition.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142868359","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}

{"title":"Unlocking Augmented Reality Learning Design Based on Evidence From Empirical Cognitive Load Studies—A Systematic Literature Review","authors":"Jana Gonnermann-Müller,&nbsp;Jule M. Krüger","doi":"10.1111/jcal.13095","DOIUrl":"https://doi.org/10.1111/jcal.13095","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the numerous positive effects of augmented reality (AR) on learning, previous research has shown ambiguous results regarding the cognitive demand on the learner arising from, for example, the overlay of virtual elements or novel interaction techniques. At the same time, the number of evidence-based guidelines on designing AR is limited or focuses on global effects, primarily relying on media comparison studies, whose validity is criticised.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To guide the meaningful design of learning and training settings, this paper systematically reviews empirical research on AR design and synthesises the findings to develop evidence-based recommendations for designing AR systems considering cognitive load.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a systematic literature review, initially screening 810 distinct papers and ultimately analysing findings from 27 publications, which report on 29 distinct experimental studies. This selection was based on rigorously defined inclusion and exclusion criteria, adhering to the PRISMA guidelines.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The central value of this paper is the aggregation of existing evidence from empirical studies, resulting in 15 recommendations for AR design based on six design dimensions: Spatiality-related, Interaction-related, Contextuality-related, Content-related, Guidance-related and Display Selection. Additionally, with three points for future research, this systematic literature review, first, stresses the need for more empirical evidence and value-added studies. Second, learner characteristics that might influence cognitive load in AR-based learning should be examined. Third, it advocates for the inclusion of measurements beyond the NASA-TLX, and including more physiological measurements (e.g., eye-tracking, EEG) to enhance the applicability of the results for learning and training situations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning Programming With Augmented Reality-Based Editor: A Dynamic Code Visualisation Approach","authors":"Merve Aydin,&nbsp;Ünal Çakiroğlu","doi":"10.1111/jcal.13093","DOIUrl":"https://doi.org/10.1111/jcal.13093","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students experience higher-order thinking skills by finding ways to solve the problem, debugging errors while applying the solution, and testing the solution in programming. However, the inability to create schemas that will characterise programming structures is one of the difficulties during this process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to create an augmented reality-based programming editor and evaluate its contributions to learning programming. Text-based programming codes developed by the students on the editor were instantly visualised through a traffic metaphor in dynamic visualisation via augmented reality. The findings of this study highlight the significance of a novel usage of augmented reality in shaping cognitive processes during the programming learning process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An exploratory case study was adopted in the study. Participants voluntarily selected 15 students in the same secondary school's 4th and 5th grades. The data to determine the programming performances were collected via a programming performance test and analysed with the rubric created by the authors. Interviews and screen recordings were employed to determine the factors that had a role in the programming learning process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that teaching programming using the augmented reality-based editor has positively contributed to learning programming. The editor's scenario, animation, and error display features incorporated with an authentic dynamic visualisation were remarkable in this contribution. The editor also contributed to reducing students' efforts to create schemas for programming by bringing the context closer to reality throughout the programming process.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862199","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}

{"title":"The Effect of AI-Based Systems on Mathematics Achievement in Rural Context: A Quantitative Study","authors":"Rashmi Khazanchi,&nbsp;Daniele Di Mitri,&nbsp;Hendrik Drachsler","doi":"10.1111/jcal.13098","DOIUrl":"https://doi.org/10.1111/jcal.13098","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Despite educational advances, poor mathematics achievement persists among K-12 students, particularly in rural areas with limited resources and skilled teachers. Artificial Intelligence (AI) based systems have increasingly been adopted to support the diverse learning needs of students and have been shown to enhance mathematics achievement through personalized learning experiences by adapting to student's needs. Existing studies have documented the positive impact of AI-based systems on mathematics achievement. However, there is a lack of research that has studied AI-based systems on students' mathematics achievement and engagement in rural settings. The present study addresses the existing literature gap by focusing on the AI-based Edmentum Exact Path, analyzing its effectiveness in enhancing mathematics achievement and engagement among 8th-grade students in rural schools in the Southern United States. By examining both cognitive and affective engagement, along with students' mathematics achievement, this research explores the role of AI-based systems in student learning.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objective&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study aims to explore the effectiveness of Edmentum Exact Path, an AI-based system, in improving 8th-grade students' mathematics achievement and affective and cognitive engagement in the Southern United States.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study utilized a quasi-experimental design involving 78 students from socioeconomically disadvantaged backgrounds, comparing those receiving supplemental Edmentum Exact Path-led instruction and traditional teacher-led methods to a control group receiving only the teacher-led instructions. Mathematics achievement was measured through pre-tests and post-tests, while student engagement was assessed using the 5-point Student Engagement Instrument (SEI). Statistical analysis was performed using &lt;i&gt;t&lt;/i&gt;-tests and ANOVA.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results and Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The findings revealed statistically significant improvements in mathematics achievement for both the experimental and control groups. However, the group using teacher-led instruction showed a statistically significant improvement in affective engagement, while no statistically significant differences were observed in cognitive engagement between groups.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The findings suggest that integrating AI-based systems lik","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eye Movement Modelling Examples as Cues to Guide Attention and Improve Learning in Short or Long Animations","authors":"Fuxing Wang,&nbsp;Xiaoxue Leng,&nbsp;Ziyi Kuang,&nbsp;Tingting Zhao","doi":"10.1111/jcal.13094","DOIUrl":"https://doi.org/10.1111/jcal.13094","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Both eye movement modelling examples (EMMEs) and cues guide attention and improve learning in multimedia learning environments. EMME can act as a special form of cue. However, no studies have directly examined whether EMME would be superior to visual cues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The study was to investigate whether there were advantages of EMME over cues on visual attention, learning outcomes and subjective perception in a multimedia environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In Experiment 1, 67 college students were randomly assigned to the EMME group, cue group and control group and learned from animations explaining the synaptic transmission. In Experiment 2, we replicated Experiment 1 using longer learning material. Seventy-one college students were randomly assigned to three groups (EMME, cue and control) and learned from animations explaining the process of cell division.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>In Experiment 1, results indicated both EMMEs and cues guide attention and facilitate learning. Regarding learning outcomes and subjective perception, learners did not benefit more from EMMEs than cues. Eye movement indicators showed that EMMEs were better than cues. In Experiment 2, results were consistent with Experiment 1.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study is the first to compare EMMEs and cues. We found that EMMEs and cues were equivalent in producing effects on learning outcomes and subjective perception. EMMEs were superior to cues in guiding attention and conveying strategies, as indicated by eye movements. Both theoretical and practical implications could be drawn.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862059","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}

{"title":"Uncovering adults' problem-solving patterns from process data with hidden Markov model and network analysis","authors":"Xiaoxiao Liu,&nbsp;Okan Bulut,&nbsp;Ying Cui,&nbsp;Yizhu Gao","doi":"10.1111/jcal.13089","DOIUrl":"https://doi.org/10.1111/jcal.13089","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Process data captured by computer-based assessments provide valuable insight into respondents' cognitive processes during problem-solving tasks. Although previous studies have utilized process data to analyse behavioural patterns or strategies in problem-solving tasks, the connection between latent cognitive states and their theoretical interpretation in problem solving remains unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research aims to investigate the connections between similar hidden response states and unfold respondents' transition paths in problem-solving processes. Analysing process data from the 2012 United States Programme for the International Assessment of Adult Competencies (PIAAC), this study seeks to discern patterns in problem solving among participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The hidden Markov model was first used to uncover the hidden states based on a sequence of observed actions. Next, Gaussian graphical network analysis was employed to analyse the relationships between hidden response states.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results indicated that correct responders had simpler, clearer state relationships, while incorrect responders displayed more complex connections. Respondents who solved the tasks correctly had clearer thoughts about the problem-solving process, whereas incorrect respondents struggled to understand the problem and failed to figure out solutions. Cognitive state changes during problem solving also varied between groups. The correct groups showed cohesive, logical transitions, in contrast to the emerged isolated, erratic patterns of the incorrect groups.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}