Journal of Computer Assisted Learning最新文献

{"title":"From Viewers to Participants: The Evolution of Learning Through Interactive Video","authors":"Adi Perry-Kates,&nbsp;Anat Cohen","doi":"10.1111/jcal.70061","DOIUrl":"https://doi.org/10.1111/jcal.70061","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In light of the growing need to understand interactive learning effectivity and especially post-Covid 19 pandemic constraints, the key question is how to develop interactive videos in order to get the most effective results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research aims to explore the pedagogical benefits of interactive video with branching narratives as an up-to-date environment for learning and instruction, in order to encourage curriculum developers as well as instructors to use it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Analysis of seven different projects, developed by pedagogical and production teams from different educational institutions, was conducted through interviews and quantitative measurements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This analysis exposed six different pedagogical benefits: Flexibility, Personalization, Engagement, Evaluation, Interactivity and Problem Solving, all revolving around the Branching Narrative motive of the video. Repetitive patterns were found: developers chose to use specific structural features like looping, branching and opening videos, as well as interactive features like narrative choice and sensitive timer, although many others were available for them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This research offers valuable insights into the development of interactive video for learning, highlighting trends and emerging pedagogies. The testimonials and pedagogical benefits revealed in this study may pave the way for innovative uses of technology—specifically, interactive videos for learning. It shows that this environment is both flexible and effective, making it suitable for various educational contexts, formal and informal. The programme's analysis and its advantages enhance understanding of this rich learning medium and may inspire others to explore similar approaches in different settings, laying the foundation for future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085043","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":"Enhancing Computing Education Through Large Language Models","authors":"Natalie Kiesler,&nbsp;Daniel Schiffner,&nbsp;Jan Schneider","doi":"10.1111/jcal.70048","DOIUrl":"https://doi.org/10.1111/jcal.70048","url":null,"abstract":"","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085267","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":"A Two-Decade Analysis of Load Balancing in Cloud Computing: Implications for Educational System and Future Directions","authors":"Chander Diwaker,&nbsp;Neha Miglani","doi":"10.1111/jcal.70042","DOIUrl":"https://doi.org/10.1111/jcal.70042","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The ever-increasing computational demands call for optimal resource utilisation and system performance in the cloud environment. Organisations are increasingly migrating workloads to cloud platforms, mandating the need for efficient resource distribution. Load balancing, a critical cloud component, ensures equitable distribution of compute resources, thereby mitigating resource bottlenecks while enhancing system scalability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper presents a novel and comprehensive bibliometric analysis of research in the field of LB in cloud over the past 20 years. Unlike prior analyses, it aims at employing a broader dataset, insightful observations and streamlined methodologies to identify key trends, potential impacts, evolving landscapes and associated challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data has been retrieved from the Scopus database, encompassing 5978 articles published from 2004 to 2023. The analysis includes document types, subject-based categorizations, and the growth rate of publications. Unlike prior studies, this work yields a comparative dissection of influential contributions, identifying prominent journals, prolific authors, leading funding agencies, and geographic distribution illustrating global research impact. Additionally, citation clustering and keyword evolution emphasise drifts in research cornerstones and cropping challenges, offering deeper comprehensions into the domain's progression. Advanced bibliometric techniques such as co-citation analysis and network analysis uncover research patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>This analysis underscores trends and knowledge gaps in LB over cloud. The findings offer a structured roadmap for future research, affirming the need for intelligent LB schemes aimed at enhancing cloud performance. It serves as a valuable resource for domain experts and researchers by providing insights into the current state, the field's evaluation while waving path for future advancements in cloud-based LB.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939212","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":"Engagement, Academic Emotions, and Artificial Intelligence Application Creativity in the Metaverse: A Study of Facial Expressions","authors":"Yu-Shan Chang","doi":"10.1111/jcal.70030","DOIUrl":"https://doi.org/10.1111/jcal.70030","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Due to the rapid development of artificial intelligence (AI) and the widespread adoption of online learning post-COVID-19, the metaverse has become an important strategy for innovative teaching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate the impact of the metaverse on learning engagement, learning emotions, and creative performance in AI applications by analysing academic emotions through facial expressions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study was conducted as a non-equivalent group pretest–posttest quasi-experimental construct involving 97 students from a public high school. The experimental teaching theme focused on AI image recognition and speech recognition, with the experimental group receiving online metaverse instruction and the control group receiving instruction through Google Meet.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Key findings include the following: the metaverse significantly and positively influenced cognitive, emotional, and social dimensions of learning engagement, but no impact was observed on the behavioural dimension; the metaverse had a substantial impact on the creative performance of AI application design, particularly in the empathy, definition, ideation, and testing stages; and the metaverse significantly affected academic emotions, with increased expressions of anger and sadness observed, particularly during the empathy, definition, and ideation stages of design thinking. Thus, the results of this study provide a pedagogical foundation for the adoption of the metaverse and auxiliary tools in teaching.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944412","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":"Investigating the Effects of Extended Reality (XR) on Interpreter Competencies: An Experimental Study of a Pioneering XR Mobile-Assisted Language Learning Application for Interpreting Training","authors":"Venus Chan","doi":"10.1111/jcal.70055","DOIUrl":"https://doi.org/10.1111/jcal.70055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Technology advancement changes not only interpreting practices but also its pedagogy, which has long been criticised for lacking authenticity in/out-of-classroom practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This empirical research aims to develop a mobile-assisted language learning application powered by extended reality (XR). Shortened as ‘XR MALL’, this pioneering app contains learning resources, video demonstrations, virtual reality (VR) practice and augmented reality (AR) functions and is incorporated into interpreting classes for blended learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The effects of XR MALL on interpreting knowledge and performance were examined based on a quasi-experimental design and a theoretical framework that combines a constructivist approach (CA) and an interpreter competence model (ICM). While the control group was taught using the traditional teaching approach, XR MALL was adopted in the experimental group for 10 weeks. Pre- and post-study interpreting tasks were used to assess students' interpreting knowledge and practical skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results revealed that the experimental group had significant improvements in their declarative interpreting knowledge and practical interpreting techniques in both sight and consecutive interpreting modes and English–Chinese and Chinese–English bi-directions compared to the control group, in which traditional teaching was deployed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study suggests that the integration of XR (VR and AR) and mobile technologies effectively enhances students' learning outcomes and performance via immersive, ubiquitous and constructive learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925879","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":"Effects of Cognitive-, Social-, and Group-Awareness Tools on Learners' Cognitive Load in Computer-Mediated Writing Classes","authors":"Shunmeng Chen","doi":"10.1111/jcal.70053","DOIUrl":"https://doi.org/10.1111/jcal.70053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computer-mediated writing classes have experienced a significant increase in popularity in recent years, serving as an effective modality for enhancing writing skills within an online framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study seeks to bridge the gap in the literature by investigating the effectiveness of cognitive, social, and group-awareness tools in reducing cognitive load in this context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This investigation employed a pretest-posttest randomised experimental design to scrutinise the influence of awareness tools (cognitive, social, and group) on cognitive load management and computer-mediated writing performance among 144 EFL learners. Descriptive statistics and ANOVA were utilised to process the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The outcomes demonstrated no statistically significant disparities in computer-mediated writing performance scores between the experimental and control groups during the pretest phase. However, in the posttest phase, the control group displayed markedly higher scores in comparison to the experimental groups that were exposed to cognitive, social, and group awareness tools. Importantly, the social and group awareness tools positively impacted writing performance scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results suggest that incorporating social and group-awareness tools into computer-mediated writing activities may contribute to elevated writing performance among EFL learners. Consequently, teachers and instructional designers should contemplate implementing group activities and collaboration tools within computer-mediated writing tasks to cultivate the social and collaborative aspects of writing.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919534","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":"From Blocks to Artefacts: Exploring the Potential of Minecraft Education Edition in Archaeological Pedagogy","authors":"Joaquín Jiménez-Puerto,&nbsp;Gianni Gallello","doi":"10.1111/jcal.70054","DOIUrl":"https://doi.org/10.1111/jcal.70054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the dynamic landscape of higher education, innovation through gamification has emerged as a successful approach to enhance student learning and motivation. Archaeological studies have particularly benefited from innovative pedagogy, as traditional teaching methods often struggle to engage younger generations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To evaluate the effectiveness of Minecraft Education Edition (MEE) in teaching archaeological stratigraphy principles to History students, particularly when traditional fieldwork is not feasible.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Third-year History students (<i>n</i> = 74) at the University of Valencia (Spain), participating in the “Recent Universal Prehistory” course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed-methods approach implementing both traditional teaching and MEE-based instruction. Student learning was assessed through pre-test, inter-test, and post-test evaluations, complemented by qualitative feedback analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Implementation of MEE demonstrated significant improvement in students' understanding of stratigraphic principles. The integration of technology and immersive experiences effectively bridged the gap between theory and practise, providing an interactive and experiential learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>MEE proves to be an effective educational tool for teaching archaeological stratigraphy, particularly valuable when traditional fieldwork is not feasible. This innovative approach revitalises the teaching of crucial archaeological skills while providing a more engaging learning experience.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914371","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":"Advancing Holistic Decision-Making Systems in Schools: Insights From Academic Research and Practical Applications","authors":"Abhinava Barthakur,&nbsp;Rebecca Marrone,&nbsp;Shadi Esnaashari,&nbsp;Vitomir Kovanovic,&nbsp;Shane Dawson","doi":"10.1111/jcal.70021","DOIUrl":"https://doi.org/10.1111/jcal.70021","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is growing recognition in the education sector of the critical role empirical data plays in aiding strategic decision-making and supporting personalised learning. The call for increased and more nuanced data-driven decision-making has been primarily addressed by the institutional use of student learning dashboards and learner profiles in higher education; their application and evaluation in K-12 settings remain underexplored. Existing approaches often lack robust empirical evidence, and there is limited research addressing their use in real-world classroom environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives and Methods</h3>\u0000 \u0000 <p>This study aims to bridge the knowledge gap by systematically reviewing both academic and non-peer-reviewed literature on decision-making systems in schools. The review focused on understanding the types of data used, the implementation status of dashboards and learner profiles, and the practical applications in K-2 education. The analysis included 19 academic papers as well as 10 pieces of non-peer-reviewed literature to examine the landscape of decision-making systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The analysis revealed that while academic literature highlights the underuse of diverse data types and a scarcity of real-world evaluations, non-peer-reviewed literature showcases promising holistic decision-making approaches employed by schools and government bodies globally. However, these practical applications often lack empirical validation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provides a novel contribution by exploring how researchers can move beyond stand-alone studies focusing on academic performance to gauge the success of different decision-making systems. The study also recommends that practitioners invest in more research-backed systems to create better teaching and learning practices and enhance personalised learning. By highlighting the current gaps and offering forward-looking recommendations, our study clarifies the present landscape and serves as a foundation for future research to improve student learning outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914370","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":"Improving Multimedia Learning With Emotional Design: Depicting Key Elements With Positive Features","authors":"Fangzheng Zhao,&nbsp;Richard E. Mayer","doi":"10.1111/jcal.70028","DOIUrl":"https://doi.org/10.1111/jcal.70028","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>While prior research has delved into the emotional aspects of instructional design, it has not extensively examined whether integrating affective features specifically relevant to the theme of the learning materials is essential for enhancing learning effectiveness compared to incorporating general affective features. This study aims to fill this gap by investigating whether the addition of positive features alone can improve a student's learning and whether these positive features have a more significant impact when aligned with and emphasising the theme-relevant content.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Two experiments examined how to improve the instructional effectiveness of a narrated slideshow on lightning formation that employed neutral line-drawings (original group) either by adding colour and smiling faces to key elements (general affective features group) or depicting key elements as colourful cartoon-like characters consistent with the theme of the lesson (theme-specific affective features group).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The theme-specific affective features group scored higher on both retention and transfer tests, found the instructor more engaging, and reported feeling happier than the original group (in Experiment 2). The general affective features group rated their instructor as being more engaging than the original group and outscored the original group on both retention and transfer tests in Experiment 2 but not in Experiment 1.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Overall, improvement of students' positive emotions and learning outcomes by adding theme-specific affective features is consistent with the Cognitive-Affective Model of Learning with Media and extends previous studies of emotional design. However, adding general affective features unrelated to the lesson theme produced mixed learning outcome results, which require further investigation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914372","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":"Peer Interactions During Computer-Supported Collaborative Learning: A Self-Determination Perspective","authors":"Anouschka van Leeuwen,&nbsp;Lisette Hornstra,&nbsp;Jeroen Janssen,&nbsp;En Ning Leow","doi":"10.1111/jcal.70044","DOIUrl":"https://doi.org/10.1111/jcal.70044","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computer-supported collaborative learning (CSCL) environments are hypothesised to offer a learning environment that satisfies basic psychological needs for autonomy, relatedness and competence, subsequently improving learning and motivational outcomes. However, the underlying mechanism of how basic psychological needs are fulfilled during the collaboration process is unclear, and little is known concerning group size differences in collaboration and motivational outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We examined the role of peers in collaboration and whether peers support or thwart each other's needs via their interactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were collected from 155 undergraduate students in an experimental study, in which they were randomly assigned to work in dyads or quartets.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of peer interactions revealed a low number (&lt; 10%) of thwarting interactions. Dyads and quartets showed similar frequencies of need-supportive behaviours (around 30%–40%). In contrast to expectations, peer interactions did not predict the fulfilment of basic psychological needs. Group size did predict need satisfaction: dyads reported more autonomy and relatedness satisfaction compared to quartets. Groups who—on average—experienced more autonomy satisfaction, but less relatedness satisfaction performed better on the individual post-test. However, need satisfaction was not associated with group performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The present study is among the first to investigate peers as providers of need support in the context of collaborative learning; future research is urged to further investigate and develop this framework to improve the quality of peer communication and group performance in CSCL.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143909326","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}