Journal of Computer Assisted Learning最新文献

{"title":"Analytics of Self-Regulated Learning in Learning Analytics Feedback Processes: Associations With Feedback Literacy in Secondary Education","authors":"Flora Ji-Yoon Jin,&nbsp;Debarshi Nath,&nbsp;Rui Guan,&nbsp;Tongguang Li,&nbsp;Xinyu Li,&nbsp;Rafael Ferreira Mello,&nbsp;Luiz Rodrigues,&nbsp;Cleon Pereira Junior,&nbsp;Heba Abuzayyad-Nuseibeh,&nbsp;Mladen Raković,&nbsp;Roberto Martinez-Maldonado,&nbsp;Dragan Gašević,&nbsp;Yi-Shan Tsai","doi":"10.1111/jcal.70076","DOIUrl":"https://doi.org/10.1111/jcal.70076","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A key skill for self-regulated learners is the ability to critically interpret and act on feedback—key components of feedback literacy. Yet, the connection between feedback literacy and self-regulated learning (SRL) remains underexplored, particularly in terms of how different levels of feedback literacy influence SRL processes in authentic learning contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate the interplay between feedback literacy and SRL processes among secondary school students while working on a multi-source writing task using an online learning analytics (LA) platform.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study involved 99 secondary school students from multiple nations (Brazil, UAE, India, and Australia) engaged in multi-source writing tasks. Students received personalised scaffolding feedback designed to enhance their SRL processes. Using K-medoids clustering, students were grouped based on their self-reported feedback literacy levels. Ordered Network Analysis (ONA) was employed to visualise and analyse trace data from the learning analytics platform, revealing SRL strategies across different feedback literacy profiles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Analysis of data from the 99 participants revealed two distinct feedback literacy groups with different SRL patterns. Proactive Feedback Engagers (<i>n</i> = 55) initially showed less effective SRL strategies but demonstrated significant improvement after receiving scaffolding interventions, adopting more balanced and adaptive regulation processes. In contrast, Moderate Feedback Engagers (<i>n</i> = 48) began with a more strategic approach but showed less adaptability as the task progressed, diverging from suggested SRL processes. These findings imply the need for more adaptive scaffolding approaches based on students' feedback literacy levels, highlighting the importance of tailored support in developing learning strategies based on different levels of feedback literacy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144315015","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":"AR as an Educational Technology for the Development of Reading Skills in Children With ASD in Korean Language Education","authors":"Tong Bao","doi":"10.1111/jcal.70078","DOIUrl":"https://doi.org/10.1111/jcal.70078","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given the limited availability of effective tools for Korean language learning among students with autism spectrum disorder (ASD), there is a need to explore innovative educational technologies to support the development of reading skills in Korean language education for this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The purpose of this study is to examine the effectiveness of AR technology in supporting Korean language learning by high school students with autism spectrum disorder, ASD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The intervention program rested on the use of the AR application ‘Kimchi Reader’ to learn Korean as a foreign language. Quantitative data were collected through pretests and posttests that assessed reading skills. Qualitative data were obtained through semistructured interviews with parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that the experimental group showed a slight improvement in overall average scores compared to the control group. Student's t-tests revealed statistically significant improvements in syllable recognition, word reading, sentence comprehension and overall reading skills in the experimental group. In addition, the experimental group demonstrated a moderate level of variability in scores, which indicates individual differences between the participants. The effect size (Cohen's d) of approximately 0.47 suggests a medium effect size of AR-based interventions on improving reading skills. Qualitative results confirm positive experiences and improved language skills among students and parents. However, the study identified some limitations, such as the complexity of AR interfaces, sensory overload and limited social interaction. These limitations highlight the need for individual interventions and the creation of specialised applications for students with ASD. The practical significance of these findings lies in their potential to serve as a guide for future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144315013","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":"Exploring Factors Influencing Teachers' Acceptance of AI Tools for Creating Animated Educational Videos With Pedagogical Agents","authors":"Sivakorn Malakul","doi":"10.1111/jcal.70083","DOIUrl":"https://doi.org/10.1111/jcal.70083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence (AI) tools have been increasingly utilised in the production of educational media, including animated educational videos (AEVs) incorporating pedagogical agents (PAs). These tools support the efficient creation of multimedia content and reduce teachers' technical workload.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates the relationships among factors influencing teachers' acceptance of AI-assisted tools for creating AEVs, based on the technology acceptance model (TAM).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed-methods approach was employed, combining quantitative analysis using the AI Technology Acceptance Scale (AITAS) based on the TAM and qualitative insights from thematic analysis of open-ended responses from 1569 teachers. Structural equation modelling was applied for the quantitative analysis, confirmed an excellent model fit (CFI = 0.97, GFI = 0.95, RMSEA = 0.06, SRMR = 0.03). Sentiment analysis further supported the qualitative findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that perceived usefulness and ease of use significantly influence teachers' attitudes towards adopting AI tools for AEV production. These tools improve content quality and student engagement. While 77.44% of teachers expressed positive attitudes toward using AI, technical challenges were also reported, particularly in relation to limited skills, inadequate hardware, and poor internet connectivity. These issues were more prevalent in less-resourced areas. To support successful integration, it is essential to provide targeted training and ensure broader access to AI tools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144300107","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":"Applications of Machine Learning for at-Risk Student Prediction in Online Education: A 10-Year Systematic Review of Literature","authors":"Hui Shi,&nbsp;Nuodi Zhang,&nbsp;Secil Caskurlu,&nbsp;Hunhui Na","doi":"10.1111/jcal.70058","DOIUrl":"https://doi.org/10.1111/jcal.70058","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The growth of online education has provided flexibility and access to a wide range of courses. However, the self-paced and often isolated nature of these courses has been associated with increased dropout and failure rates. Researchers employed machine learning approaches to identify at-risk students, but multiple issues have not been addressed concerning the definition of at-risk students, as well as the strengths and limitations of different machine learning models to predict at-risk students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This systematic review aims to provide a comprehensive overview of the past 10-year research focusing on applying machine learning techniques for predicting at-risk students (i.e., failure, dropouts) in online learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Studies were extracted from the ACM Digital Library, IEEE Xplore Digital Library, Web of Science, ERIC, ProQuest, and EBSCO. A total of 161 studies published from 2014 to 2024 were included in the review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings revealed (1) four primary at-risk definitions outlined in the reviewed studies, each focusing on specific stages of student engagement and performance in a course; (2) most studies relied on student behavioural engagement and academic factors as at-risk predictors; (3) the adoption of deep learning and ensemble deep learning networks has significantly increased in the past 5 years, often outperforming classical machine learning models. While studies in which classical machine learning excelled often relied on the ensemble methodology and smaller sample sizes; (4) current machine learning practice evaluated by a list of criteria showed concerns regarding reproducibility, generalisability, and interpretability.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144300106","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":"High School Students' Perspectives on Their Online Learning Experiences: A Systematic Literature Review","authors":"Jia Li,&nbsp;Novera Roihan,&nbsp;Matthew McGravey","doi":"10.1111/jcal.70064","DOIUrl":"https://doi.org/10.1111/jcal.70064","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Online learning has become a popular form of education. Prior to the Covid-19 pandemic, online learning was mainly associated with higher education, with an incremental growth at the K-12 level. The pandemic changed this situation rapidly. Online instruction has been increasingly integrated into secondary schools and has significantly impacted students' learning experiences and outcomes, particularly for high school students experiencing the critical transition to higher education. Therefore, there is an urgent need to develop an in-depth understanding of their perspectives through a synthesis study to provide insights into critical factors influencing their online learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Following the PRISMA guidelines, this article systematically reviewed 46 empirical studies that examined high school students' perspectives through their experiences of taking at least one online course in synchronous and/or asynchronous learning environments by leveraging diverse technologies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We extracted and summarised results from studies and applied descriptive statistics analysis and thematic analysis to identify and synthesise the major patterns/themes of findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Students perceived the main benefits of learning online, ranging from their increased learning autonomy and communicative flexibility to their skill development across subject content areas. They identified several challenges in taking online courses, including staying motivated, lacking instructional support and social engagement, and time management issues. These findings suggested that educators and stakeholders develop evidence-based and ‘smart’ designs of online learning environments and course structures, given careful consideration of the needs and characteristics of intended student groups and content to be delivered.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144281560","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":"Social Comparison Influencing the Effectiveness of Learners Using Learning by Teaching in Video Learning: An EEG Study","authors":"Ke Xu,&nbsp;Xin Guo,&nbsp;Xinjing Zhang,&nbsp;Yi Zhang,&nbsp;Zhongling Pi,&nbsp;Jiumin Yang","doi":"10.1111/jcal.70080","DOIUrl":"https://doi.org/10.1111/jcal.70080","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous studies have indicated that encouraging learners to teach to their peers has been proven effective in second language learning. However, to date, no research has focused on how learners teaching to peers of varying proficiency levels impacts video learning performance and the cognitive neuroscience mechanisms of learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The study investigated the effect of social comparison (upward comparison vs. parallel comparison vs. downward comparison) in video learning using learning by teaching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study employed a within-subjects design, wherein participants taught English vocabulary to peers of three different ability levels in a second language setting. Students (<i>N</i> = 36 undergraduate and graduate students) were assigned to watch three videos in balanced order, then generate and speak out sentences to the peer.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results of Repeated measures ANOVAs showed that learners in the upward and parallel comparison conditions showed higher learning performance and reported higher pressure than in the downward comparison condition. The results of EEGs showed that compared with downward comparison, upward and parallel comparison not only reduced the learners' theta oscillations in the left temporoparietal, occipital, or front-central but also manifested in the lower ratio of theta/alpha at the left temporal–parietal region, suggesting learners reduced mental workload. The findings have practical implications: teaching to peers with different levels can cause social comparison, and in video learning, learners should be encouraged to teach peers with higher-level or the same-level rather than the lower-level in order to improve their learning performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144281561","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":"(De)motivating Zero-Performing Students With Negative Feedback: Does the Salience of Performance Information Matter?","authors":"Marlene Steinbach,&nbsp;Johanna Fleckenstein,&nbsp;Livia Kuklick,&nbsp;Jennifer Meyer","doi":"10.1111/jcal.70070","DOIUrl":"https://doi.org/10.1111/jcal.70070","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Providing students with information on their current performance could help them improve by stimulating their reflection, but negative feedback that saliently mirrors task-related failure can harm motivation. In the context of automated scoring based on artificial intelligence, we explored how feedback on written texts might be designed to be least detrimental for zero-performing students who are likely to receive negative feedback frequently and might suffer from its motivational consequences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This experiment set out to investigate whether making the negative performance information in automated feedback messages less salient reduces the potential threat of negative feedback for zero-performing students' task-specific self-concept, intrinsic value, and performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sample of 105 (<i>M</i>_<i>age</i> = 13.97 years) zero-performing students received negative feedback with either more or less salient performance information after completing an English writing task. We used regression analysis to examine pre–post effects and group differences in self-concept, intrinsic value, and performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The analyses showed that zero-performing students' performance improved but their self-concept and intrinsic value declined over the course of two writing tasks, with feedback provided after the initial task. Contrary to expectations, our findings showed that students' task-specific self-concept and intrinsic value declined more in the condition with less salient performance information (i.e., without a red cross as a salient visual performance cue). Our findings highlight the motivational potential of performance information and are discussed in terms of the need for further research into how negative feedback can be designed to effectively motivate and support zero-performing learners.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273395","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":"Usability Evaluation of an Adaptive Courseware Approach in the Natural Language-Based Intelligent Tutoring System-Tutomat","authors":"Ani Grubišić,&nbsp;Ines Šarić-Grgić,&nbsp;Angelina Gašpar,&nbsp;Branko Žitko","doi":"10.1111/jcal.70071","DOIUrl":"https://doi.org/10.1111/jcal.70071","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;Adaptive educational systems have gained increasing attention due to their ability to personalise educational content based on individual learner progress. Prior research highlights that intelligent tutoring systems (ITSs) and adaptive courseware models improve learning outcomes by dynamically adjusting instructional materials. However, despite advancements in adaptive learning environments, usability remains a critical factor influencing their effectiveness and adoption. Therefore, a need exists to evaluate the usability of adaptive tutoring systems to ensure they provide optimal user experience whilst maintaining high instructional effectiveness.&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;This study examines the usability and learning experience of Tutomat, an adaptive courseware system designed for automated, real-time content adaptation. Specifically, it aims to examine usability based on user interactions and feedback, assess learning effectiveness and engagement through pre-test/post-test comparisons and user feedback, identify key usability challenges and propose improvements for enhancing user experience.&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;A mixed-methods usability evaluation was conducted with 14 participants, applying both quantitative and qualitative research designs. The quantitative study used pre-test/post-test comparisons and System Usability Scale (SUS) scores to measure knowledge acquisition and usability perceptions. The qualitative study involved scenario-based usability testing, where participants completed eight structured tasks. Data analysis included Wilcoxon Signed-Ranks tests for learning gains, descriptive statistics for usability scores and analysis for qualitative feedback.&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;Findings indicate that Tutomat significantly improved student knowledge, as demonstrated by pre-test/post-test comparisons (&lt;i&gt;W&lt;/i&gt; = 0, &lt;i&gt;p&lt;/i&gt; &lt; 0.05). The SUS score of 68.21 suggests acceptable usability, though strict answer validation and unclear navigation caused user frustration. Scenario-based testing identified usability challenges, particularly in feature discoverability and response flexibility, which impacted the user experience. Participants valued adaptive feedback and structured content but expressed concerns regarding interface design limitations.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study highlights the importan","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244263","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":"From Reflection to Action: A Controlled Field Study on How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards","authors":"Tornike Giorgashvili,&nbsp;Ioana Jivet,&nbsp;Cordula Artelt,&nbsp;Daniel Biedermann,&nbsp;Daniel Bengs,&nbsp;Frank Goldhammer,&nbsp;Carolin Hahnel,&nbsp;Julia Mendzheritskaya,&nbsp;Julia Mordel,&nbsp;Monica Onofrei,&nbsp;Marc Winter,&nbsp;Ilka Wolter,&nbsp;Holger Horz,&nbsp;Hendrik Drachsler","doi":"10.1111/jcal.70073","DOIUrl":"https://doi.org/10.1111/jcal.70073","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Learning analytics dashboards (LAD) have been developed as feedback tools to help students self-regulate their learning (SRL) by using the large amounts of data generated by online learning platforms. Despite extensive research on LAD design, there remains a gap in understanding how learners make sense of information visualised on LADs and how they self-reflect using these tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We address this gap through an experimental study where a LAD delivered personalised SRL feedback based on interactions and progress to a treatment group, and minimal feedback based on the average scores of the lecture to a control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>After receiving feedback, students were asked to write down how they planned to adjust their study habits. These reflection texts are the target of this study. Three human coders analysed 1251 self-reflection texts from 417 students at three different times, using a coding system that categorised learning strategies, metacognitive strategies and learning materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our results show that learners who received personalised feedback intend to focus on different aspects of their learning in comparison to the learners who received minimal feedback and that the content of the LAD influences how students formulate their self-reflection texts. Furthermore, the extent to which students incorporated suggested behavioural changes into their reflections was predicted by state measures like perceived helpfulness of the feedback. Our findings outline areas where support is needed to improve learners' sense-making of feedback on LADs and self-reflection.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144245011","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":"Can Active Blended Learning Instruction Enhance Reading Comprehension?","authors":"Berrin Köseoğlu,&nbsp;Alev Ateş Çobanoğlu","doi":"10.1111/jcal.70066","DOIUrl":"https://doi.org/10.1111/jcal.70066","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Reading is a multifaceted skill that plays a crucial role in language acquisition. The acquisition of this skill can be influenced by various instructional strategies and methods. There are studies in literature that show the effect of blended or collaborative teaching methods on reading skills; however, there is a lack of studies that examine the effect of active blended learning, which combines these two approaches for improving reading skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>In the light of the relevant studies in the literature, the present study examined the effect of active blended English language instruction on reading comprehension of high school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We applied a pretest-posttest design in a six-week active blended English language course setting. The learners' perceptions on the contribution of the active blended English course to their reading comprehension in English were also collected. The present study was conducted with 52 learners of 9th grade at a high school in a western city of Türkiye. The data were collected via a reading comprehension test and a course evaluation questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings revealed that active blended English instruction significantly increased performance in reading comprehension in English. The participants of the experimental group expressed positive views on the contribution of active blended learning (ABL) to their reading skills and their learning motivation for English. We suggest that educators can utilise an active blended approach to teaching foreign languages to keep students engaged and motivated for learning in this digital age.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144245012","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}