Journal of Computer Assisted Learning最新文献

{"title":"Optimising Multimedia Learning: Effects of Pedagogical Agents' Appearance and Voice","authors":"Mengshi Xiao,&nbsp;Weizi Li,&nbsp;Lei Han,&nbsp;Shasha Zheng","doi":"10.1111/jcal.70101","DOIUrl":"https://doi.org/10.1111/jcal.70101","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In multimedia learning environments, pedagogical agents have emerged as an innovative tool to enhance digital instruction, yet optimising their design for maximal learning effectiveness remains underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate how specific design elements of pedagogical agents, namely appearance and voice type, affect multimedia learning performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A 2 (appearance: formal vs. informal) × 2 (voice type: human vs. engine-generated voice) between-subjects design was employed, incorporating eye-tracking technology. A total of 115 participants completed a multimedia learning module on chemical synaptic transmission. Learning outcomes were assessed using retention and transfer tests. Learner perceptions were measured across five indicators: social perception, perceived difficulty, lecture engagement, situational interest, and cognitive load.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Pedagogical agents with a formal appearance positively influenced learning outcomes, increasing fixation duration and fixation count, while reducing perceived material difficulty and intrinsic load. Agents with human voices similarly enhanced learning outcomes, increasing fixation counts, social perception, lecture engagement, and situational interest, while reducing perception difficulty, intrinsic load and extraneous load. The combination of a human voice and formal appearance produced the greatest benefits in learning performance. Meanwhile, compared to the combination of informal appearance and engine-generated voice, the formal appearance with a human voice indirectly affected learning outcomes by reducing perceived difficulty, intrinsic load and extraneous load. It also indirectly increased fixation count through enhanced social perception, lecture engagement and situational interest. These findings advance our understanding of the role of pedagogical agents in multimedia learning and offer valuable insights for designing effective instructional tools that maximise engagement and learning outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144624349","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":"Personalised Language Learning Through Technology: Examining How Digital Literacy Shapes Proficiency and Communication Strategiess","authors":"Ziyun Zhang,&nbsp;Ruixi Yang","doi":"10.1111/jcal.70069","DOIUrl":"https://doi.org/10.1111/jcal.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Key Findings</h3>\u0000 \u0000 <p>This study identifies a strong positive relationship between digital literacy and language proficiency, highlighting how technological competence enhances motivation, engagement and PL, leading to improved language learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This research explores the connection between digital literacy and language proficiency, emphasising the impact of digital literacy on language acquisition and communication approaches. It seeks to evaluate how digital tools contribute to shaping learning behaviours within technology-integrated educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quantitative research approach was adopted, incorporating a structured questionnaire to gather data from a sample of 420 college students. The collected data were then analysed using SPSS software to explore the connection between digital literacy and language proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicate a strong and statistically significant positive relationship (β = 0.841, <i>p</i> &lt; 0.001) between digital literacy and language proficiency. Students with higher digital literacy demonstrated greater engagement, motivation and better adaptation to PL tools. Additionally, digital literacy was found to enhance both formal and informal communication strategies, contributing to overall language proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study highlights the significance of technology in language learning, particularly its capacity to facilitate adaptive and personalised educational experiences. The incorporation of digital tools enables both educators and learners to refine language acquisition strategies, ultimately enhancing proficiency and communication skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615066","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 Psychological Network Analysis to Examine Interdependencies Between Fraction and Algebra Subtopics in an Intelligent Tutoring System","authors":"Markus W. H. Spitzer,&nbsp;Lisa Bardach,&nbsp;Eileen Richter,&nbsp;Younes Strittmatter,&nbsp;Korbinian Moeller","doi":"10.1111/jcal.70093","DOIUrl":"https://doi.org/10.1111/jcal.70093","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many students face difficulties with algebra. At the same time, it has been observed that fraction understanding predicts achievements in algebra; hence, gaining a better understanding of how algebra understanding builds on fraction understanding is an important goal for research and educational practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>However, a wide range of algebra subtopics (e.g., <i>Using formulas</i> and <i>Simplifying products in formulas</i>) and fraction subtopics (e.g., <i>Adding and subtracting fractions</i>, <i>Multiplying and dividing fractions</i>) exist, and little is known about which specific fraction subtopics matter most for (i.e., best predict) which specific algebra subtopics. In addition to addressing across-topic subtopic correlations, a comprehensive understanding of within-topic subtopic correlations (i.e., among fraction subtopics and algebra topics, respectively) has not yet been achieved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Here, we leveraged a large data set (3158 students; 257,321 problem sets) from an intelligent tutoring system (ITS) and employed state-of-the-art psychological network analysis to visualise and quantify interdependencies between students' performance on different fractions and algebra subtopics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We observed one robust correlation between a specific fraction and a specific algebra subtopic (<i>Fractions and the order of operations</i> and <i>Using formulas</i>). In addition, a larger number of within-topic subtopic correlations were observed. Importantly, cross-topic correlations and most within-topic correlations seemed to be driven by shared mathematical components (e.g., multiplication, operating rules or reading comprehension). Our findings advance the current understanding of mathematics learning and have implications for the design and improvement of ITSs, such as for developing automatic suggestions on which other subtopics to work on when a student encounters difficulties with a specific subtopic. Moreover, our study highlights the potential of psychological network analysis for analysing learning data from ITSs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144582185","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":"Effects of Participation in Educational Robotics Competitions From the Parent's Perspective: A Mixed-Methods Study","authors":"Wenhao Yu,&nbsp;Yiyang You,&nbsp;Feng-Kuang Chiang","doi":"10.1111/jcal.70092","DOIUrl":"https://doi.org/10.1111/jcal.70092","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Educational robots are regarded as effective learning tools in science, technology, engineering, and mathematics (STEM) education, and educational robotics competitions have become highly popular.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigated the effects of participation in an educational robotics competition, the World Robot Olympiad, from the parent's perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study collected and analysed 128 questionnaires and 30 interviews of parents from different countries. For quantitative studies, descriptive and correlation analyses were employed. For qualitative studies, grounded theory was used to generate codes and categories. The quantitative and qualitative analyses were then combined to comprehensively evaluate the findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>According to the quantitative research results, parents agreed that participation in the WRO can positively influence their child's abilities in seven dimensions, with emotional engagement receiving the most influence. The qualitative results indicated that parents perceived advancements in not only their child's STEM knowledge on specific topics but also noted effects on their learning performance in school and choice of career. This study proposed the use of the Expectation–Effort–Impact model from the parent's perspective. The virtuous cycle between the child's efforts to perform well and the parent's expectations of growth exerts a lasting effect on the child's development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573667","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 the Impact of Interactive Multimedia E-Books on the Effectiveness of Environmental Learning, Pro-Environmental Attitudes, and Behavioural Intentions Among Primary School Students","authors":"Chia-Chen Chen,&nbsp;Man-Hong Chai,&nbsp;Pei-Hsuan Lin","doi":"10.1111/jcal.70087","DOIUrl":"https://doi.org/10.1111/jcal.70087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Environmental education is crucial for promoting pro-environmental attitudes and behavior change. However, traditional teaching methods may not effectively engage learners in environmental protection. This study aims to address the limitations of traditional teaching methods and contribute to the development of effective environmental education strategies by exploring the effectiveness of using interactive multimedia e-books as an innovative approach to engage learners in environmental protection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The main goal of this study is to develop and assess the effectiveness of an interactive multimedia e-book in presenting marine environmental issues and its impact on learning effectiveness, pro-environmental attitude, and behavioural intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employed the Task-Technology Fit (TTF) Model as its foundational framework, along with perceived behaviour control, pro-environmental attitude, and behavioural intention. Pre- and post-learning tests were conducted to evaluate learning achievement. The research focused on how the interactive multimedia e-book, in combination with environmental education, influenced pro-environmental attitudes and behavioural intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>This study finds that utilising interactive multimedia e-books significantly enhances learning achievement. Combining environmental education with interactive multimedia e-books demonstrates a good degree of Task-Technology Fit, positively affecting pro-environmental attitudes and behavioural intentions, alongside the positive impact of pro-environmental attitudes on behavioural intentions, with perceived behaviour control also exerting a positive influence on both attitude and intention. These findings provide practical guidance for educators, institutions, and environmental groups seeking to enhance digital teaching materials and promote environmental education and awareness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573477","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":"Eye-Movement Modelling as a Tool to Foster Digital Reading Competencies and Misconception Change When Reading Webpages in L2","authors":"Juliana do Amaral,&nbsp;Ladislao Salmerón,&nbsp;Davi Alves Oliveira","doi":"10.1111/jcal.70091","DOIUrl":"https://doi.org/10.1111/jcal.70091","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Misconceptions are unjustified beliefs about a topic. Nonetheless, they are pervasive among educational practitioners. Although the internet can be a powerful tool to learn and debunk misconceptions, their use requires competencies like navigating through search engine results pages (SERPs), evaluating the reliability of content, and integrating meaning across varied perspectives. Furthermore, as most information on the internet is available in English, L2 readers might face additional barriers, limiting their possibilities to benefit from content debunking misconceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Our premise was that digital reading competencies could be modelled through videos of eye movements (EMMEs), which would promote misconception change after reading webpages that either corroborated or debunked the Learning Styles (LS) misconception.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Undergraduate students, speakers of English as L2, watched EMMEs or an instructional video, read the webpages while their eye movements were recorded, wrote an essay, and answered a memory task and a misconception posttest.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>EMMEs had a positive effect on increased time inspecting the SERP, decreased fixation on non-reliable pages, and misconception change. No effects were found in integrated understanding, nor on source memory. Although L2 level predicted performance in the learning measures, it did not mediate the effect of EMMEs on these measures. These results confirm previous research on learning and extend the effects of EMMEs to misconception change in L2 contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144558326","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":"Middle School Students' In-Moment Engagement in Synchronous Online Learning: An Activity–Community of Inquiry Approach","authors":"Zhihao Cui,&nbsp;Oi-Lam Ng,&nbsp;Morris Siu-yung Jong,&nbsp;Xiaojing Weng","doi":"10.1111/jcal.70081","DOIUrl":"https://doi.org/10.1111/jcal.70081","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Amidst the increasing application of online education in the post-COVID era, new challenges in student engagement have emerged. However, most studies on online engagement have adopted macro-level approaches and relied on self-report measures of retrospective engagement. Few have examined micro-level engagement in terms of real-time and in-the-moment engagement in synchronous online learning environments underpinned by robust theoretical frameworks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study presents a qualitative examination of the relationship between various technology-supported online teaching and learning (T&amp;L) activities and middle school students' in-moment engagement by constructing a framework based on Community of Inquiry and Activity Theory.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Sixty-two middle school students participated in this synchronous online course. We collected data from multiple sources, including video and screen recordings of the lessons, students' performances, the digital artefacts students created, log data from Zoom's chat room and students' interactions over an online platform, Desmos. A thematic analysis was employed after identifying the mediated actions as units of analysis and indicators based on three dimensions (behaviour, cognitive and emotional) of engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicated that students' in-moment engagement in online T&amp;L activities was most prevalent during activities that stimulated cognitive presence, followed by those engendering social presence. We also highlight the influence of different tools and technologies through the lens of the Activity–Community of Inquiry framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The study contributes theoretical and methodological insights into understanding students' engagement in synchronous online environments, and into future research and instructional design in technology-supported teaching and learning in an online context.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144558235","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":"Embodied Learning Using Virtual Reality and Mirrors Can Enhance Letter-Sound Knowledge in 6–7-Year-Old Children","authors":"Anne Husted Henriksen,&nbsp;Marta Topor,&nbsp;Gustav Bøg Petersen,&nbsp;Rasmus Ahmt Rohde,&nbsp;Linn Damsgaard,&nbsp;Anne-Mette Veber Nielsen,&nbsp;Andreas Wulff-Abramsson,&nbsp;Guido Makransky,&nbsp;Jacob Wienecke","doi":"10.1111/jcal.70090","DOIUrl":"https://doi.org/10.1111/jcal.70090","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The study was motivated by the need to enhance children's literacy skills through innovative teaching methods. This research aims to address limitations in regular classroom teaching by exploring embodied learning and virtual reality (VR) as potential solutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary aim of the study was to investigate the effects of embodied learning, with and without VR, on children's literacy skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomised controlled trial was conducted with 108 children aged 6–7 years. Participants were randomly assigned to either: a Control group with regular classroom teaching, a VR group using body-phonemes with VR headsets and a Mirror group using body-phonemes without VR headsets. The children were evaluated on literacy skills before and after a 2-week intervention period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The study found significant improvements in letter-sound knowledge for both the VR and Mirror groups compared to the Control group. These findings suggest that embodied learning, whether using VR or not, can effectively enhance children's literacy skills. Practical and theoretical implications are discussed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Trial Registration</h3>\u0000 \u0000 <p>ClinicalTrials.gov identifier: NCT04618822</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144551079","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":"Service Design for the Improvement of Intelligent Tutoring Systems: A Case Study","authors":"Jelle Wemmenhove,&nbsp;Dorina Bór,&nbsp;Rianne Conijn,&nbsp;Jim Portegies","doi":"10.1111/jcal.70088","DOIUrl":"https://doi.org/10.1111/jcal.70088","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recently human-centred design plays an increasing role in learning analytics, however this approach is mostly lacking in the design and evaluation of Intelligent Tutoring Systems (ITSs). A potential way to incorporate human-centred design principles in ITS development is by adopting a service design approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This article aims to identify how a service design approach can contribute to ITS development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A specific case study is implemented on <i>Waterproof</i>, a system for helping students learn how to write mathematical proofs. Three substudies are conducted, namely a co-creative service blueprinting session; a usability test which focuses on the broad usage timeline; and an analysis of trace data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The case study's results showed several concrete steps to improve the system and its embedding in the course, including for the onboarding process and the presentation of feedback in the form of error messages. Service design was shown to be useful in providing more a comprehensive design and evaluation of the ITS, going beyond the mere tool, by incorporating multiple stakeholders as well as the educational context.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144550949","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":"Co-Coding Classroom Dialogue: A Single Researcher Case Study of ChatGPT-Assisted Analysis in Science Education","authors":"Eunhye Shin","doi":"10.1111/jcal.70089","DOIUrl":"https://doi.org/10.1111/jcal.70089","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Analysing classroom dialogue is a widely used approach for understanding students' learning, often requiring team-based collaborative research. This presents a challenge for single researchers due to the labour-intensive nature of the process. Emerging advancements in large language models (LLMs) such as ChatGPT, enhance qualitative research, particularly in inductive and deductive coding tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates the feasibility of a single researcher, the author of this study, collaborating with ChatGPT-4o for qualitative coding of classroom dialogue data. The goal is to develop effective human–ChatGPT co-coding methods and explore how such collaboration can enhance qualitative coding practices and provide insights into students' dialogue patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study analysed 1287 utterances from middle school science classes using a mixed-method approach. A new codebook was developed through an inductive process using ChatGPT, followed by deductive coding conducted by both the researcher and ChatGPT. Kappa values were compared between human–human and human–ChatGPT coding. Disagreements in code assignments were resolved by the researcher, with reference to ChatGPT's rationale. Coded utterances were analysed using ordered network analysis (ONA) to visualise dialogue patterns in classes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The coding conducted by the researcher and ChatGPT resulted in a Cohen's kappa of 0.56, with the highest level of disagreement observed in the category of Meta-cognition. The inductively co-developed codebook helped uncover students dialogue patterns during experimental activities. Although ChatGPT exhibited limitations in interpreting nuanced and context-dependent utterances, the findings highlight its potential as a valuable collaborator for solo researchers by supporting cognitive processes such as reflective interpretation and the development of new perspectives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537040","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}