Journal of Computer Assisted Learning最新文献

{"title":"The effect of instructor's voice enthusiasm and visual cueing in multimedia learning","authors":"Lei Han,&nbsp;Haoyue Guo,&nbsp;Zongshuo Ma,&nbsp;Ruihua Wang,&nbsp;Mengshi Xiao","doi":"10.1111/jcal.13049","DOIUrl":"10.1111/jcal.13049","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given the current technological advancements and the growing need for remote education, multimedia learning has become more popular among teachers and students. Therefore, the creation of multimedia teaching programmes that can improve learning outcomes has become increasingly important. However, there is a lack of research on whether incorporating visual cues into instructors' emotional designs is more effective than using only one approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Based on the cognitive-affective theory of learning with media and the cognitive affective model of e-learning, this study aimed to explore how instructor's voice enthusiasm and visual cueing affect students' multimedia learning experience and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A 2 (instructor's voice enthusiasm: high vs. low) × 2 (visual cueing: visual cues vs. no cues) between-subjects design was used, college students unfamiliar with immunomodulation learned about this subject in a video lesson. Then, they then took a retention test and completed the learning experience scales.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that both the instructor's vocal enthusiasm and visual cueing independently have a positive impact on learners' retention test scores. However, if present simultaneously, their positive effects are not cumulative. Specifically, when visual cueing was provided, the instructor's voice enthusiasm did not significantly affect the retention test. Without visual cueing, the instructor's high voice enthusiasm positively impacts the retention test. In addition, the learning experience mediated between the instructor's voice enthusiasm and retention test. These findings offer insights into enhancing the efficacy of multimedia learning by foregrounding instructors' emotional engagement and refining the design of instructional content cues.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3044-3054"},"PeriodicalIF":5.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226146","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":"Comparing effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving: A process modelling approach","authors":"Yanyan Sun,&nbsp;Chengjun Feng,&nbsp;Di Peng,&nbsp;Bian Wu","doi":"10.1111/jcal.13050","DOIUrl":"10.1111/jcal.13050","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium-performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem-solving goal subtask first (Problem solving goal-Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal-Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated-based complex engineering problem solving could be used as an idea-centered scaffolding, especially for medium-performance learners. However, low-performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3030-3043"},"PeriodicalIF":5.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927238","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":"Text-to-speech and virtual reality agents in primary school classroom environments","authors":"Laduona Dai,&nbsp;Veronika Kritskaia,&nbsp;Evelien van der Velden,&nbsp;Reinder Vervoort,&nbsp;Marlieke Blankendaal,&nbsp;Merel M. Jung,&nbsp;Marie Šafář Postma,&nbsp;Max M. Louwerse","doi":"10.1111/jcal.13046","DOIUrl":"10.1111/jcal.13046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The integration of Text-to-Speech (TTS) and virtual reality (VR) technologies in K-12 education is an emerging trend. However, little is known about how students perceive these technologies and whether these technologies effectively facilitate learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to investigate the perception and effectiveness of TTS voices and VR agents in a K-12 classroom setting, with a focus on information recall.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a recent TTS architecture, we developed four different synthetic voices based on 5, 10, 15 and 20 h of training materials. Two experiments were conducted involving students in a K-12 setting. The first experiment examined students' evaluations of TTS voices with varying hours of training material and the impact on information recall. The second experiment assessed the effect of pairing TTS voices with a VR agent on students' perception and recall performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Human voices received superior quality ratings over TTS voices within the classroom context. The integration of a VR agent was found to enhance the perception of TTS voices, aligning with existing literature on the positive impact of virtual agents on speech synthesis. However, this incorporation did not translate to improved recall, suggesting that the student focus may have been compromised by the VR agent's novelty and its design limitations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2964-2984"},"PeriodicalIF":5.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932584","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":"Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think-aloud protocols in case of seductive details","authors":"Lisa Stark,&nbsp;Andreas Korbach,&nbsp;Roland Brünken,&nbsp;Babette Park","doi":"10.1111/jcal.13051","DOIUrl":"10.1111/jcal.13051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium-performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem-solving goal subtask first (Problem solving goal-Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal-Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated-based complex engineering problem solving could be used as an idea-centered scaffolding, especially for medium-performance learners. However, low-performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2985-3004"},"PeriodicalIF":5.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932531","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 effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review","authors":"Ren-Zhi Luo,&nbsp;Yue-Liang Zhou","doi":"10.1111/jcal.13052","DOIUrl":"10.1111/jcal.13052","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self-regulated learning strategies (SRLS) in these new educational environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six-part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3005-3029"},"PeriodicalIF":5.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932587","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":"Examining students' self-regulated learning processes and performance in an immersive virtual environment","authors":"Yi-Fan Li,&nbsp;Jue-Qi Guan,&nbsp;Xiao-Feng Wang,&nbsp;Qu Chen,&nbsp;Gwo-Jen Hwang","doi":"10.1111/jcal.13047","DOIUrl":"10.1111/jcal.13047","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Self-regulated learning (SRL) is a predictive variable in students' academic performance, especially in virtual reality (VR) environments, which lack monitoring and control. However, current research on VR encounters challenges in effective interventions of cognitive and affective regulation, and visualising the SRL processes using multimodal data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to analyse multimodal data to investigate the SRL processes (behaviour, cognition and affective states) and learning performance in the VR environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study developed a VR-based immersive learning system that supports SRL activities, and conducted a pilot study in an English for Geography course. A total of 21 undergraduates participated. Face tracker, electroencephalography, and learning logs were used to gather data for learning behaviour, cognition and affective states in the VR environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>First, the study identified three categories of learners (HG, MG and LG) within the VR environment who presented different behavioural engagement and SRL strategies. The HG exhibited the highest level of cognition and affective states, which resulted in superior performance in terms of vocabulary acquisition and retention. The MG, despite possessing a higher level of cognition, performed inadequately in other aspects, leading to no difference in vocabulary acquisition and retention from the LG. By collecting and mining multimodal data, this study helps to enrich the visual analysis of SRL processes. In addition, the results of this study help to dissect the problems of students' SRL in a VR learning environment. Furthermore, this study provides a theoretical basis and reference for the study of SRL development in immersive learning environments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2948-2963"},"PeriodicalIF":5.1,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885399","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":"Flight emotions unleashed: Navigating training phases and difficulty levels in simulated flying","authors":"Alejandra Ruiz-Segura,&nbsp;Andrew Law,&nbsp;Sion Jennings,&nbsp;Alain Bourgon,&nbsp;Ethan Churchill,&nbsp;Susanne Lajoie","doi":"10.1111/jcal.13037","DOIUrl":"10.1111/jcal.13037","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Flying accuracy is influenced by pilots' affective reactions to task demands. A better understanding of task-related emotions and flying performance is needed to enhance pilot training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Understand pilot trainees' performance and emotional dynamics (intensity, frequency and variability) based on training phase and difficulty level in a flight simulator.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Twenty-three volunteers performed basic flight manoeuvres. Trials were divided into three phases: Introduction (trials 1–7), session A (trials 8–15) and session B (trials 16–22). Three task difficulty levels were implemented (low, medium and high). Flying performance was evaluated using root mean square error (RMSE) and expert ratings. Emotional intensity was inferred from physiological (electrodermal activity) and behavioural (facial expressions) emotional responses. Emotional variability was calculated to understand fluctuations among multiple emotions. Emotional responses were mapped into task-relevant emotions, like sadness with boredom, and fear with anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The most frequent facial expressions neutral, anger and surprise. Neutral and anger were interpreted as deep focus states. Surprise was likely a response to unexpected events. Flying performance and emotional dynamics varied across training phases and difficulty levels. During introduction, performance was less accurate, and emotions were less frequent. During session A, performance improved while participants experienced more physiological arousal and emotional variability. During session B, performance was the most accurate. In high-difficulty tasks, performance was the least accurate, participants expressed emotions with more frequency, more variability and higher physiological arousal. Future studies can use simulated flying tasks for trainees to familiarize with their emotional reactions to task demands expecting to improve training outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2926-2947"},"PeriodicalIF":5.1,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781374","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":"Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills","authors":"Jiahong Su,&nbsp;Weipeng Yang,&nbsp;Iris Heung Yue Yim,&nbsp;Hui Li,&nbsp;Xiao Hu","doi":"10.1111/jcal.13040","DOIUrl":"10.1111/jcal.13040","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While the integration of robot-based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An experiment was conducted with 90 kindergarteners (ages 5–6) randomly assigned to either a direct instruction (DI), cooperative play (CP) or control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results show that (1) children in all three groups had significant improvements on computational thinking, sequencing and self-regulation; (2) both early AI education approaches (CP and DI) significantly enhance young children's computational thinking, sequencing, self-regulation and theory of mind skills; (3) the DI group had significant higher improvement than the CP group on computational thinking; (4) the CP group exhibited greater enhancements in theory of mind skills than the DI group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2917-2925"},"PeriodicalIF":5.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781427","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":"A model for assessing student satisfaction with smart classroom environment in higher education","authors":"Zhicheng Dai,&nbsp;Ling Wang,&nbsp;Xian Peng,&nbsp;Liang Zhao,&nbsp;Junxia Xiong","doi":"10.1111/jcal.13045","DOIUrl":"10.1111/jcal.13045","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Smart classroom environment has drawn worldwide attention, however, there is still a lack of studies that can explore and analyse potential factors, which affect students' satisfaction with smart classrooms in higher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To assess students' satisfaction with smart classrooms in higher education, this study proposed the smart classroom environment satisfaction model based on TAM and ACSI models.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sample of 1979 Chinese college students who studied in a smart classroom environment completed a survey assessing student satisfaction with the smart classroom environment. And a structural equation modelling analysis was used to further analyse students' preferences for smart classroom environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and conclusions</h3>\u0000 \u0000 <p>The results showed that student satisfaction with smart classroom environment is significantly correlated with subjective perception factors after use, such as students' perceived value (PV), user experience and perceived expectations (PE). It indicated that user experience indirectly affected overall satisfaction (OS) through its positive impact on PV, while PE indirectly affected OS through its positive impact on user experience. Second, user experience had the greatest impact on student satisfaction, followed by PV and PE. This study is a theoretical supplement to future research on smart classroom environment in higher education, and can also provide reference for relevant government departments, universities and enterprises to build and manage smart classroom environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2901-2916"},"PeriodicalIF":5.1,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810186","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 relationship between students' self-regulated learning behaviours and problem-solving efficiency in technology-rich learning environments","authors":"Tingting Wang,&nbsp;Alejandra Ruiz-Segura,&nbsp;Shan Li,&nbsp;Susanne P. Lajoie","doi":"10.1111/jcal.13043","DOIUrl":"10.1111/jcal.13043","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Scholars have confirmed the vital roles of self-regulated learning (SRL) behaviours in predicting task performance, especially within non-linear technology-rich learning environments (TREs). However, few studies focused on the learning costs (e.g., study effort and time-on-task) related to SRL and the efficiency outcome of SRL (i.e., the relative relationship between learning costs and performance).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examined the relationship between students' SRL behaviours and problem-solving efficiency in the context of TREs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eighty-two medical students accomplished a diagnostic task in a computer-simulated environment, and they were classified into the efficient or less efficient group according to diagnostic performance and time-on-task. Then we coded students' SRL behaviours from trace data and counted the frequency of each SRL behaviour. The recurrence quantification and lag sequential analyses were performed to extract the dynamic characteristics of SRL behaviours, including recurrent patterns and sequential transitions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Efficient students conducted more frequent Self-reflection behaviours than the less efficient. For the recurrent patterns, efficient students tended to exhibit longer SRL behaviour sequences comprising a variety of different SRL behaviours (e.g., Task Analysis &gt; Add Test &gt; Add Hypotheses &gt; Categorise Evidence) as well as longer sequences of repeated SRL behaviours (e.g., Add Test &gt; Add Test &gt; Add Test &gt; Add Test). Moreover, efficient students exhibited more sequential transitions between different SRL behaviours than less efficient.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>Overall, this study revealed the effects of SRL on problem-solving efficiency, which inspired researchers to incorporate problem-solving efficiency as an evaluation criterion of SRL processes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2886-2900"},"PeriodicalIF":5.1,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781375","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}