Journal of Computer Assisted Learning最新文献

{"title":"Credibility and altered communication styles of AI graders in the classroom","authors":"Bryan Abendschein,&nbsp;Xialing Lin,&nbsp;Chad Edwards,&nbsp;Autumn Edwards,&nbsp;Varun Rijhwani","doi":"10.1111/jcal.12979","DOIUrl":"10.1111/jcal.12979","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Education is often the primary arena for exploring and integrating new technologies. AI and human-machine communication (HMC) are prevalent in the classroom, yet we are still learning how student perceptions of these tools will impact education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We sought to understand student perceptions of credibility related to written feedback attributed to a human or an AI grader (Study One). We also investigated how corrective messages containing verbal immediacy and social support influenced student perceptions of an AI grader's credibility based on feedback in an evaluated essay (Study Two).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used an online experimental design to assess the perceived credibility of a grader. In Study One, we randomly assigned students (<i>N</i> = 155) to a condition that contained a paragraph they were told was evaluated by a human or an AI grader. In Study Two (<i>N</i> = 222), we investigated ways of increasing perceptions of an AI grader's credibility by writing messages with higher/lower levels of immediacy and social support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In Study One, the students rated both the human and AI grader as credible (yet rated the AI grader lower on goodwill). The data suggest that students in Study Two attributed more goodwill (i.e., caring) to the AI grader when the feedback included more verbal immediacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our results highlight the importance of student perceptions and communication styles when integrating technology into education. The two studies imply that students viewed the human and AI graders as competent, caring, and trustworthy, specifically when feedback included more immediacy cues.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1766-1776"},"PeriodicalIF":5.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598206","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":"Design and development of a mobile augmented reality-based learning environment for teaching the lives of scientists","authors":"Pelin Yildirim,&nbsp;Gonca Kececi","doi":"10.1111/jcal.12980","DOIUrl":"10.1111/jcal.12980","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Science history is a discipline that teaches the development of scientific thought and the discoveries of scientists. However, these topics can sometimes be abstract and difficult to understand. The use of technology can make the teaching of the history of science more effective, engaging, and accessible. By providing students with visual and interactive experiences, it allows them to better understand abstract concepts and closely follow the discoveries of scientists. In this way, history of science lessons can become more appealing and conducive to learning for students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research aims to design and develop a Mobile Augmented Reality (MAR) environment that can be used for teaching science history.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The research was conducted using a design-based research method consisting of four stages: Analysis, design, development-implementation-evaluation, and reporting. The research involved 10 science teachers and five secondary school students. Data were collected through focus group interviews, individual interviews, notes, audio recordings, and images, and then analysed using content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>As a result of the research, a MAR application named TISAR-3D was developed, which allows students to interactively and visually explore scientists and enrich their learning experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The widespread use of the TISAR-3D application in science history education is recommended, as well as the development of similar MAR applications for other topics.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1690-1711"},"PeriodicalIF":5.1,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598038","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":"Analysing students' concept mapping style and its association with task performance in computer-based inquiry learning","authors":"Juanjuan Chen,&nbsp;Minhong Wang,&nbsp;Tina A. Grotzer,&nbsp;Chris Dede","doi":"10.1111/jcal.12984","DOIUrl":"10.1111/jcal.12984","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry task performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study explored students' concept mapping style and its association with task performance in computer-based inquiry learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An exploratory study was conducted with 80 Grade 11 students, who collaboratively constructed concept maps in a free style to support inquiry learning with a virtual ecosystem. Student-constructed concept maps was analysed by firstly identifying different types of propositions formed in the maps and then determining the style of each concept map based on the dominant type of propositions in the map. Finally, the association between the concept map style and inquiry task performance was explored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Two major concept map styles were identified: (1) knowledge-oriented concept maps (KCMs) mainly representing problem-related subject knowledge as a set of concepts and their relationships, and (2) problem-oriented concept maps (PCMs) mainly representing problem situation as a sequence of changes and their causal relationships. Compared with those constructing KCMs, the students constructing PCMs formed higher-quality propositions in their maps and performed better in hypothesising, reasoning, and drawing conclusions in the inquiry task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Besides KCMs, students in inquiry learning can be encouraged to construct PCMs to foster effective thinking and reasoning; that is, constructing a concept map to represent the problem situation as a sequence of changes and the causal relationships between the changes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1727-1744"},"PeriodicalIF":5.1,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598202","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":"Fostering online interaction in blended learning through social presence and convergence: A systematic literature review","authors":"Nanda van der Stap,&nbsp;Theo van den Bogaart,&nbsp;Ebrahim Rahimi,&nbsp;Johan Versendaal","doi":"10.1111/jcal.12981","DOIUrl":"10.1111/jcal.12981","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these challenges in higher education institutions and no studies have synthesised these challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web-lectures, articles, followed by simple online assignments or self-study to increase understanding, thereby creating opportunities for deep learning during face-to-face through discussions and collaborative activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1712-1726"},"PeriodicalIF":5.1,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598201","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":"Enhance adult students' online knowledge construction: Exploring effective instructional designs and addressing barriers","authors":"Yujen Ho","doi":"10.1111/jcal.12983","DOIUrl":"10.1111/jcal.12983","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background Study</h3>\u0000 \u0000 <p>Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open-ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher-led interim summaries, pose Socratic questions, and incorporate problem-solving projects can promote higher-level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher-order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Limitation</h3>\u0000 \u0000 <p>The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action-research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1675-1689"},"PeriodicalIF":5.1,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367402","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":"Using learning analytics to measure self-regulated learning: A systematic review of empirical studies in higher education","authors":"Saleh Alhazbi,&nbsp;Afnan Al-ali,&nbsp;Aliya Tabassum,&nbsp;Abdulla Al-Ali,&nbsp;Ahmed Al-Emadi,&nbsp;Tamer Khattab,&nbsp;Mahmood A. Hasan","doi":"10.1111/jcal.12982","DOIUrl":"10.1111/jcal.12982","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Measuring students' self-regulation skills is essential to understand how they approach their learning tasks in order to identify areas where they might need additional support. Traditionally, self-report questionnaires and think aloud protocols have been used to measure self-regulated learning skills (SRL). However, these methods are based on students' interpretation, so they are prone to potential inaccuracy. Recently, there has been a growing interest in utilizing learning analytics (LA) to capture students' self-regulated learning (SRL) by extracting indicators from their online trace data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper aims to identify the indicators and metrics employed by previous studies to measure SRL in higher education. Additionally, the study examined how these measurements were validated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following the protocol of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), this study conducted an analysis of 25 articles, published between 2015 and 2022, and sourced from major databases.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that previous research used a variety of indicators to capture learners' SRL. Most of these indicators are related to time management skills, such as indicators of engagement, regularity, and anti-procrastination. Furthermore, the study found that the majority of the reviewed studies did not validate the proposed measurements based on any theoretical models. This highlights the importance of fostering closer collaboration between learning analytics and learning science to ensure the extracted indicators accurately represent students' learning processes. Moreover, this collaboration can enhance the validity and reliability of data-driven approaches, ultimately leading to more meaningful and impactful educational interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1658-1674"},"PeriodicalIF":5.1,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach","authors":"Liru Hu,&nbsp;Gaowei Chen,&nbsp;Jiajun Wu","doi":"10.1111/jcal.12975","DOIUrl":"10.1111/jcal.12975","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The existing research on dialogue-based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental to ensuring the efficacy of dialogic teaching and learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>In this study, participation equity refers to a condition in which participation itself and opportunities to participate are fairly distributed among participants and all participants are equally listened to and respected. We designed a technology-enhanced participatory visual learning analytical approach to promote equitable participation in dialogic collaborative problem solving from four dimensions: participation (i.e., ensuring equal contributions from all participants), opportunity (i.e., promoting equal engagement with others), responsiveness (i.e., encouraging equal attentiveness and responsiveness to others' input), and respect (i.e., cultivating a respectful communication style).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The intervention class of fourth-grade students (<i>n</i> = 59) interacted with a participatory visual learning analytical tool to reflect on their participation equity and learn productive peer talk moves to address equity issues concerning the four dimensions, while a comparison class (<i>n</i> = 59) only received simple feedback on participation and respect.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicated that equal participation rates among group members were insufficient to secure participation equity. The intervention was effective in helping students realize and address equity-related issues. Intervention students were more equitable regarding responsiveness and participation opportunity than the comparison students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The proposed multidimensional participation equity framework has the potential to deepen the understanding of equity and promote equitable learning interactions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1632-1657"},"PeriodicalIF":5.1,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140374001","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":"Primary school students' perceptions and developed artefacts and language from learning coding and computational thinking using the 3C model","authors":"David A. Martin,&nbsp;Peter Curtis,&nbsp;Petrea Redmond","doi":"10.1111/jcal.12972","DOIUrl":"10.1111/jcal.12972","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;A resurgence in teaching coding in primary school classrooms has led to a pedagogical swing towards using physical computing and coding to develop students' use of algorithms, computational thinking, and problem-solving skills. Two obstacles impede the optimal development of these objectives: the availability of a suitable pedagogy and an instructional sequencing model for primary school teachers to effectively present coding and computational thinking concepts and skills to students in alignment with their developmental stage.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objective&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study aims to address both obstacles by introducing the 3C Model, a newly developed instructional sequence grounded in established pedagogies and designed to effectively teach coding and computational thinking skills to primary school students based on their developmental stage.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The qualitative study employed two data sources to triangulate findings, using: (1) semi-structured interviews and thematic analysis to investigate 11 primary school students' perceptions of their learning experiences with the 3C Model, and (2) researcher observations along with reflections of the students' developed and demonstrated learning through the method of knowing-in-action, reflection-in-action, and reflection-on-action.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results and Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The findings of this study fill a gap in the existing literature by demonstrating that the pedagogical and sequential approach embedded in the 3C Model not only enhanced students' engagement levels but also resulted in improved curriculum learning outcomes. The 3C Model provides teachers with a coherent and age-appropriate instructional structure. It uses physical computing devices and digital coding platforms to introduce coding concepts, furthering the development of computational thinking skills in primary school students beyond mere procedural and rote learning.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The study holds important implications for practical applications, as it addresses an absence in the literature of an established pedagogy and instructional sequencing model for effectively teaching coding and computational thinking concepts and skills to primary school students. Drawing on established pedagogical and developmental learning theories, the 3C Model provides primary school teachers with an engaging, ag","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1616-1631"},"PeriodicalIF":5.1,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12972","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154173","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 effect of settings, educational level and tools on computer-assisted pronunciation training: A meta-analysis","authors":"Asma Almusharraf,&nbsp;Hassan Saleh Mahdi,&nbsp;Haifa Al-Nofaie,&nbsp;Amal Aljasser","doi":"10.1111/jcal.12974","DOIUrl":"10.1111/jcal.12974","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background study</h3>\u0000 \u0000 <p>Computer-assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The meta-analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings of the meta-analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1605-1615"},"PeriodicalIF":5.1,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154172","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":"Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school","authors":"Radovan Šikl,&nbsp;Karla Brücknerová,&nbsp;Hana Švedová,&nbsp;Filip Děchtěrenko,&nbsp;Pavel Ugwitz,&nbsp;Jiří Chmelík,&nbsp;Hana Pokorná,&nbsp;Vojtěch Juřík","doi":"10.1111/jcal.12973","DOIUrl":"10.1111/jcal.12973","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi-year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi-year gymnasium students consistently outperformed comprehensive school students in the pre-test and demonstrated greater learning gains, regardless of the learning media.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1591-1604"},"PeriodicalIF":5.1,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203884","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}