Journal of Computer Assisted Learning最新文献

{"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}

{"title":"A Domain-Independent, Extensible Framework for Generators of Training Game Activities on Declarative Knowledge","authors":"Bérénice Lemoine,&nbsp;Pierre Laforcade,&nbsp;Sébastien George","doi":"10.1111/jcal.70082","DOIUrl":"https://doi.org/10.1111/jcal.70082","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;Training the memorization of declarative knowledge requires the repetitive presentation of various forms of factual questions to learners. Educational games designed for this purpose should offer activities that are both tailored to individual learners and varied to prevent boredom. Whilst the Technology-Enhanced Learning (TEL) literature already suggests several techniques for implementing adaptations, the concept of generation remains underexplored, particularly when considering the adaptation of both educational and game dimensions simultaneously. Therefore, research focused on the design and implementation of ‘generators' as integral components of training games, which are responsible for creating varied and adapted training activities, remains pertinent.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Our research aims to propose tools and techniques that facilitate the design and development of these generators from a computer science perspective.&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;We employed model driven engineering (MDE) theories and practises to initially characterise a generator as a model transformation that uses input models to produce an output model. We identified all these models through both a concrete case study and a literature review, with each model capturing a different facet of the information. By generalising the domain-specific aspects of the case study and selecting a game genre along with certain game design choices, we subsequently identified the metamodels that describe all these models and the generation rules.&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 proposed framework supports the design and implementation of Roguelite-oriented, adaptive, and varied activity generators for declarative knowledge (DK) training. It includes metamodels, models, code generation, and extension mechanisms to assist software engineers in addressing specific domains of declarative knowledge. By extending the framework, engineers are guided in the design process and can produce a software generator capable of generating adaptive and varied training activities in the form of dungeon levels within a Roguelite game. This framework is a domain-independent tool intended to support the development of training games targeting the acquisition of declarative knowledge. To illustrate its domain independence, the framework has been extended to multiple didactic domains. In this article, the domain of multiplication tables is used as a guiding thread, as it is directly connected ","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.70082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537041","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":"Optimising Arousal in Learner-Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos","authors":"Tristan H. S. de Jonge,&nbsp;Timo Kegelaar,&nbsp;Fabiola Figueroa Esquivel","doi":"10.1111/jcal.70085","DOIUrl":"https://doi.org/10.1111/jcal.70085","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Learner-generated digital media has gained significant attention as a supplementary learning tool. However, a need exists for empirical research to discern among various learner-generated digital media formats. One potential area of divergence lies in the arousal levels evoked during media creation due to varying emphasis on the audience, which might depend on the inclusion of facial recording.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examines the impact of facial recording in learner-generated digital media tasks by comparing learner-generated instructional videos and podcasts on their impact on learning and examining whether these effects are mediated through arousal. It develops a single-item measure to assess arousal during learner-generated digital media activities, addressing limitations of existing scales.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The total sample consisted of 89 university students, of whom 27 were included in the validation phase, and 62 were included in the main analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study utilised a survey covering demographic information and arousal-related questions, and a multiple-choice comprehension test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Creating an instructional video led to higher levels of social presence-related arousal compared to creating an instructional podcast. This arousal completely mediated the differences in learning outcomes between the two media. Higher arousal was associated with improved performance up to a certain point, beyond which additional arousal hindered learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study confirmed that learner-generated digital media with facial recording (videos) evoke more arousal compared to media without facial recording (podcasts). Different types of learner-generated digital media, by eliciting varying levels of arousal, may be more or less advantageous depending on 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":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515045","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":"Impact of Integrating Computational Thinking in STEM Education on Students' Cognitive and Non-Cognitive Skills: A Meta-Analysis","authors":"Hanzhu Yang,&nbsp;Linlin Hu,&nbsp;Hao Wang,&nbsp;Yunfei Xin","doi":"10.1111/jcal.70079","DOIUrl":"https://doi.org/10.1111/jcal.70079","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computational thinking (CT) is a cognitive approach intricately linked with core competencies in Science, Technology, Engineering, and Mathematics (STEM). Numerous studies have explored strategies to effectively integrate CT into STEM education and systematically evaluated the multidimensional impact on student learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives and Methods</h3>\u0000 \u0000 <p>This meta-analysis synthesises findings from 46 high-quality empirical studies to verify the effectiveness of integrating CT into STEM on the development of students' cognitive and non-cognitive skills and to analyse the moderating effects of various potential factors on skill acquisition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results demonstrate that the integration of CT in STEM education has a significant effect on enhancing students' cognitive skills (Hedges's <i>g</i> = 0.651, 95% CI [0.527, 0.776], <i>p</i> &lt; 0.001), with this effect significantly moderated by the intervention duration and the instructional tools. Additionally, the implementation of CT in STEM positively impacts the development of students' non-cognitive skills (Hedges's <i>g</i> = 0.538, 95% CI [0.345, 0.730], <i>p</i> &lt; 0.001), with educational level, sample size, intervention duration, and instructional tools identified as important moderator variables influencing the acquisition of non-cognitive skills. Based on the findings, this study recommends systematic CT interventions lasting 3 months to 1 year, utilising interactive and practice-oriented instructional tools such as block-based programming, maker, and unplugged activities. Furthermore, it suggests tailoring instructional strategies to different educational stages. These recommendations deepen the understanding of the role of CT in STEM education, providing practical guidance for educators and policymakers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514849","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":"Instructors' Continuous Happy Facial Expressions Enhance Learning in Instructional Videos","authors":"Zhongling Pi,&nbsp;Xuran Li,&nbsp;Mengjie Tong,&nbsp;Xin Zhao,&nbsp;Jiayu Wang,&nbsp;Xiying Li,&nbsp;Xiangchao Guo","doi":"10.1111/jcal.70086","DOIUrl":"https://doi.org/10.1111/jcal.70086","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Instructors' facial expressions in instructional videos can greatly influence how learners perceive their emotions, thereby affecting students' attention to the learning content and their overall performance. While the short-term effects of instructors' specific facial expressions in instructional videos have been well documented, less is known about how instructors' constantly changing facial expressions influence students' learning and the long-term effects of these expressions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The present study incorporated cross-sectional and longitude experiments to examine how an instructor's facial expressions (i.e., changing between positive and negative expressions vs. positive expressions vs. negative expressions) influence students' learning from instructional videos from both short-term and long-term perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Experiment 1 adopted a one-factor within-subject design, and Experiment 2 adopted a one-factor between-subjects design. We manipulated the instructor's facial expressions in the instructional videos.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results of Experiment 1 suggested that the instructor's continuous facial expressions enhanced students' learning performance compared to changing facial expressions. The results of Experiment 2 further suggested that the instructor's continuous positive facial expressions enhanced students' learning performance compared to changing facial expressions and continuous negative facial expressions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings contribute to the scholarly understanding of the long-term effects of instructors' changing and unchanging facial expressions and have important implications for designing instructional videos. Instructors are encouraged to display positive facial expressions throughout instructional videos to enhance learners' short-term and long-term learning performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473221","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":"Can Generative AI Chatbots Promote Second Language Acquisition? A Meta-Analysis","authors":"Mengdi Li,&nbsp;Yinyu Wang,&nbsp;Xiaorong Yang","doi":"10.1111/jcal.70060","DOIUrl":"https://doi.org/10.1111/jcal.70060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Generative artificial intelligence (GenAI) chatbots have shown great application potential and research value in the field of language learning, especially in second language acquisition (SLA).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to validate the value of GenAI chatbots for SLA and elucidate which moderating variables affect learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The method of meta-analysis was adopted to conduct this study. This study synthesised 41 experimental or quasi-experimental studies on the application of GenAI chatbots in SLA from 2023 to date and extracted 48 independent effect sizes from them, with a total of 3515 participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that GenAI chatbots had a moderate to large positive impact on SLA (ES = 0.576, 95% CI = [0.385–0.768], <i>p</i> &lt; 0.001). In addition, based on the theoretical framework, this study further explored the moderating effect of GenAI chatbots on SLA from the dimensions of adopters of innovation, innovation, time process, diffusion channels and social system. To be specific, there were no inter-group differences in educational stage and learning environment, and there were intra-group differences in other moderating variables. Among them, the first language (L1) represented by Indonesian, the second language (L2) other than English, the GenAI chatbot represented by ChatGPT, vocabulary as the learning objective of language, and the intervention time of 1–7 days had a large moderating effect. Additional implications for research and practice are discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367416","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 ChatGPT-Facilitated Scaffolding in Undergraduates' Mathematical Problem Solving","authors":"Ruijie Zhou,&nbsp;Xiuling He,&nbsp;Qiong Fan,&nbsp;Yangyang Li,&nbsp;Yue Li,&nbsp;Xiong Xiao,&nbsp;Jing Fang","doi":"10.1111/jcal.70077","DOIUrl":"https://doi.org/10.1111/jcal.70077","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>ChatGPT, an AI-based chatbot, supports learning by accurately interpreting and responding to user inputs. Despite its potential, few empirical studies have examined its influence on college students' mathematical problem-solving processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to introduce a ChatGPT-facilitated scaffolding to investigate its impact on students' mathematical problem-solving behaviours, performance and perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Twenty-nine undergraduates participated in this study, engaging in mathematical problem-solving tasks using the scaffolding. A mixed-method approach was employed, incorporating performance data, interaction analysis and self-reported surveys to assess both quantitative and qualitative aspects of students' experiences. In particular, lag sequential analysis was applied to explore the undergraduates' problem-solving behavioural patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results demonstrated that the ChatGPT-facilitated scaffolding significantly improved students' mathematical problem-solving performance. The high-performance group (HPG) exhibited a greater frequency of interpretive and evaluative activities, transitioning from factual to metacognitive representations, while the low-performance group (LPG) primarily transitioned from prompt selection to procedural representations. Additionally, most participants expressed positive perceptions of the scaffolding experience and reported an improvement in their problem-solving skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Major Takeaways</h3>\u0000 \u0000 <p>These findings offer valuable insights for the design and implementation of AI-facilitated learning activities in mathematical problem-solving contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367415","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":"Analytics of Self-Regulated Learning in Learning Analytics Feedback Processes: Associations With Feedback Literacy in Secondary Education","authors":"Flora Ji-Yoon Jin,&nbsp;Debarshi Nath,&nbsp;Rui Guan,&nbsp;Tongguang Li,&nbsp;Xinyu Li,&nbsp;Rafael Ferreira Mello,&nbsp;Luiz Rodrigues,&nbsp;Cleon Pereira Junior,&nbsp;Heba Abuzayyad-Nuseibeh,&nbsp;Mladen Raković,&nbsp;Roberto Martinez-Maldonado,&nbsp;Dragan Gašević,&nbsp;Yi-Shan Tsai","doi":"10.1111/jcal.70076","DOIUrl":"https://doi.org/10.1111/jcal.70076","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A key skill for self-regulated learners is the ability to critically interpret and act on feedback—key components of feedback literacy. Yet, the connection between feedback literacy and self-regulated learning (SRL) remains underexplored, particularly in terms of how different levels of feedback literacy influence SRL processes in authentic learning contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate the interplay between feedback literacy and SRL processes among secondary school students while working on a multi-source writing task using an online learning analytics (LA) platform.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study involved 99 secondary school students from multiple nations (Brazil, UAE, India, and Australia) engaged in multi-source writing tasks. Students received personalised scaffolding feedback designed to enhance their SRL processes. Using K-medoids clustering, students were grouped based on their self-reported feedback literacy levels. Ordered Network Analysis (ONA) was employed to visualise and analyse trace data from the learning analytics platform, revealing SRL strategies across different feedback literacy profiles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Analysis of data from the 99 participants revealed two distinct feedback literacy groups with different SRL patterns. Proactive Feedback Engagers (<i>n</i> = 55) initially showed less effective SRL strategies but demonstrated significant improvement after receiving scaffolding interventions, adopting more balanced and adaptive regulation processes. In contrast, Moderate Feedback Engagers (<i>n</i> = 48) began with a more strategic approach but showed less adaptability as the task progressed, diverging from suggested SRL processes. These findings imply the need for more adaptive scaffolding approaches based on students' feedback literacy levels, highlighting the importance of tailored support in developing learning strategies based on different levels of feedback literacy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144315015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AR as an Educational Technology for the Development of Reading Skills in Children With ASD in Korean Language Education","authors":"Tong Bao","doi":"10.1111/jcal.70078","DOIUrl":"https://doi.org/10.1111/jcal.70078","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given the limited availability of effective tools for Korean language learning among students with autism spectrum disorder (ASD), there is a need to explore innovative educational technologies to support the development of reading skills in Korean language education for this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The purpose of this study is to examine the effectiveness of AR technology in supporting Korean language learning by high school students with autism spectrum disorder, ASD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The intervention program rested on the use of the AR application ‘Kimchi Reader’ to learn Korean as a foreign language. Quantitative data were collected through pretests and posttests that assessed reading skills. Qualitative data were obtained through semistructured interviews with parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that the experimental group showed a slight improvement in overall average scores compared to the control group. Student's t-tests revealed statistically significant improvements in syllable recognition, word reading, sentence comprehension and overall reading skills in the experimental group. In addition, the experimental group demonstrated a moderate level of variability in scores, which indicates individual differences between the participants. The effect size (Cohen's d) of approximately 0.47 suggests a medium effect size of AR-based interventions on improving reading skills. Qualitative results confirm positive experiences and improved language skills among students and parents. However, the study identified some limitations, such as the complexity of AR interfaces, sensory overload and limited social interaction. These limitations highlight the need for individual interventions and the creation of specialised applications for students with ASD. The practical significance of these findings lies in their potential to serve as a guide for future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144315013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}