Journal of Computer Assisted Learning最新文献

{"title":"Taking the Edge Off Foreign Language Listening Anxiety: Online Game-Based Working Memory Training Embedded in Metacognitive Intervention","authors":"Meysam Muhammadpour,&nbsp;Abdorreza Tahriri,&nbsp;Seyyed Ayatollah Razmjoo,&nbsp;Jaleh Hassaskhah","doi":"10.1111/jcal.70057","DOIUrl":"https://doi.org/10.1111/jcal.70057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent years have witnessed a surge of technology use and online learning environments, especially during the post-COVID era. The widespread use of technology has sparked a sudden transition from conventional face-to-face learning to online digital-based learning platforms, such as Adobe Connect. Although EFL teachers have implemented listening strategy instruction, such as online metacognitive intervention, to improve EFL learners' listening comprehension, it proved ineffective in certain EFL contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Therefore, the present quasi-experimental study probed into the effectiveness of an online hybrid intervention using the Adobe Connect Platform combined with a game-based learning environment on the listening comprehension and foreign language listening anxiety of a group of Iranian intermediate EFL learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To this end, Nelson tests were distributed among 122 volunteered all-male Iranian EFL learners from four intact online EFL classes, and 83 Iranian EFL learners were identified and distributed across four groups: EG1 (<i>n</i> = 19); EG2 (<i>n</i> = 21); EG3 (<i>n</i> = 20); and CG (<i>n</i> = 23). The experimental groups received listening strategy instruction in the form of WM only, MI only, and both WM and MI, while the control group underwent the conventional listening instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed that the proposed hybrid intervention could significantly improve the participants' listening comprehension and reduce their foreign language listening anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Consequently, while the proposed online game-based hybrid intervention was successful in both cases, the MI intervention was particularly effective in terms of improving the listening comprehension, while the WM training was particularly effective in terms of alleviating the foreign language listening anxiety. Implications and directions for future research are also provided at the end.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Nuanced Perspective on VR Learning: Exploring the Effects of Immersion Levels on Knowledge Acquisition Using Electrodermal and Eye Tracking Sensors","authors":"Idit Adler,&nbsp;Liat Liberman,&nbsp;Ilana Dubovi","doi":"10.1111/jcal.70067","DOIUrl":"https://doi.org/10.1111/jcal.70067","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigates the effect of immersion levels in virtual reality (VR) learning environments on the acquisition of declarative and procedural knowledge. Prior research indicates that immersion affects cognitive load, but its impact on declarative and procedural knowledge outcomes remains unclear. This study utilises a multimodal approach, combining self-reports with data from psychophysiological sensors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The study aims to evaluate how different levels of immersion in VR—high-immersive VR (head-mounted display, HMD-VR) and low-immersive VR (Desktop-VR)—affect cognitive load and learning outcomes, focusing on procedural and declarative knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A prospective experimental study was conducted with 74 sophomore nursing students, assigned to either the HMD-VR group or Desktop-VR. Eye-tracking and electrodermal activity (EDA) were used to assess cognitive load during learning. A pre-test/post-test design measured declarative and procedural knowledge using a Medication Administration Test (MAT), whilst a presence questionnaire evaluated user experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Both study groups demonstrated significant improvements in declarative and procedural knowledge. However, the low-immersive Desktop-VR group exhibited significantly greater pre- to post-test gains in procedural knowledge compared to the high-immersive HMD-VR group. The HMD-VR group exhibited higher cognitive load during procedural tasks, indicated by lower blink rates and a higher rate of EDA peaks. No significant differences were found in the sense of presence between the two groups. This study contributes to understanding learning with immersive VR, showing that high-immersive VR may require careful instructional design to mitigate cognitive overload, especially for procedural tasks. Low-immersive VR presents a cost-effective alternative for immediate knowledge gains.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214019","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":"Are Graduates Digitally Unprepared?—A Digital Technology Gap Analysis From Alumni and Employer's Perspectives","authors":"Xue Zhou,&nbsp;Peter Wolstencroft,&nbsp;Lilian N. Schofield,&nbsp;Lei Fang","doi":"10.1111/jcal.70046","DOIUrl":"https://doi.org/10.1111/jcal.70046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The digital literacy landscape has undergone significant changes over the last 5 years, from the impact of the COVID-19 pandemic to the emergence of Artificial Intelligence (AI) technologies. The COVID-19 pandemic hastened the necessity for advanced digital skills for remote work and online collaboration, while the current AI era demands proficiency in new technologies and an understanding of their ethical implications. The digital deficit and the need to align university education with industry demands, especially in this era of fast-changing technology and the advancement of generative AI, are still subjects of ongoing debate and are the motivation for this paper. This study contributes to the ongoing discourse on digital literacy by providing actionable insights for enhancing digital competencies in higher education and bridging the digital gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines the digital literacy gaps among university graduates from the alumni and employers' perspectives. The study aims to understand the digital gap and how employers' and alumni expectations regarding employees' digital skills and literacy have evolved during COVID-19 and the current AI era.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The data were gathered through interviews with alumni and employers. Forty interviews were conducted to evaluate graduates' current readiness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our data reveals digital deficiencies, particularly in areas such as digital identity and well-being, highlighting the need for targeted educational interventions. The study proposes strengthening strategies such as work-integrated learning and lifelong learning so universities can better equip graduates to meet the evolving demands of the digital economy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214020","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":"College Students' Behavioural Intentions of AI-Assisted Language Learning: Based on the Technology Acceptance Model","authors":"Wenji Wang,&nbsp;Wenjuan Wang","doi":"10.1111/jcal.70075","DOIUrl":"https://doi.org/10.1111/jcal.70075","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background Study</h3>\u0000 \u0000 <p>The combination of artificial intelligence (AI) and foreign language learning is emerging as a significant trend in language education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate the impact of technology acceptance, attitude and motivation on behavioural intentions regarding the use of AI in language learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Structural equation modelling (SEM) was employed to analyse data collected through a questionnaire survey of 425 college students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed that perceived usefulness, perceived ease of use, attitude and motivation positively influenced behavioural intention to use AI. Perceived usefulness was found to have a positive effect on attitude and motivation, while perceived ease of use positively affected attitude. However, the influence of perceived ease of use and attitude on motivation was non-significant. Attitude and motivation play a significant mediating role between perceived usefulness, perceived ease of use and behavioural intention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study contributes novel theoretical insights into understanding and predicting learners' behaviours in the context of AI-assisted language learning. It also provides valuable implications for effectively leveraging AI technology to enhance language education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214022","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":"Should We Use Educational Robots to Introduce Students to Computational Thinking? Insights From Two Experimental Studies","authors":"Kevin Sigayret,&nbsp;Nathalie Blanc,&nbsp;André Tricot","doi":"10.1111/jcal.70074","DOIUrl":"https://doi.org/10.1111/jcal.70074","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teaching programming and computational thinking is becoming a major issue in many education systems. Numerous approaches are possible, but very few studies compare these different ways of implementing programming and computational thinking learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We compared three ways of teaching programming and computational thinking to grade 5 students: unplugged activities, block-based programming software and educational robotics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This paper re-exploits previously published data on the comparison between unplugged and plugged-in (using the block-based programming software Scratch) learning, by adding a new experimental condition centred on the use of Scratch associated with an educational robot, and incorporates new mixed model statistical analyses. Based on these results, we conducted a second experiment to explore the cognitive load associated with a learning situation on Scratch, with or without an educational robot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our first experiment revealed that novice grade 5 students using Scratch without a robot learned better programming concepts and skills, compared to students involved in unplugged activities or using Scratch with a robot. Experiment 2 showed that the detrimental effect of using a robot is probably due to an increased extraneous cognitive load in the Scratch with a robot condition. However, robots had a large positive effect on students' motivation. Gender differences were also observed, as girls showed slightly better learning performance but were less motivated than boys when using Scratch without a robot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Overall, these results provide key elements for understanding the advantages and disadvantages of using robots to sustain computational thinking learning in children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70074","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220125","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":"Making the Invisible Visible: Exploring Joint Attention Behaviour in Remote Collaborative Problem-Solving","authors":"Johanna Pöysä-Tarhonen,&nbsp;Shupin Li,&nbsp;Jarkko Hautala,&nbsp;Nafisa Awwal,&nbsp;Päivi Häkkinen","doi":"10.1111/jcal.70068","DOIUrl":"https://doi.org/10.1111/jcal.70068","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaborative problem-solving (CPS), encompassing social and cognitive domains, is recognised as a critical competency for current and future learners. While the cognitive domain, rooted in individual problem-solving, is relatively well understood, the social domain, manifested through social interaction, remains a challenge, especially in remote settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study explored the complex social domain of CPS through theoretical and empirical understanding of joint attention (JA) behaviour. JA was conceptualised as a continuum of attentional levels, from lower (monitoring and common) to higher levels (mutual and shared). While gaze alignment was considered foundational to JA, capturing higher attentional levels, crucial for productive CPS, required extending the focus to communication over the shared objects of attention—were they external (e.g., events) or internal (e.g., thoughts).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Dual eye-tracking data from 12 dyads (aged 12–13) engaged in remote CPS were first analysed for the strength of eye-gaze coupling, used as a proxy for lower JA levels and a potential indicator of higher levels. This was followed by qualitative analysis of interaction (logfiles, eye-event videos) in three dyads with strong eye-gaze coupling, to examine how these measures related to actualised JA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results highlighted the relevance of JA in understanding the social domain of CPS, even in remote settings. Informed by quantitative measures, the qualitative analysis revealed dyadic behaviour linked to higher JA levels. Overall, the findings provide preliminary insights into how JA relates to productive CPS, offering a groundwork for further research on supporting learners to “improve collectively”.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214023","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":"Effect of Collaboration in Digital Game-Based Learning: The Roles of Flow Experience and Intrinsic Motivation","authors":"Zhihui Cai,&nbsp;Caiyan Liu,&nbsp;Jieni Zhan,&nbsp;Zhikeng Wang,&nbsp;Xin Hao,&nbsp;Si Zhang,&nbsp;Xinjie Chen","doi":"10.1111/jcal.70065","DOIUrl":"https://doi.org/10.1111/jcal.70065","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Attention has been paid to collaboration in digital game-based learning, as it fosters interaction and student engagement, thereby enhancing learning outcomes. Previous findings about the effect of collaboration in digital game-based learning were inconsistent, and few studies have explored the underlying mechanisms, particularly proximal psychological processes such as motivation or emotion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to provide evidence about the effectiveness of collaboration in digital game-based learning and figure out the mediating roles of flow experience and intrinsic motivation in the relationship between collaboration and learning achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>A total of 181 Chinese university students (40 males and 141 females) were recruited in our experiment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>92 participants in the collaborative condition were required to be fully involved in face-to-face teamwork to solve the tasks in an educational game, while 89 participants in the control group completed the same game tasks individually. A multiple mediation model was applied to analyse the mediating role of flow experience and intrinsic motivation between the relationship of collaboration and learning achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed that students in the collaborative group performed better on learning achievement than those who were in the individual group. Furthermore, multiple mediation analysis revealed that two main indirect pathways emerged: ‘collaboration → intrinsic motivation → learning achievement’ and ‘collaboration → flow experience → intrinsic motivation → learning achievement’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings supported the cognitive-affective theory of learning with media and provided evidence about the important role of flow experience and intrinsic motivation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214024","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":"ChatGPT Interventions in Higher Education: A Systematic Review of Experimental Studies","authors":"Yiwen Jin,&nbsp;Lies Sercu","doi":"10.1111/jcal.70072","DOIUrl":"https://doi.org/10.1111/jcal.70072","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence has been reshaping many industries, and education is no exception. When ChatGPT burst onto the scene in late 2022, it ignited conversations among educators and researchers alike. Despite growing interest and experimentation with this technology in university classrooms, the field has been missing a comprehensive analysis of the actual research examining how ChatGPT is being used in higher education settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This review addresses that gap by focusing on experimental designs and interventions that incorporate ChatGPT in higher education settings, with particular attention to its impact on academic outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study followed the PRISMA guidelines to identify and analyse relevant experimental studies. Through systematic coding and analysis of 21 selected studies, this review examined research design, intervention types and academic outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>This review found that research on ChatGPT-based interventions in higher education has focused on language and STEM domains. Although many of the studies are true experimental designs, they often lack large, diverse samples. Two main types of interventions are identified: task assistance and general learning support, each with unique strengths and challenges. ChatGPT was generally effective for knowledge acquisition, but its impact on skills development varied. Medium-term interventions showed the best results, while short-term effects were limited and long-term outcomes were mixed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214021","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":"Multi-Layered Temporal Network Analysis: Idea Improvement Processes in Knowledge-Building Practice Leading to High Learning Performance","authors":"Jun Oshima,&nbsp;Ritsuko Oshima,&nbsp;Anthony J. Taiki Kawakubo","doi":"10.1111/jcal.70063","DOIUrl":"https://doi.org/10.1111/jcal.70063","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study aimed to develop and test new analytics for knowledge-building practices from the transactive perspective. Based on a literature review, network analysis was identified as a promising analytical tool for these practices. We observed two aspects of network analysis that could be further developed: the multilayers of networks and temporality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Consequently, the study investigated transactive processes of collaborative learning leading to different learning performance levels using the multi-layered temporal network analysis after examining the advantages of the multi-layered temporal network analysis by comparing its findings with those of the traditional discourse network analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This method was applied to identify multi-layered temporal discourse patterns in knowledge-building practices among first-year university students engaged in project-based learning. Discourse in each group was decomposed into discourse topics using exploratory clustering analysis with temporal changes in all nouns' degree centralities. Then, the multi-layer discourse patterns were compared between groups with different learning performance levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We identified two conditions for high learning performance not found by the traditional network discourse analysis: extensive comparison of multiple ideas and co-elaboration through warranting. For idea improvement in knowledge-building practices, the judgement of idea promisingness is crucial. Groups with high learning performance engaged in this judgement by contrasting multiple ideas, a strategy not found in groups with low learning performance. Further, of the two dimensions of idea improvement, the co-elaboration process was evident in learners' discourse around their promising ideas, facilitated by warranting. Thus, the multi-layered temporal network analysis of discourse could provide more detailed descriptions of how learners engage in their idea improvement processes. Comparative case studies suggest hypothetical conditions for successful learning processes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140344","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":"How the Quality of Annotation Influences Academic Reading: An Eye-Tracking Study","authors":"Lishan Zhang,&nbsp;Lili Liu,&nbsp;Shuwen Wang,&nbsp;Min Xu,&nbsp;Sixv Zhang,&nbsp;Yun Tang","doi":"10.1111/jcal.70062","DOIUrl":"https://doi.org/10.1111/jcal.70062","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaborative reading can facilitate students’ understanding of complex learning materials. High-quality annotations provided by peer learners are essential for successful collaborative reading. However, it remains to be understood how annotation quality affects reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>A simulated collaborative reading environment was constructed for interactive highlighting and commenting. The environment was used to conduct a laboratory experiment and examine the benefits of reading annotations by others.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Forty-seven college students participated in the study and were randomly assigned to two conditions. The constructive annotation group was provided with annotations containing information that pertained to the constructive level of cognitive processing, while the active annotation group was supplied with annotations containing information that pertained to the active level of cognitive processing. Pre- and post-tests were used to measure learning gains. System log files and eye-tracking data were analysed to compare and contrast the differences in underlying processing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that constructive and active annotations incurred different reading patterns, with the constructive annotations attracting more attention than the active annotations. The results implied that instructors could use seed annotations of a constructive level in reading assignments to facilitate reading comprehension.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135660","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}