Journal of Computer Assisted Learning最新文献

{"title":"The impact of frequency and stakes of formative assessment on student achievement in higher education: A learning analytics study","authors":"Okan Bulut,&nbsp;Guher Gorgun,&nbsp;Seyma Nur Yildirim-Erbasli","doi":"10.1111/jcal.13087","DOIUrl":"https://doi.org/10.1111/jcal.13087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research shows that how formative assessments are operationalized plays a crucial role in shaping their engagement with formative assessments, thereby impacting their effectiveness in predicting academic achievement. Mandatory assessments can ensure consistent student participation, leading to better tracking of learning progress. Optional assessments may encourage voluntary engagement, potentially leading to a more genuine reflection of student understanding. Also, frequent assessments provide continuous opportunities for feedback and adjustment, which can keep students actively engaged in the learning process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to investigate two crucial facets of formative assessments: frequency and the level of stakes involved (mandatory vs. optional). We examine how modifying the frequency of formative assessments affects students' course performance. Additionally, we evaluate the impact of mandatory versus optional formative assessments on students' course performance in higher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample of this study consisted of undergraduate students (<i>n</i> = 336) enrolled in three sections of a large asynchronous course at a Canadian university. We extracted features associated with online formative assessments (e.g., the number of attempts and average scores) from the learning management system. Next, we used these features to predict students' performance in summative assessments (two midterms and a final exam).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our findings indicated that increasing the frequency of online formative assessments did not consistently improve student performance. Also, participation frequency in online formative assessments seemed to vary depending on assessment stakes (i.e., optional vs. mandatory). We recommend that instructors examine what conditions can maximize the contribution of formative assessments to students' academic achievement before building predictive models.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861032","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 systematic review and meta-analysis of AI-enabled assessment in language learning: Design, implementation, and effectiveness","authors":"Angxuan Chen,&nbsp;Yuyue Zhang,&nbsp;Jiyou Jia,&nbsp;Min Liang,&nbsp;Yingying Cha,&nbsp;Cher Ping Lim","doi":"10.1111/jcal.13064","DOIUrl":"https://doi.org/10.1111/jcal.13064","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Language assessment plays a pivotal role in language education, serving as a bridge between students' understanding and educators' instructional approaches. Recently, advancements in Artificial Intelligence (AI) technologies have introduced transformative possibilities for automating and personalising language assessments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This article aims to explore the design and implementation of AI-enabled assessment tools in language education, filling the research gaps regarding the impact of assessment type, intervention duration, education level, and first language learner/second language learner (L1/L2) on the effectiveness of AI-enabled assessment tools in enhancing students' language learning outcome.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study conducted a systematic review and meta-analysis to examine 25 empirical studies from January 2012 to March 2024 from six databases (including EBSCO, ProQuest, Scopus, Web of Science, ACM Digital Library and CNKI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The predominant design in AI-driven assessment tools is the structural AI architecture. These tools are most frequently deployed in classroom settings for upper primary students within a short duration. A subsequent meta-analysis showed a medium overall effect size (Hedges's <i>g</i> = 0.390, <i>p</i> &lt; 0.001) for the application of AI-enabled assessment tools in enhancing students' language learning, underscoring their significant impact on language learning outcomes. This evidence robustly supports the practical utility of these tools in educational contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The analysis of several moderator variables (i.e., assessment type, intervention duration, educational level and L1/L2 learners) and potential impacts on language learning performance indicates that AI-enabled assessment could be more useful in language education with a proper implementation design. Future research could investigate diverse instructional designs for integrating AI-based assessment tools in language education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860795","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":"Mining teacher informal online learning networks: Community commitment in unstructured learning environments","authors":"Hanxiang Du,&nbsp;Gaoxia Zhu,&nbsp;Wanli Xing","doi":"10.1111/jcal.13090","DOIUrl":"https://doi.org/10.1111/jcal.13090","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Social media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>While previous studies pursued questions like how participants feel, how to support interaction and why participants remain committed, we asked a more fundamental question: what is the structure of a massive informal online professional learning network and what dynamics can we expect regarding participants' commitment?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This work presents an empirical study of massive informal online professional networks to investigate the dynamics of learning communities and participants' commitment over time. We employed social network analysis and data mining techniques on a longitudinal data set of more than 400,000 tweets published with the hashtag “#edchat.”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We found that around 30% of participants remained committed to the informal learning community over time. Meanwhile, as more and more people committed to the online learning community, participants tended to form smaller communities where the internal connection was stronger.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>In informal online learning environments, participants can form stable connections. The 30% threshold can be used to measure massive informal online learning networks in terms of commitment or persistence.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of embedded quizzes on self-regulated processes and learning performance during a multimedia lesson","authors":"Camille Tordet,&nbsp;Jonathan Fernandez,&nbsp;Eric Jamet","doi":"10.1111/jcal.13083","DOIUrl":"https://doi.org/10.1111/jcal.13083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous research has demonstrated that quizzing can improve self-regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to examine the effects of embedded quizzes (multiple quizzes within the learning sequence) with feedback during a multimedia learning sequence on self-regulated processing (monitoring and control) and learning performances on repeated (material already tested) and new (untested) questions, and possible WMC moderation on performances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample and Methods</h3>\u0000 \u0000 <p>Participants were 59 students who learned a multimedia neuroscience course module in either a no-quiz or embedded quizzes condition. With regard to self-regulated processing, control was assessed with eye-tracking measures (fixation durations and transitions between texts and illustrations), and monitoring by comparing self-reported judgements of learning with actual performances (calibration). At the end, students' WMC was measured, and learning performances were assessed with repeated and new questions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Quizzing improved learning performances on repeated and new questions, and enhanced monitoring (better calibration). Students with low WMC benefited more from quizzing for new questions than those with high WMC. However, contrary to our hypothesis, the embedded quizzes group allocated less time to the learning than the no-quiz group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Embedded quizzes are relevant tools to help students recalibrate their monitoring process and foster more effective self-regulated learning. Results confirm that the use of quizzes can be recommended to improve the learning of multimedia material, especially among students with low WMC.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860848","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":"Impacts of interacting with an AI chatbot on preservice teachers' responsive teaching skills in math education","authors":"Dabae Lee,&nbsp;Taekwon Son,&nbsp;Sheunghyun Yeo","doi":"10.1111/jcal.13091","DOIUrl":"https://doi.org/10.1111/jcal.13091","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial Intelligence (AI) technologies offer unique capabilities for preservice teachers (PSTs) to engage in authentic and real-time interactions using natural language. However, the impact of AI technology on PSTs' responsive teaching skills remains uncertain.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary objective of this study is to examine whether interaction with a responsive AI-based chatbot that acts as a virtual student improves pre-service teachers' noticing abilities. The second objective is to compare how the presence or absence of chatbot responses affects changes in PSTs' questioning practices. Finally, the third objective is to investigate how the experience of interacting with the responsive virtual student affects PSTs' perceptions of the effectiveness of their questioning, their satisfaction with the interactions, and their confidence about interacting with a real student compared to the non-responsive chatbot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomised controlled pre- and post-test design was used with 50 PSTs. PSTs' noticing, interaction with the chatbot, and post-survey data were collected, and a <i>t</i>-test was conducted to examine significant differences by group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>In the experimental group, the virtual student responded to PSTs' questions, while in the control group, she did not. Notable differences were observed in their questioning practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>Overall, AI-based chatbots hold promise for enhancing PSTs' responsive teaching skills. Future research is needed to examine the long-term impact of responsive chatbot use on PSTs' noticing skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860651","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 learning analytics dashboard to support students' reflection on collaboration","authors":"Vanessa Echeverria,&nbsp;Gloria Fernandez Nieto,&nbsp;Linxuan Zhao,&nbsp;Evelyn Palominos,&nbsp;Namrata Srivastava,&nbsp;Dragan Gašević,&nbsp;Viktoria Pammer-Schindler,&nbsp;Roberto Martinez-Maldonado","doi":"10.1111/jcal.13088","DOIUrl":"https://doi.org/10.1111/jcal.13088","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Dashboards play a prominent role in learning analytics (LA) research. In collaboration activities, dashboards can show traces of team participation. They are often evaluated based on students' perceived satisfaction and engagement with the dashboard. However, there is a notable methodological gap in understanding how these dashboards support the nuanced process of student reflection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This paper presents empirical evidence on how students from high and low-performing groups reflect individually on their performance while using a Learning Analytics Dashboard (LAD).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We address this in the context of education in healthcare, wherein we captured actions and positioning data from a simulation-based collaborative activity and generated a collaborative LAD. A total of 41 nursing students were invited to participate in a post-hoc semi-structured individual interview to use a collaborative LAD while answering a set of prompts to reflect on their individual and group performance. Students' reflections were coded and analysed using Bain's 5R reflection framework. We used epistemic network analysis to capture the dynamic reflection process and to understand the connections between the reflection stages (from low to high). We compared how different these connections were for students in high and low-performing groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our results revealed that most students were only able to achieve low and middle stages of reflection. Yet, students in low-performing groups predominantly followed low-to-middle stages of reflection. In contrast, students from high-performing groups demonstrated the ability to transition between low-to-middle and low-to-high stages of reflection. Based on these findings, we discuss implications for both research and practice, particularly emphasising the necessity to scaffold reflection when using LADs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860480","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 we work it out? Affordances and constraints for cultivating perspective-taking in digital contexts","authors":"Shai Goldfarb Cohen,&nbsp;Gideon Dishon","doi":"10.1111/jcal.13086","DOIUrl":"https://doi.org/10.1111/jcal.13086","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The rising importance of digital technologies in everyday communication has played a key role in processes of political polarization and rising mistrust and intolerance. We suggest this crisis could be productively conceptualized as a crisis in perspective-taking—the tendency and competency to actively consider others' mental and emotional states.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This conceptual paper sets out to propose a theoretical framework that identifies the key affordances of digital platforms for promoting perspective-taking in formal educational settings (K-12 and higher education): (1) <i>connecting</i> diverse individuals, (2) <i>simulating</i> interactions with other perspectives and (3) supporting the <i>articulation</i> and sharing of perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Rather than summarizing the state of existing research, this paper aims to offer a novel conceptualization that allows unpacking the interplay between research on perspective-taking and work on the affordances and constraints of digital media. We identify the three key affordances outlined above, exemplifying them by focusing on one type of digital tool and comparing them along two axes: (i) the <i>depth</i> vs. <i>diversity</i> of interactions it supports and (ii) its cultivation of <i>intergroup</i> perspective-taking vs. <i>interpersonal</i> perspective-taking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>This framework, we argue, articulates the advantages and limitations of digital tools towards engagement in perspective-taking, while providing a conceptual roadmap, and practical considerations, for researchers and practitioners interested in cultivating digitally mediated perspective-taking in educational settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862155","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":"Wearable smart glasses for first-person video analysis to evaluate nursing skills: A pilot study with a mixed method design","authors":"Sun Kyung Kim,&nbsp;Youngho Lee,&nbsp;Hye Ri Hwang,&nbsp;Oe Nam Kim","doi":"10.1111/jcal.13080","DOIUrl":"https://doi.org/10.1111/jcal.13080","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Comprehensive assessment of skills and performance are necessary to improve the quality of care in nursing education. Various factors pose challenges to accurate assessments, including high student–teacher ratio and observer bias.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To establish an assessment system based on first-person video of smart glasses and validate its usability and feasibility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used two cameras (smart glasses for first-person perspective and a web cam) to perform video analysis for skill and performance assessments. Usability tests were conducted using quantitative and qualitative questionnaires for the usefulness and acceptability of the current assessment system. Data from standardised checklists for three clinical nursing skills (intramuscular injection, endotracheal suction, and Levin tube feeding) were used to analyse the inter-rater reliability in addition to Fleiss' Kappa coefficient analysis. A total of 22 participants (18 students and 4 reviewers) were recruited. They completed the study. Apart from physical discomfort component, the proposed smart glasses-based first-person video assessment system achieved good usability scores from both students and reviewers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Fleiss' Kappa values for individual items ranged from 0.450 to 0.808, with an overall average value of 0.592. Results of this study validated the potential of smart glasses-based assessment system where a set of beneficial mechanisms may meaningfully support the formative learning process. However, issues regarding upgrading the device and need for guidelines for roles of raters and students still remain.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862154","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":"Integrating peer assessment cycle into ChatGPT for STEM education: A randomised controlled trial on knowledge, skills, and attitudes enhancement","authors":"Ting-Ting Wu,&nbsp;Hsin-Yu Lee,&nbsp;Pei-Hua Chen,&nbsp;Chia-Ju Lin,&nbsp;Yueh-Min Huang","doi":"10.1111/jcal.13085","DOIUrl":"https://doi.org/10.1111/jcal.13085","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;Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking.&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;This study introduces PA-GPT, using ChatGPT as a “virtual peer” in peer assessments to promote active learning and enhance knowledge, higher-order thinking skills (HOTS), and attitudes—the core of KSA in STEM.&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;A randomised controlled trial involved 61 first-year engineering students (43 males, 18 females) from a university in Southern Taiwan enrolled in “Network Embedded Systems and Applications.” Participants, all with prior ChatGPT experience but no programming background, were purposively sampled. They were randomly assigned to the experimental group (&lt;i&gt;n&lt;/i&gt; = 31) using PA-GPT or the control group (&lt;i&gt;n&lt;/i&gt; = 30) using traditional ChatGPT. Over 8 weeks, data were collected using pre- and post-tests: a knowledge construction test (20 items, &lt;i&gt;α&lt;/i&gt; = 0.85); a HOTS scale (&lt;i&gt;α&lt;/i&gt; = 0.78–0.83) measuring critical thinking, problem-solving, and creativity; and the S-STEM questionnaire (&lt;i&gt;α&lt;/i&gt; &gt;0.80) assessing attitudes towards STEM subjects and 21st-century learning. ANCOVA analysed the data, controlling for pre-test scores, and Levene's test checked homogeneity of variances.&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;ANCOVA results showed that PA-GPT significantly outperformed traditional ChatGPT in enhancing knowledge construction (&lt;i&gt;F&lt;/i&gt; = 9.89, &lt;i&gt;p&lt;/i&gt; = 0.002), critical thinking (&lt;i&gt;F&lt;/i&gt; = 37.00, &lt;i&gt;p&lt;/i&gt; &lt; 0.001), problem-solving (&lt;i&gt;F&lt;/i&gt; = 9.40, &lt;i&gt;p&lt;/i&gt; = 0.003), creativity (F = 7.22, &lt;i&gt;p&lt;/i&gt; = 0.009), and attitudes towards mathematics (&lt;i&gt;F&lt;/i&gt; = 25.52, &lt;i&gt;p&lt;/i&gt; &lt; 0.001), engineering/technology (&lt;i&gt;F&lt;/i&gt; = 16.06, &lt;i&gt;p&lt;/i&gt; &lt; 0.001), and 21st-century learning (&lt;i&gt;F&lt;/i&gt; = 26.38, &lt;i&gt;p&lt;/i&gt; &lt; 0.001). These findings demonstrate that PA-GPT effectively addresses challenges in student engagement and HOTS development in STEM education by simulating peer interactions. Peer Assessment with ChatGPT (PA-GPT) promotes active learning and self-reflection, potentially revolutionising AI-assisted education in large class settings. This study provides pioneering evidence for the effectiveness of AI-driven peer assessment in enhancing comprehensive STEM competencies, offering a promising direction for future educational technology integration.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 &lt;","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862206","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":"Kahoot! Game-based digital learning platform: A comprehensive meta-analysis","authors":"Osman Özdemir","doi":"10.1111/jcal.13084","DOIUrl":"https://doi.org/10.1111/jcal.13084","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;In recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital-based learning environments. Technological game-based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.&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;This article aims to examine the effects of Kahoot, a digital learning platform, on education through meta-analysis. This meta-analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.&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 study conducted a meta-analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was &lt;i&gt;n =&lt;/i&gt; 1706 for the experimental group and &lt;i&gt;n =&lt;/i&gt; 1647 for the control group.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results and Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The findings from the meta-analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Takeaways&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;These results underscore th","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861965","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}