{"title":"The moderating effect of self-regulated learning skills on online learning behaviour in blended learning","authors":"Shuang Li, Jingxi Chen, Sizhuo Liu","doi":"10.1111/jcal.13059","DOIUrl":"10.1111/jcal.13059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Enhancing the effectiveness of online learning has become a key challenge with regard to the ability of blended learning to reach its full potential. However, mechanisms by which students' self-regulated learning (SRL) skills influence their online learning engagement in blended learning and subsequent learning achievement have yet to be explored fully.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to explore the mechanisms underlying the effects of students' SRL skills on online learning behaviour and learning achievement in blended learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Based on students' self-reported data and learning behavioural data, this study employed a combination of structural equation modelling and learning analytics to conduct an in-depth investigation into the influence of SRL skills on online learning behaviour and blended learning achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicated that the duration spent on challenging mandatory tasks mediates the relationship between psychological engagement and learning achievement; Two SRL skills, task strategies and self-evaluation, played positive moderating roles in the relationship between psychological engagement and online behavioural engagement. Further analysis of behavioural sequences revealed that these two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, self-evaluation impacted the approach to quizzes and error correction during exercises.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaway</h3>\u0000 \u0000 <p>The findings of this research enrich and advance the understanding of characteristics and processes of SRL in blended learning contexts and have important implications for both instructional design and learning support in the context of blended K-12 learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3125-3148"},"PeriodicalIF":5.1,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203248","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 group awareness into team-based learning","authors":"Jian-Wei Lin, Hong-Ren Chen","doi":"10.1111/jcal.13058","DOIUrl":"https://doi.org/10.1111/jcal.13058","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Team-based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL + GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL + GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3111-3124"},"PeriodicalIF":5.1,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642513","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":"Factors affecting deep learning of EFL students in higher vocational colleges under small private online courses-based settings: A grounded theory approach","authors":"Liping Jiang, Menglei Lv, Mengmeng Cheng, Xia Chen, Changhong Peng","doi":"10.1111/jcal.13060","DOIUrl":"10.1111/jcal.13060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>By employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three-tier coding analysis, an “environment-person-mediation -behaviour” (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3098-3110"},"PeriodicalIF":5.1,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Design, development and testing of BodoRao—A markerless augmented reality application for endangered language in primary education","authors":"Dipali Basumatary, Ranjan Maity","doi":"10.1111/jcal.13056","DOIUrl":"10.1111/jcal.13056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed-method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non-native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non-native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non-native students in the experimental group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3083-3097"},"PeriodicalIF":5.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203251","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":"Fast certificate issuance in a Moodle-based MOOC platform: A large-scale study","authors":"Gabriela Trindade Perry, Marlise Bock Santos","doi":"10.1111/jcal.13054","DOIUrl":"10.1111/jcal.13054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3072-3082"},"PeriodicalIF":5.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203250","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}
Robert O. Davis, Yong-Jik Lee, Joseph Vincent, Lili Wan
{"title":"Exploring gesture frequencies and images in multimedia environments with pedagogical agents","authors":"Robert O. Davis, Yong-Jik Lee, Joseph Vincent, Lili Wan","doi":"10.1111/jcal.13053","DOIUrl":"10.1111/jcal.13053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3055-3071"},"PeriodicalIF":5.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203252","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}
Lei Han, Haoyue Guo, Zongshuo Ma, Ruihua Wang, Mengshi Xiao
{"title":"The effect of instructor's voice enthusiasm and visual cueing in multimedia learning","authors":"Lei Han, Haoyue Guo, Zongshuo Ma, Ruihua Wang, Mengshi Xiao","doi":"10.1111/jcal.13049","DOIUrl":"10.1111/jcal.13049","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given the current technological advancements and the growing need for remote education, multimedia learning has become more popular among teachers and students. Therefore, the creation of multimedia teaching programmes that can improve learning outcomes has become increasingly important. However, there is a lack of research on whether incorporating visual cues into instructors' emotional designs is more effective than using only one approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Based on the cognitive-affective theory of learning with media and the cognitive affective model of e-learning, this study aimed to explore how instructor's voice enthusiasm and visual cueing affect students' multimedia learning experience and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A 2 (instructor's voice enthusiasm: high vs. low) × 2 (visual cueing: visual cues vs. no cues) between-subjects design was used, college students unfamiliar with immunomodulation learned about this subject in a video lesson. Then, they then took a retention test and completed the learning experience scales.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that both the instructor's vocal enthusiasm and visual cueing independently have a positive impact on learners' retention test scores. However, if present simultaneously, their positive effects are not cumulative. Specifically, when visual cueing was provided, the instructor's voice enthusiasm did not significantly affect the retention test. Without visual cueing, the instructor's high voice enthusiasm positively impacts the retention test. In addition, the learning experience mediated between the instructor's voice enthusiasm and retention test. These findings offer insights into enhancing the efficacy of multimedia learning by foregrounding instructors' emotional engagement and refining the design of instructional content cues.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3044-3054"},"PeriodicalIF":5.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comparing effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving: A process modelling approach","authors":"Yanyan Sun, Chengjun Feng, Di Peng, Bian Wu","doi":"10.1111/jcal.13050","DOIUrl":"10.1111/jcal.13050","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium-performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem-solving goal subtask first (Problem solving goal-Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal-Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated-based complex engineering problem solving could be used as an idea-centered scaffolding, especially for medium-performance learners. However, low-performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3030-3043"},"PeriodicalIF":5.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laduona Dai, Veronika Kritskaia, Evelien van der Velden, Reinder Vervoort, Marlieke Blankendaal, Merel M. Jung, Marie Šafář Postma, Max M. Louwerse
{"title":"Text-to-speech and virtual reality agents in primary school classroom environments","authors":"Laduona Dai, Veronika Kritskaia, Evelien van der Velden, Reinder Vervoort, Marlieke Blankendaal, Merel M. Jung, Marie Šafář Postma, Max M. Louwerse","doi":"10.1111/jcal.13046","DOIUrl":"10.1111/jcal.13046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The integration of Text-to-Speech (TTS) and virtual reality (VR) technologies in K-12 education is an emerging trend. However, little is known about how students perceive these technologies and whether these technologies effectively facilitate learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to investigate the perception and effectiveness of TTS voices and VR agents in a K-12 classroom setting, with a focus on information recall.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a recent TTS architecture, we developed four different synthetic voices based on 5, 10, 15 and 20 h of training materials. Two experiments were conducted involving students in a K-12 setting. The first experiment examined students' evaluations of TTS voices with varying hours of training material and the impact on information recall. The second experiment assessed the effect of pairing TTS voices with a VR agent on students' perception and recall performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Human voices received superior quality ratings over TTS voices within the classroom context. The integration of a VR agent was found to enhance the perception of TTS voices, aligning with existing literature on the positive impact of virtual agents on speech synthesis. However, this incorporation did not translate to improved recall, suggesting that the student focus may have been compromised by the VR agent's novelty and its design limitations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2964-2984"},"PeriodicalIF":5.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lisa Stark, Andreas Korbach, Roland Brünken, Babette Park
{"title":"Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think-aloud protocols in case of seductive details","authors":"Lisa Stark, Andreas Korbach, Roland Brünken, Babette Park","doi":"10.1111/jcal.13051","DOIUrl":"10.1111/jcal.13051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium-performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem-solving goal subtask first (Problem solving goal-Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal-Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated-based complex engineering problem solving could be used as an idea-centered scaffolding, especially for medium-performance learners. However, low-performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2985-3004"},"PeriodicalIF":5.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}