Journal of Computer Assisted Learning最新文献

{"title":"From Blocks to Artefacts: Exploring the Potential of Minecraft Education Edition in Archaeological Pedagogy","authors":"Joaquín Jiménez-Puerto,&nbsp;Gianni Gallello","doi":"10.1111/jcal.70054","DOIUrl":"https://doi.org/10.1111/jcal.70054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the dynamic landscape of higher education, innovation through gamification has emerged as a successful approach to enhance student learning and motivation. Archaeological studies have particularly benefited from innovative pedagogy, as traditional teaching methods often struggle to engage younger generations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To evaluate the effectiveness of Minecraft Education Edition (MEE) in teaching archaeological stratigraphy principles to History students, particularly when traditional fieldwork is not feasible.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Third-year History students (<i>n</i> = 74) at the University of Valencia (Spain), participating in the “Recent Universal Prehistory” course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed-methods approach implementing both traditional teaching and MEE-based instruction. Student learning was assessed through pre-test, inter-test, and post-test evaluations, complemented by qualitative feedback analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Implementation of MEE demonstrated significant improvement in students' understanding of stratigraphic principles. The integration of technology and immersive experiences effectively bridged the gap between theory and practise, providing an interactive and experiential learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>MEE proves to be an effective educational tool for teaching archaeological stratigraphy, particularly valuable when traditional fieldwork is not feasible. This innovative approach revitalises the teaching of crucial archaeological skills while providing a more engaging learning experience.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914371","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":"Advancing Holistic Decision-Making Systems in Schools: Insights From Academic Research and Practical Applications","authors":"Abhinava Barthakur,&nbsp;Rebecca Marrone,&nbsp;Shadi Esnaashari,&nbsp;Vitomir Kovanovic,&nbsp;Shane Dawson","doi":"10.1111/jcal.70021","DOIUrl":"https://doi.org/10.1111/jcal.70021","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is growing recognition in the education sector of the critical role empirical data plays in aiding strategic decision-making and supporting personalised learning. The call for increased and more nuanced data-driven decision-making has been primarily addressed by the institutional use of student learning dashboards and learner profiles in higher education; their application and evaluation in K-12 settings remain underexplored. Existing approaches often lack robust empirical evidence, and there is limited research addressing their use in real-world classroom environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives and Methods</h3>\u0000 \u0000 <p>This study aims to bridge the knowledge gap by systematically reviewing both academic and non-peer-reviewed literature on decision-making systems in schools. The review focused on understanding the types of data used, the implementation status of dashboards and learner profiles, and the practical applications in K-2 education. The analysis included 19 academic papers as well as 10 pieces of non-peer-reviewed literature to examine the landscape of decision-making systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The analysis revealed that while academic literature highlights the underuse of diverse data types and a scarcity of real-world evaluations, non-peer-reviewed literature showcases promising holistic decision-making approaches employed by schools and government bodies globally. However, these practical applications often lack empirical validation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provides a novel contribution by exploring how researchers can move beyond stand-alone studies focusing on academic performance to gauge the success of different decision-making systems. The study also recommends that practitioners invest in more research-backed systems to create better teaching and learning practices and enhance personalised learning. By highlighting the current gaps and offering forward-looking recommendations, our study clarifies the present landscape and serves as a foundation for future research to improve student learning outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Multimedia Learning With Emotional Design: Depicting Key Elements With Positive Features","authors":"Fangzheng Zhao,&nbsp;Richard E. Mayer","doi":"10.1111/jcal.70028","DOIUrl":"https://doi.org/10.1111/jcal.70028","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>While prior research has delved into the emotional aspects of instructional design, it has not extensively examined whether integrating affective features specifically relevant to the theme of the learning materials is essential for enhancing learning effectiveness compared to incorporating general affective features. This study aims to fill this gap by investigating whether the addition of positive features alone can improve a student's learning and whether these positive features have a more significant impact when aligned with and emphasising the theme-relevant content.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Two experiments examined how to improve the instructional effectiveness of a narrated slideshow on lightning formation that employed neutral line-drawings (original group) either by adding colour and smiling faces to key elements (general affective features group) or depicting key elements as colourful cartoon-like characters consistent with the theme of the lesson (theme-specific affective features group).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The theme-specific affective features group scored higher on both retention and transfer tests, found the instructor more engaging, and reported feeling happier than the original group (in Experiment 2). The general affective features group rated their instructor as being more engaging than the original group and outscored the original group on both retention and transfer tests in Experiment 2 but not in Experiment 1.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Overall, improvement of students' positive emotions and learning outcomes by adding theme-specific affective features is consistent with the Cognitive-Affective Model of Learning with Media and extends previous studies of emotional design. However, adding general affective features unrelated to the lesson theme produced mixed learning outcome results, which require further investigation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914372","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":"Peer Interactions During Computer-Supported Collaborative Learning: A Self-Determination Perspective","authors":"Anouschka van Leeuwen,&nbsp;Lisette Hornstra,&nbsp;Jeroen Janssen,&nbsp;En Ning Leow","doi":"10.1111/jcal.70044","DOIUrl":"https://doi.org/10.1111/jcal.70044","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computer-supported collaborative learning (CSCL) environments are hypothesised to offer a learning environment that satisfies basic psychological needs for autonomy, relatedness and competence, subsequently improving learning and motivational outcomes. However, the underlying mechanism of how basic psychological needs are fulfilled during the collaboration process is unclear, and little is known concerning group size differences in collaboration and motivational outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We examined the role of peers in collaboration and whether peers support or thwart each other's needs via their interactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were collected from 155 undergraduate students in an experimental study, in which they were randomly assigned to work in dyads or quartets.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of peer interactions revealed a low number (&lt; 10%) of thwarting interactions. Dyads and quartets showed similar frequencies of need-supportive behaviours (around 30%–40%). In contrast to expectations, peer interactions did not predict the fulfilment of basic psychological needs. Group size did predict need satisfaction: dyads reported more autonomy and relatedness satisfaction compared to quartets. Groups who—on average—experienced more autonomy satisfaction, but less relatedness satisfaction performed better on the individual post-test. However, need satisfaction was not associated with group performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The present study is among the first to investigate peers as providers of need support in the context of collaborative learning; future research is urged to further investigate and develop this framework to improve the quality of peer communication and group performance in CSCL.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143909326","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":"ChatGPT's Performance Evaluation in Spreadsheets Modelling to Inform Assessments Redesign","authors":"Michelle Cheong","doi":"10.1111/jcal.70035","DOIUrl":"https://doi.org/10.1111/jcal.70035","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;Increasingly, students are using ChatGPT to assist them in learning and even completing their assessments, raising concerns of academic integrity and loss of critical thinking skills. Many articles suggested educators redesign assessments that are more ‘Generative-AI-resistant’ and to focus on assessing students on higher order thinking skills. However, there is a lack of articles that attempt to quantify assessments at different cognitive levels to provide empirical study insights on ChatGPT's performance at different levels, which will affect how educators redesign their assessments.&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;Educators need new information on how well ChatGPT performs to redesign future assessments to assess their students in this new paradigm. This paper attempts to fill the gap in empirical research by using spreadsheet modelling assessments, tested using four different prompt engineering settings, to provide new knowledge to support assessment redesign. Our proposed methodology can be applied to other course modules for educators to achieve their respective insights for future assessment designs and actions.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We evaluated the performance of ChatGPT 3.5 on solving spreadsheets modelling assessment questions with multiple linked test items categorised according to the revised Bloom's taxonomy. We tested and compared the accuracy performance using four different prompt engineering settings namely Zero-Shot-Baseline (ZSB), Zero-Shot-Chain-of-Thought (ZSCoT), One-Shot (OS), and One-Shot-Chain-of-Thought (OSCoT), to establish how well ChatGPT 3.5 tackled technical questions of different cognitive learning levels for each prompt setting, and which prompt setting will be effective in enhancing ChatGPT's performance for questions at each level.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We found that ChatGPT 3.5 was good up to Level 3 of the revised Bloom's taxonomy using ZSB, and its accuracy decreased as the cognitive level increased. From Level 4 onwards, it did not perform as well, committing many mistakes. ZSCoT would achieve modest improvements up to Level 5, making it a possible concern for instructors. OS would achieve very significant improvements for Levels 3 and 4, while OSCoT would be needed to achieve very significant improvement for Level 5. None of the prompts tested was able to improve the response quality for level 6.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We concluded that educators must be cognizant of ChatGPT's perf","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143909328","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":"Developing an Interdisciplinary Hands-On Learning Activity With the 6E Model to Improve Students' STEM Knowledge, Learning Motivation and Creativity","authors":"Jyun-Chen Chen,&nbsp;Chia-Yu Liu","doi":"10.1111/jcal.70031","DOIUrl":"https://doi.org/10.1111/jcal.70031","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Based on the embodied cognition perspective, interdisciplinary hands-on learning combines several disciplines, such as science, technology, engineering and mathematics (STEM), to improve students' capacity to solve real-world problems. Despite the popularity of interdisciplinary hands-on learning, particularly the six-phase 6E model, more studies that include longer instructional durations, rigorous study designs and participants who understand the basic STEM knowledge and skills are required to validate this type of learning's effects on student performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study developed an interdisciplinary hands-on robotics activity using a non-equivalent pretest–posttest control group design and examined its effects on high school students' learning performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We developed 20 classes (1000 min) for a hands-on robotics activity for 80 high school students. The experimental group (EG) (<i>n</i> = 54) received the complete 6E model phases, whereas the control group (CG) (<i>n</i> = 54) received the less complete 6E model phases. All students were taught to build a robotic hand through hands-on practice before completing a robot-controlling task that involved human-computer interaction and used image recognition techniques from artificial intelligence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings demonstrate that all high school students' STEM knowledge, learning motivation and creativity increased after the course. Remarkably, only if the high school students' pretest scores on STEM knowledge and learning motivation tests were lower in EG did they outperform the CG on these posttests. This finding highlights the importance of offering support to students who lack prior knowledge. The experimental group demonstrated greater creativity than did the control group. The implications of incorporating interdisciplinary hands-on learning into the 6E model's specific phases were discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143909329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can Generative Artificial Intelligence be a Good Teaching Assistant?—An Empirical Analysis Based on Generative AI-Assisted Teaching","authors":"Qianwen Tang,&nbsp;Wenbo Deng,&nbsp;Yidan Huang,&nbsp;Shuaijie Wang,&nbsp;Hao Zhang","doi":"10.1111/jcal.70027","DOIUrl":"https://doi.org/10.1111/jcal.70027","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;Generative Artificial Intelligence (AI) shows promise in enhancing personalised learning and improving educational efficiency. However, its integration into education raises concerns about misinformation and over-reliance, particularly among adolescents. Teacher supervision plays a critical role in mitigating these risks and ensuring the effective use of Generative AI in classrooms. Despite the growing interest in Generative AI, there is limited empirical research on its actual impact and the role of teacher oversight.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objective&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The purpose of this study is to systematically assess the role of Generative AI in classroom teaching, with a specific focus on how teacher supervision shapes its effectiveness.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Method&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study employed a quasi-experimental design to examine differences in learning outcomes among students under three instructional methods: traditional computer-assisted teaching, Generative AI-assisted teaching without teacher supervision and Generative AI-assisted teaching with teacher supervision. The study was implemented in the context of a two-week Information Science and Technology course in a middle school, involving three classes with 45, 41 and 45 students, respectively. To ensure consistency in teaching styles, all classes were taught by the same experienced teacher. Data collection included a knowledge test to assess knowledge mastery, as well as questionnaires to measure learning satisfaction and engagement. The collected data were analysed using one-way ANOVA to compare the effectiveness of the three teaching methods.&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;Compared with traditional computer-assisted teaching, Generative AI-assisted teaching can significantly enhance students' learning satisfaction, but can not improve their learning engagement and knowledge mastery level. Furthermore, in the process of Generative AI-assisted teaching, teacher supervision can significantly increase students' learning engagement and knowledge mastery compared with situations without teacher supervision. This study indicated Generative AI's potential as an educational tool and underscored the essential role of teacher supervision.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study fills a critical gap by providing empirical evidence on how Generative AI and teacher supervision interact to improve classroom learning outcomes. It shows that Generative AI's potential to enhance learning outcomes is signifi","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143909330","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":"Let's Play and Learn: A State-of-the-Art Review on Gamification-Based Learning With a Bibliometric Analysis in the Higher Education Institutions","authors":"Muhammad Ashraf Fauzi,&nbsp;Zuria Akmal Saad,&nbsp;Muhammad Ariff Aripin,&nbsp;Noraina Mazuin Sapuan","doi":"10.1111/jcal.70029","DOIUrl":"https://doi.org/10.1111/jcal.70029","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background Study</h3>\u0000 \u0000 <p>Gamification is an effective and interactive approach to engaging students in teaching and learning. As digital technology develops, higher education institutions (HEIs) must embrace and keep pace with gamification for interactive teaching and learning approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The purpose of this study is to review gamification in HEIs based on a science mapping technique using bibliometric analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A total of 1251 journal publications were retrieved from the Web of Science (WoS) and analysed using bibliometric analysis. Two analyses were applied: bibliographic coupling and co-word analysis to discover the knowledge structure of the subject within current research streams and future gamification trends.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The themes discovered relate to student engagement and motivation predictors toward gamification. Implications toward practice and pedagogical approach were discussed toward student-instructor implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Implications include the design and development of the gamification approach and the pedagogical strategies during the pre-game, game and post-game stages to achieve the best gamification experience. Furthermore, the gamification approach should be viewed and developed by policymakers and stakeholders to create an atmosphere that can cater to gamification in HEIs educational curriculum development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143909327","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 Critical Review of Using Learning Analytics for Formative Assessment: Progress, Pitfalls and Path Forward","authors":"Seyyed Kazem Banihashem,&nbsp;Dragan Gašević,&nbsp;Omid Noroozi","doi":"10.1111/jcal.70056","DOIUrl":"https://doi.org/10.1111/jcal.70056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While formative assessment is widely regarded as essential for improving teaching and learning, it remains difficult to operationalize due to systemic misalignment with other instructional practices, limited teacher capacity, low feedback quality, inferential uncertainty, domain-general approaches, and validity concerns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This editorial introduces a special issue that critically examines how learning analytics can contribute to advancing formative assessment by addressing persistent challenges in its design and implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The twelve studies featured in this issue demonstrate several innovations such as adaptive feedback, multimodal analytics, predictive modeling, dashboard design, and evidence-centered assessment frameworks. Collectively, these studies demonstrate how learning analytics can enhance formative assessment by personalizing feedback, scaling dialogic feedback, understanding the nature of feedback, improving assessment validity, automating assessment, uncovering deeper learning patterns, and improving assessment alignment with instructional goals. However, the issue also highlights several underexplored gaps, including the limited disciplinary adaptation of analytics tools, a lack of ongoing student involvement in feedback design, insufficient attention to ethical concerns and the physiological and motivational dimensions of assessment, and a limited understanding of the role of emerging technologies, in particular, Generative AI (GenAI). This editorial argues for a more critical, inclusive, and context-sensitive approach to learning analytics in formative assessment—one that centers pedagogy, teacher and student agency, and long-term educational value. The contributions of this special issue lay essential groundwork for future research, policy, and practice aimed at transforming formative assessment through learning analytics.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904961","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":"Effects of Feedback Providers' Positive Emotional Tone and Gender on Learning From a Multimedia Lesson","authors":"Yun Zhang,&nbsp;Fangzheng Zhao,&nbsp;Richard E. Mayer","doi":"10.1111/jcal.70052","DOIUrl":"https://doi.org/10.1111/jcal.70052","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Objective</h3>\u0000 \u0000 <p>The positivity principle states that students learn better from instructors who display positive rather than negative or neutral emotions in multimedia lessons (Lawson et al. 2021a). This study extends this work by exploring the role of affective and social cues displayed by feedback providers, such as their emotional tone and gender, on multimedia learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In this between-subject study, 160 college students received a five-section video lesson on human vision, with two practice questions inserted after each section. After each question, students received explanatory feedback videos presented by either a male or female feedback provider who displayed either positive or neutral emotion through gesture and voice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students who received feedback from providers with a positive emotional tone rated the provider higher on perceived positive emotion, supportiveness and competence, as well as on their own feelings of positivity. However, the emotional tone of the feedback provider did not impact posttest scores. Additionally, female feedback providers were perceived to be more negative, less supportive and less competent than male feedback providers, but the gender of feedback providers had no effect on posttest scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study expands the positivity principle (Horovitz and Mayer 2021) and the cognitive-affective model of e-learning (Lawson et al. 2021a) by showing that positive emotional cues from feedback providers enhance learning, similar to the impact of the instructor's emotional cues in presenting the main lesson. These findings highlight the broader role of positivity in creating engaging and supportive multimedia learning environments across contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897114","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}