Journal of Computer Assisted Learning最新文献

{"title":"Effects of Participation in Educational Robotics Competitions From the Parent's Perspective: A Mixed-Methods Study","authors":"Wenhao Yu,&nbsp;Yiyang You,&nbsp;Feng-Kuang Chiang","doi":"10.1111/jcal.70092","DOIUrl":"https://doi.org/10.1111/jcal.70092","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Educational robots are regarded as effective learning tools in science, technology, engineering, and mathematics (STEM) education, and educational robotics competitions have become highly popular.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigated the effects of participation in an educational robotics competition, the World Robot Olympiad, from the parent's perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study collected and analysed 128 questionnaires and 30 interviews of parents from different countries. For quantitative studies, descriptive and correlation analyses were employed. For qualitative studies, grounded theory was used to generate codes and categories. The quantitative and qualitative analyses were then combined to comprehensively evaluate the findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>According to the quantitative research results, parents agreed that participation in the WRO can positively influence their child's abilities in seven dimensions, with emotional engagement receiving the most influence. The qualitative results indicated that parents perceived advancements in not only their child's STEM knowledge on specific topics but also noted effects on their learning performance in school and choice of career. This study proposed the use of the Expectation–Effort–Impact model from the parent's perspective. The virtuous cycle between the child's efforts to perform well and the parent's expectations of growth exerts a lasting effect on the child's development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Impact of Interactive Multimedia E-Books on the Effectiveness of Environmental Learning, Pro-Environmental Attitudes, and Behavioural Intentions Among Primary School Students","authors":"Chia-Chen Chen,&nbsp;Man-Hong Chai,&nbsp;Pei-Hsuan Lin","doi":"10.1111/jcal.70087","DOIUrl":"https://doi.org/10.1111/jcal.70087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Environmental education is crucial for promoting pro-environmental attitudes and behavior change. However, traditional teaching methods may not effectively engage learners in environmental protection. This study aims to address the limitations of traditional teaching methods and contribute to the development of effective environmental education strategies by exploring the effectiveness of using interactive multimedia e-books as an innovative approach to engage learners in environmental protection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The main goal of this study is to develop and assess the effectiveness of an interactive multimedia e-book in presenting marine environmental issues and its impact on learning effectiveness, pro-environmental attitude, and behavioural intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employed the Task-Technology Fit (TTF) Model as its foundational framework, along with perceived behaviour control, pro-environmental attitude, and behavioural intention. Pre- and post-learning tests were conducted to evaluate learning achievement. The research focused on how the interactive multimedia e-book, in combination with environmental education, influenced pro-environmental attitudes and behavioural intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>This study finds that utilising interactive multimedia e-books significantly enhances learning achievement. Combining environmental education with interactive multimedia e-books demonstrates a good degree of Task-Technology Fit, positively affecting pro-environmental attitudes and behavioural intentions, alongside the positive impact of pro-environmental attitudes on behavioural intentions, with perceived behaviour control also exerting a positive influence on both attitude and intention. These findings provide practical guidance for educators, institutions, and environmental groups seeking to enhance digital teaching materials and promote environmental education and awareness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573477","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":"Eye-Movement Modelling as a Tool to Foster Digital Reading Competencies and Misconception Change When Reading Webpages in L2","authors":"Juliana do Amaral,&nbsp;Ladislao Salmerón,&nbsp;Davi Alves Oliveira","doi":"10.1111/jcal.70091","DOIUrl":"https://doi.org/10.1111/jcal.70091","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Misconceptions are unjustified beliefs about a topic. Nonetheless, they are pervasive among educational practitioners. Although the internet can be a powerful tool to learn and debunk misconceptions, their use requires competencies like navigating through search engine results pages (SERPs), evaluating the reliability of content, and integrating meaning across varied perspectives. Furthermore, as most information on the internet is available in English, L2 readers might face additional barriers, limiting their possibilities to benefit from content debunking misconceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Our premise was that digital reading competencies could be modelled through videos of eye movements (EMMEs), which would promote misconception change after reading webpages that either corroborated or debunked the Learning Styles (LS) misconception.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Undergraduate students, speakers of English as L2, watched EMMEs or an instructional video, read the webpages while their eye movements were recorded, wrote an essay, and answered a memory task and a misconception posttest.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>EMMEs had a positive effect on increased time inspecting the SERP, decreased fixation on non-reliable pages, and misconception change. No effects were found in integrated understanding, nor on source memory. Although L2 level predicted performance in the learning measures, it did not mediate the effect of EMMEs on these measures. These results confirm previous research on learning and extend the effects of EMMEs to misconception change in L2 contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144558326","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":"Middle School Students' In-Moment Engagement in Synchronous Online Learning: An Activity–Community of Inquiry Approach","authors":"Zhihao Cui,&nbsp;Oi-Lam Ng,&nbsp;Morris Siu-yung Jong,&nbsp;Xiaojing Weng","doi":"10.1111/jcal.70081","DOIUrl":"https://doi.org/10.1111/jcal.70081","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Amidst the increasing application of online education in the post-COVID era, new challenges in student engagement have emerged. However, most studies on online engagement have adopted macro-level approaches and relied on self-report measures of retrospective engagement. Few have examined micro-level engagement in terms of real-time and in-the-moment engagement in synchronous online learning environments underpinned by robust theoretical frameworks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study presents a qualitative examination of the relationship between various technology-supported online teaching and learning (T&amp;L) activities and middle school students' in-moment engagement by constructing a framework based on Community of Inquiry and Activity Theory.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Sixty-two middle school students participated in this synchronous online course. We collected data from multiple sources, including video and screen recordings of the lessons, students' performances, the digital artefacts students created, log data from Zoom's chat room and students' interactions over an online platform, Desmos. A thematic analysis was employed after identifying the mediated actions as units of analysis and indicators based on three dimensions (behaviour, cognitive and emotional) of engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicated that students' in-moment engagement in online T&amp;L activities was most prevalent during activities that stimulated cognitive presence, followed by those engendering social presence. We also highlight the influence of different tools and technologies through the lens of the Activity–Community of Inquiry framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The study contributes theoretical and methodological insights into understanding students' engagement in synchronous online environments, and into future research and instructional design in technology-supported teaching and learning in an online context.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144558235","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":"Embodied Learning Using Virtual Reality and Mirrors Can Enhance Letter-Sound Knowledge in 6–7-Year-Old Children","authors":"Anne Husted Henriksen,&nbsp;Marta Topor,&nbsp;Gustav Bøg Petersen,&nbsp;Rasmus Ahmt Rohde,&nbsp;Linn Damsgaard,&nbsp;Anne-Mette Veber Nielsen,&nbsp;Andreas Wulff-Abramsson,&nbsp;Guido Makransky,&nbsp;Jacob Wienecke","doi":"10.1111/jcal.70090","DOIUrl":"https://doi.org/10.1111/jcal.70090","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The study was motivated by the need to enhance children's literacy skills through innovative teaching methods. This research aims to address limitations in regular classroom teaching by exploring embodied learning and virtual reality (VR) as potential solutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary aim of the study was to investigate the effects of embodied learning, with and without VR, on children's literacy skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomised controlled trial was conducted with 108 children aged 6–7 years. Participants were randomly assigned to either: a Control group with regular classroom teaching, a VR group using body-phonemes with VR headsets and a Mirror group using body-phonemes without VR headsets. The children were evaluated on literacy skills before and after a 2-week intervention period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The study found significant improvements in letter-sound knowledge for both the VR and Mirror groups compared to the Control group. These findings suggest that embodied learning, whether using VR or not, can effectively enhance children's literacy skills. Practical and theoretical implications are discussed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Trial Registration</h3>\u0000 \u0000 <p>ClinicalTrials.gov identifier: NCT04618822</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144551079","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":"Service Design for the Improvement of Intelligent Tutoring Systems: A Case Study","authors":"Jelle Wemmenhove,&nbsp;Dorina Bór,&nbsp;Rianne Conijn,&nbsp;Jim Portegies","doi":"10.1111/jcal.70088","DOIUrl":"https://doi.org/10.1111/jcal.70088","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recently human-centred design plays an increasing role in learning analytics, however this approach is mostly lacking in the design and evaluation of Intelligent Tutoring Systems (ITSs). A potential way to incorporate human-centred design principles in ITS development is by adopting a service design approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This article aims to identify how a service design approach can contribute to ITS development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A specific case study is implemented on <i>Waterproof</i>, a system for helping students learn how to write mathematical proofs. Three substudies are conducted, namely a co-creative service blueprinting session; a usability test which focuses on the broad usage timeline; and an analysis of trace data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The case study's results showed several concrete steps to improve the system and its embedding in the course, including for the onboarding process and the presentation of feedback in the form of error messages. Service design was shown to be useful in providing more a comprehensive design and evaluation of the ITS, going beyond the mere tool, by incorporating multiple stakeholders as well as the educational context.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144550949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-Coding Classroom Dialogue: A Single Researcher Case Study of ChatGPT-Assisted Analysis in Science Education","authors":"Eunhye Shin","doi":"10.1111/jcal.70089","DOIUrl":"https://doi.org/10.1111/jcal.70089","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Analysing classroom dialogue is a widely used approach for understanding students' learning, often requiring team-based collaborative research. This presents a challenge for single researchers due to the labour-intensive nature of the process. Emerging advancements in large language models (LLMs) such as ChatGPT, enhance qualitative research, particularly in inductive and deductive coding tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates the feasibility of a single researcher, the author of this study, collaborating with ChatGPT-4o for qualitative coding of classroom dialogue data. The goal is to develop effective human–ChatGPT co-coding methods and explore how such collaboration can enhance qualitative coding practices and provide insights into students' dialogue patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study analysed 1287 utterances from middle school science classes using a mixed-method approach. A new codebook was developed through an inductive process using ChatGPT, followed by deductive coding conducted by both the researcher and ChatGPT. Kappa values were compared between human–human and human–ChatGPT coding. Disagreements in code assignments were resolved by the researcher, with reference to ChatGPT's rationale. Coded utterances were analysed using ordered network analysis (ONA) to visualise dialogue patterns in classes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The coding conducted by the researcher and ChatGPT resulted in a Cohen's kappa of 0.56, with the highest level of disagreement observed in the category of Meta-cognition. The inductively co-developed codebook helped uncover students dialogue patterns during experimental activities. Although ChatGPT exhibited limitations in interpreting nuanced and context-dependent utterances, the findings highlight its potential as a valuable collaborator for solo researchers by supporting cognitive processes such as reflective interpretation and the development of new perspectives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Domain-Independent, Extensible Framework for Generators of Training Game Activities on Declarative Knowledge","authors":"Bérénice Lemoine,&nbsp;Pierre Laforcade,&nbsp;Sébastien George","doi":"10.1111/jcal.70082","DOIUrl":"https://doi.org/10.1111/jcal.70082","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Training the memorization of declarative knowledge requires the repetitive presentation of various forms of factual questions to learners. Educational games designed for this purpose should offer activities that are both tailored to individual learners and varied to prevent boredom. Whilst the Technology-Enhanced Learning (TEL) literature already suggests several techniques for implementing adaptations, the concept of generation remains underexplored, particularly when considering the adaptation of both educational and game dimensions simultaneously. Therefore, research focused on the design and implementation of ‘generators' as integral components of training games, which are responsible for creating varied and adapted training activities, remains pertinent.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Our research aims to propose tools and techniques that facilitate the design and development of these generators from a computer science perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We employed model driven engineering (MDE) theories and practises to initially characterise a generator as a model transformation that uses input models to produce an output model. We identified all these models through both a concrete case study and a literature review, with each model capturing a different facet of the information. By generalising the domain-specific aspects of the case study and selecting a game genre along with certain game design choices, we subsequently identified the metamodels that describe all these models and the generation rules.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The proposed framework supports the design and implementation of Roguelite-oriented, adaptive, and varied activity generators for declarative knowledge (DK) training. It includes metamodels, models, code generation, and extension mechanisms to assist software engineers in addressing specific domains of declarative knowledge. By extending the framework, engineers are guided in the design process and can produce a software generator capable of generating adaptive and varied training activities in the form of dungeon levels within a Roguelite game. This framework is a domain-independent tool intended to support the development of training games targeting the acquisition of declarative knowledge. To illustrate its domain independence, the framework has been extended to multiple didactic domains. In this article, the domain of multiplication tables is used as a guiding thread, as it is directly connected ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimising Arousal in Learner-Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos","authors":"Tristan H. S. de Jonge,&nbsp;Timo Kegelaar,&nbsp;Fabiola Figueroa Esquivel","doi":"10.1111/jcal.70085","DOIUrl":"https://doi.org/10.1111/jcal.70085","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Learner-generated digital media has gained significant attention as a supplementary learning tool. However, a need exists for empirical research to discern among various learner-generated digital media formats. One potential area of divergence lies in the arousal levels evoked during media creation due to varying emphasis on the audience, which might depend on the inclusion of facial recording.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examines the impact of facial recording in learner-generated digital media tasks by comparing learner-generated instructional videos and podcasts on their impact on learning and examining whether these effects are mediated through arousal. It develops a single-item measure to assess arousal during learner-generated digital media activities, addressing limitations of existing scales.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The total sample consisted of 89 university students, of whom 27 were included in the validation phase, and 62 were included in the main analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study utilised a survey covering demographic information and arousal-related questions, and a multiple-choice comprehension test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Creating an instructional video led to higher levels of social presence-related arousal compared to creating an instructional podcast. This arousal completely mediated the differences in learning outcomes between the two media. Higher arousal was associated with improved performance up to a certain point, beyond which additional arousal hindered learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study confirmed that learner-generated digital media with facial recording (videos) evoke more arousal compared to media without facial recording (podcasts). Different types of learner-generated digital media, by eliciting varying levels of arousal, may be more or less advantageous depending on the educational context.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Integrating Computational Thinking in STEM Education on Students' Cognitive and Non-Cognitive Skills: A Meta-Analysis","authors":"Hanzhu Yang,&nbsp;Linlin Hu,&nbsp;Hao Wang,&nbsp;Yunfei Xin","doi":"10.1111/jcal.70079","DOIUrl":"https://doi.org/10.1111/jcal.70079","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computational thinking (CT) is a cognitive approach intricately linked with core competencies in Science, Technology, Engineering, and Mathematics (STEM). Numerous studies have explored strategies to effectively integrate CT into STEM education and systematically evaluated the multidimensional impact on student learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives and Methods</h3>\u0000 \u0000 <p>This meta-analysis synthesises findings from 46 high-quality empirical studies to verify the effectiveness of integrating CT into STEM on the development of students' cognitive and non-cognitive skills and to analyse the moderating effects of various potential factors on skill acquisition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results demonstrate that the integration of CT in STEM education has a significant effect on enhancing students' cognitive skills (Hedges's <i>g</i> = 0.651, 95% CI [0.527, 0.776], <i>p</i> &lt; 0.001), with this effect significantly moderated by the intervention duration and the instructional tools. Additionally, the implementation of CT in STEM positively impacts the development of students' non-cognitive skills (Hedges's <i>g</i> = 0.538, 95% CI [0.345, 0.730], <i>p</i> &lt; 0.001), with educational level, sample size, intervention duration, and instructional tools identified as important moderator variables influencing the acquisition of non-cognitive skills. Based on the findings, this study recommends systematic CT interventions lasting 3 months to 1 year, utilising interactive and practice-oriented instructional tools such as block-based programming, maker, and unplugged activities. Furthermore, it suggests tailoring instructional strategies to different educational stages. These recommendations deepen the understanding of the role of CT in STEM education, providing practical guidance for educators and policymakers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}