Journal of Computer Assisted Learning最新文献

{"title":"Enhancing Phonological Awareness Skills in Students With Intellectual Disability Through Digital Gaming Intervention","authors":"Özlem ALTINDAĞ KUMAŞ,&nbsp;Şenay DELİMEHMET DADA,&nbsp;Halime Miray SÜMER DODUR","doi":"10.1111/jcal.70038","DOIUrl":"https://doi.org/10.1111/jcal.70038","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Phonological awareness is the ability to identify and manipulate the sounds of language. This is a crucial skill for reading and spelling development. However, students with intellectual disabilities (ID) often have difficulties in acquiring phonological awareness skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to assess the impact of a digital game-based Phonological Awareness Intervention (PAI) programme on phonological awareness skills of students with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used a single-subject design with a multiple baseline model and probe conditions across participants. The participants consisted of three students aged between 7 and 8 years who had been diagnosed with mild-to-moderate ID. The PAI programme was implemented using a digital game-based approach involving interactive activities and feedback. The implementation process was conducted in four phases: baseline, intervention, probe and maintenance phases. Students' phonological awareness skills were measured using standardised tests and observational checklists.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The PAI programme significantly improved phonological awareness skills of all three participants. These results highlight the effectiveness of the PAI programme in enhancing phonological awareness skills of students with intellectual disabilities. The digital game-based approach engaged and motivated students and facilitated their learning. The study also demonstrated the social validity of the PAI programme, as both students and their mothers expressed satisfaction and appreciation. This study suggests that digital games can be a useful tool for PAIs in students with intellectual disabilities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856855","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":"From Imitation Games to Robot-Teachers: A Review and Discussion of the Role of LLMs in Computing Education","authors":"Tobias Kohn","doi":"10.1111/jcal.70043","DOIUrl":"https://doi.org/10.1111/jcal.70043","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The recent advent of powerful, exam-passing large language models (LLMs) in public awareness has led to concerns over students cheating, but has also given rise to calls for including or even focusing education on LLMs. There is a perceived urgency to react immediately, as well as claims that AI-based reforms of education will lead to a broadening of accessibility to high-quality education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We review and discuss three major themes that appear in the research literature on LLMs and computing education, namely that (i) LLMs exhibit human-like performance and can pass exams, (ii) LLMs are freely available and intuitive to use, and (iii) students use LLMs to cheat or accept the results without critical evaluation. Moreover, we highlight the importance of a more human-centric view on the topic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The discussion is based on a review of the (research) literature in the fields related to computing education, picks up claims and statements from the literature, and compares them with research findings from the area. By making some of the rather tacit premises more explicit and putting them into context, we aim to base the discourse about AI in education on more solid grounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>We find that claims such as the broadening of accessibility to high-quality education or calls for urgent educational reforms are not supported by evidence. Furthermore, we argue that there is a central human element in education that cannot be automated or replaced by AI tools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143852924","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":"Effects of Structural Reflection-Promoting Mechanism-Based Peer Assessment on Students' Vocal Music Learning Performance and Perceptions","authors":"Chen-Chen Liu,&nbsp;Hai-Jie Wang,&nbsp;Gwo-Jen Hwang,&nbsp;Yun-Fang Tu,&nbsp;Youmei Wang,&nbsp;Kai Chen","doi":"10.1111/jcal.70036","DOIUrl":"https://doi.org/10.1111/jcal.70036","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Vocal music education is a skill-oriented course. Students not only need to improve their skills through repeated practice, but also need to learn self-reflection on their singing skills to achieve improvement in their vocal music performance. To promote students' reflection, previous studies have introduced peer assessment (PA) in vocal music courses, allowing learners to evaluate the work of others to promote self-reflection and innovate traditional patterns of vocal music instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Studies have indicated that, without proper scaffolding, learners with limited knowledge often have difficulty providing high quality comments and sometimes even provide no feedback to their peers. To solve this problem, the current study integrated the structural reflection-promoting mechanism into PA in a vocal music course at a university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To verify the effects of the proposed approach, a quasi-experimental study was conducted to investigate the effectiveness of the approach with a total of 22 students recruited as the experimental group and 23 students as the control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings showed that the approach greatly improved the vocal music performance of the experimental group students, as well as their learning attitudes, self-efficacy and critical thinking. Furthermore, the interview was conducted to investigate learners' perceptions of and learning experience with the proposed approach.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836174","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":"Multimodal Effort Profiles and Children's Performance: Cognitive, Physiological and Physical Dimensions","authors":"Kshitij Sharma,&nbsp;Serena Lee-Cultura,&nbsp;Sofia Papavlasopoulou,&nbsp;Michail Giannakos","doi":"10.1111/jcal.70033","DOIUrl":"https://doi.org/10.1111/jcal.70033","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effort measurement is essential for adaptation to interactive learning technologies. Most contemporary technologies measure effort through the log data (reaction time and correctness). Some adaptive technologies use facial expressions and attention to adapt.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We present a novel, complementary, and multimodal definition of effort that can be used to adapt not only the content but also the interaction in learning technologies for children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We propose a 3D view of an effort measurement, that is, cognitive, physiological, and physical. We use eye-tracking, heart rate monitoring, and motion tracking to define these three dimensions. We then apply this measurement within two motion-based educational games and show how this 3D effort varies across the different phases of the educational games and children's performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show an interaction effect of the phase and performance on each of the three effort dimensions. We discuss how these results can inspire the design of multi-sensory adaptive learning systems for children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143801644","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":"Recommendations Based on Experiences of Pandemic-Led Remote Mathematics Teaching in Pre-K–12 Contexts: A Systematic Review From the Activity Theory Perspective","authors":"Chung Kwan Lo,&nbsp;Khe Foon Hew,&nbsp;Simin Xu,&nbsp;Yanjie Song,&nbsp;Gaowei Chen,&nbsp;Morris Siu-Yung Jong","doi":"10.1111/jcal.70005","DOIUrl":"https://doi.org/10.1111/jcal.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the aftermath of the COVID-19 pandemic, it is critical to reflect holistically on the experiences gained in the past few years. We thus review research on remote mathematics teaching in Pre-K–12 contexts, utilising Activity Theory as a theoretical lens for research synthesis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Drawing from a comprehensive overview of the activity system, we aim to identify needs requiring follow-up action and make recommendations to enhance post-pandemic Pre-K–12 mathematics education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 statement to search for relevant empirical studies published between January 2020 and December 2023 in the Scopus and Web of Science databases. Content analysis of these studies (<i>n</i> = 180) yielded relevant information pertinent to each constituent of activity theory: subjects (e.g., teachers; students with special education needs), tools (e.g., mathematics applications; online educational resources), objects and outcomes (e.g., decreased students' mathematics achievement; applications of fully online instructional approaches), community and division of labour (e.g., support from caregivers), and rules (e.g., remote assessment methods).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>It is now a priority to provide remedial programmes, which help students catch up with their learning. We also recommend utilising technology-enhanced instructional approaches on normal school days to equip both teachers and students for an increasingly digital world. This review contributes to our understanding of pandemic-led remote mathematics teaching and the future action needed to advance the Pre-K–12 mathematics education sector.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143801639","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":"Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills","authors":"Stephanie L. Day,&nbsp;Jin Kyoung Hwang,&nbsp;Tracy Arner,&nbsp;Danielle S. McNamara,&nbsp;Carol M. Connor","doi":"10.1111/jcal.70023","DOIUrl":"https://doi.org/10.1111/jcal.70023","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The affordances of technology, such as e-books, offer the opportunity to increase engagement and provide personalised feedback to promote students' learning outcomes. E-books that encourage the use of comprehension monitoring strategies in real time may support stronger outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge E-Books (WKe-Books), that taught word-meaning and deeper text-meaning strategies to support reading comprehension with third-fifth grade students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Students (<i>N</i> = 435) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the service of learning vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies–(1) word learning and strategies that supported general reading comprehension, (2) summarisation, and (3) question generation–show promise of effectiveness in building vocabulary knowledge and comprehension skills in the WKe-Books. Students were assigned to read one of three versions of each WKe-Book. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Students demonstrated significant gains in word learning and the targeted hurricane concepts. Hierarchical Linear Modelling (HLM) revealed that no one strategy was associated with larger gains. Performance on the embedded questions in the books was associated with greater posttest outcomes. These findings suggest that the affordances offered in the WKe-Books can effectively support students' development of reading-related skills, including strategy use. Further, this work discusses implications for the future development of e-books that can enhance engagement and improve reading comprehension.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689886","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":"Fostering the Life Skills of Learners With Intellectual Disabilities Using Interactive Technologies: A Motivational Model-Based Digital Game-Based Training Approach","authors":"Chun-Chun Chang,&nbsp;Gwo-Jen Hwang,&nbsp;Liang-Shiou Ou","doi":"10.1111/jcal.70026","DOIUrl":"https://doi.org/10.1111/jcal.70026","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>For learners with intellectual disability, it is a challenge and crucial issue to foster their life skills. These learners generally encounter several problems during the learning process, such as difficulties paying and maintaining attention, difficulties with memory and application and slow learning ability. Life skills training can help them facilitate their physical functions, maintain cognitive memory ability and strengthen their ability to play a greater role in society.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Conventional training for learners with intellectual disabilities is generally taught with traditional lectures and demonstrations, which could lack interaction and immediate feedback. To address this issue, by referring to the attention, relevance confidence and satisfaction motivational model, a digital game-based training approach is proposed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To confirm the effectiveness of the approach, this study experimented with a life skills training course for learners with intellectual disabilities using a pre- and post-test design for 6 months. One class of learners comprised the experimental group trained with the digital game, while the other class was the control group that learned with conventional training. The learners' learning achievement, anxiety level, learning attitude, problem-solving tendency, learning satisfaction and learning perceptions were assessed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings indicate that digital game-based training enhanced the learning achievement, learning attitudes, problem-solving tendency and learning satisfaction of students with intellectual disabilities, while also reducing their anxiety levels.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689885","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":"Children's Enlightenment Music Education Based on Digital Technology","authors":"Lixin Wang","doi":"10.1111/jcal.70022","DOIUrl":"https://doi.org/10.1111/jcal.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper represents an empirical study that examines the impact of specific teaching methods on the effectiveness of preschool music education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The current study seeks to determine whether the integration of digital technology improves the music learning outcomes of preschoolers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The author compared the learning outcomes of junior (3–4 years) and senior (5–6 years) preschoolers and established the most effective teaching methods. The sample consisted of 90 children who attended a children's music education centre in Shanghai. The study used the observation method as well as specially developed criteria for assessing three main aspects of children's development: musical knowledge, emotional involvement, and creativity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings of the study can be applied to preschool education settings, providing a basis for curriculum and educational policy development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632992","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":"Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self-Determination Theory","authors":"Héctor Galindo-Domínguez,&nbsp;Nahia Delgado,&nbsp;María-Victoria Urruzola,&nbsp;Jose-María Etxabe,&nbsp;Lucía Campo","doi":"10.1111/jcal.70020","DOIUrl":"https://doi.org/10.1111/jcal.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With the integration of artificial intelligence into educational processes, its impact remains to be discovered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The aim of the present study was to determine whether, after a 7-month intervention in which a subject of artificial intelligence was taught, students improved their psychological needs for competence, autonomy and relatedness, potentially leading to an increase in their intrinsic motivation towards learning. Additionally, the study examined the impact of students' use of ICT and the influence of gender along the intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This longitudinal study included a total of 50 adolescents from Secondary Education, who responded to a series of scales to measure the main constructs of perceived competence, autonomy, relatedness and intrinsic motivation at two different times (T1 and T2).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed that, regardless of gender and the frequency of academic or non-academic use of ICT, statistically significant improvements were observed only in the need for relatedness. Likewise, an analysis of structural equation models revealed that students' initial competence (T1) was the main predictor of their initial motivation (T1), and having this initial motivation was essential for further improving motivation after the intervention (T2). Similarly, each basic psychological need at its initial time point (T1) significantly predicted that same psychological need at its final time point (T2), with considerably high explained variances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results shed some light on the potential effect that AI-based interventions can have on the basic psychological needs of secondary education students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632987","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":"Students' Use of a Learning Analytics Dashboard and Influence of Reference Frames: Goal Setting, Motivation, and Performance","authors":"Lars de Vreugd,&nbsp;Anouschka van Leeuwen,&nbsp;Marieke van der Schaaf","doi":"10.1111/jcal.70015","DOIUrl":"https://doi.org/10.1111/jcal.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>University students need to self-regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal-setting and self-motivation within self-regulated learning elicits behaviour when using an LAD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study's purpose is exploring reference frames’ influence on goal setting, LAD elements’ influence on student motivation, and the predictive value of goal setting and motivation on behaviour, adding to our understanding of the factors predicting task attainment and the role of reference frames.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In an experimental survey design, university students (<i>n</i> = 88) used an LAD with a peer reference frame (Condition 1) or without one (Condition 2), set a goal, determined goal difficulty, self-assessed motivation and LAD elements' influence on motivation. Researchers coded goal specificity. Four weeks later, students self-assessed task attainment, task satisfaction, time on task, and task frequency. <i>T</i>-tests and MANOVA explored effects of the reference frame. Regression analyses determined predictive potential of goal difficulty, goal specificity, and motivation on goal attainment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results showed no difference between conditions on goal specificity, difficulty, or motivation. The peer reference frame's perceived influence on motivation was small. LAD elements’ influence on motivation varied but were mainly positive. Regression models were not predictive, except the task satisfaction exploratory model. Most participants (77%) attained their goals. Reference frame integration should be carefully considered, given potential negative effects. Students may require educators’ support when setting goals, but the support should balance students’ autonomy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612390","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}