Journal of Computer Assisted Learning最新文献

{"title":"Usability Evaluation of an Adaptive Courseware Approach in the Natural Language-Based Intelligent Tutoring System-Tutomat","authors":"Ani Grubišić, Ines Šarić-Grgić, Angelina Gašpar, Branko Žitko","doi":"10.1111/jcal.70071","DOIUrl":"https://doi.org/10.1111/jcal.70071","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adaptive educational systems have gained increasing attention due to their ability to personalise educational content based on individual learner progress. Prior research highlights that intelligent tutoring systems (ITSs) and adaptive courseware models improve learning outcomes by dynamically adjusting instructional materials. However, despite advancements in adaptive learning environments, usability remains a critical factor influencing their effectiveness and adoption. Therefore, a need exists to evaluate the usability of adaptive tutoring systems to ensure they provide optimal user experience whilst maintaining high instructional effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines the usability and learning experience of Tutomat, an adaptive courseware system designed for automated, real-time content adaptation. Specifically, it aims to examine usability based on user interactions and feedback, assess learning effectiveness and engagement through pre-test/post-test comparisons and user feedback, identify key usability challenges and propose improvements for enhancing user experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed-methods usability evaluation was conducted with 14 participants, applying both quantitative and qualitative research designs. The quantitative study used pre-test/post-test comparisons and System Usability Scale (SUS) scores to measure knowledge acquisition and usability perceptions. The qualitative study involved scenario-based usability testing, where participants completed eight structured tasks. Data analysis included Wilcoxon Signed-Ranks tests for learning gains, descriptive statistics for usability scores and analysis for qualitative feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings indicate that Tutomat significantly improved student knowledge, as demonstrated by pre-test/post-test comparisons (<i>W</i> = 0, <i>p</i> < 0.05). The SUS score of 68.21 suggests acceptable usability, though strict answer validation and unclear navigation caused user frustration. Scenario-based testing identified usability challenges, particularly in feature discoverability and response flexibility, which impacted the user experience. Participants valued adaptive feedback and structured content but expressed concerns regarding interface design limitations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study highlights the importan","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244263","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 Reflection to Action: A Controlled Field Study on How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards","authors":"Tornike Giorgashvili,&nbsp;Ioana Jivet,&nbsp;Cordula Artelt,&nbsp;Daniel Biedermann,&nbsp;Daniel Bengs,&nbsp;Frank Goldhammer,&nbsp;Carolin Hahnel,&nbsp;Julia Mendzheritskaya,&nbsp;Julia Mordel,&nbsp;Monica Onofrei,&nbsp;Marc Winter,&nbsp;Ilka Wolter,&nbsp;Holger Horz,&nbsp;Hendrik Drachsler","doi":"10.1111/jcal.70073","DOIUrl":"https://doi.org/10.1111/jcal.70073","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Learning analytics dashboards (LAD) have been developed as feedback tools to help students self-regulate their learning (SRL) by using the large amounts of data generated by online learning platforms. Despite extensive research on LAD design, there remains a gap in understanding how learners make sense of information visualised on LADs and how they self-reflect using these tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We address this gap through an experimental study where a LAD delivered personalised SRL feedback based on interactions and progress to a treatment group, and minimal feedback based on the average scores of the lecture to a control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>After receiving feedback, students were asked to write down how they planned to adjust their study habits. These reflection texts are the target of this study. Three human coders analysed 1251 self-reflection texts from 417 students at three different times, using a coding system that categorised learning strategies, metacognitive strategies and learning materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our results show that learners who received personalised feedback intend to focus on different aspects of their learning in comparison to the learners who received minimal feedback and that the content of the LAD influences how students formulate their self-reflection texts. Furthermore, the extent to which students incorporated suggested behavioural changes into their reflections was predicted by state measures like perceived helpfulness of the feedback. Our findings outline areas where support is needed to improve learners' sense-making of feedback on LADs and self-reflection.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144245011","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":"Can Active Blended Learning Instruction Enhance Reading Comprehension?","authors":"Berrin Köseoğlu,&nbsp;Alev Ateş Çobanoğlu","doi":"10.1111/jcal.70066","DOIUrl":"https://doi.org/10.1111/jcal.70066","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Reading is a multifaceted skill that plays a crucial role in language acquisition. The acquisition of this skill can be influenced by various instructional strategies and methods. There are studies in literature that show the effect of blended or collaborative teaching methods on reading skills; however, there is a lack of studies that examine the effect of active blended learning, which combines these two approaches for improving reading skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>In the light of the relevant studies in the literature, the present study examined the effect of active blended English language instruction on reading comprehension of high school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We applied a pretest-posttest design in a six-week active blended English language course setting. The learners' perceptions on the contribution of the active blended English course to their reading comprehension in English were also collected. The present study was conducted with 52 learners of 9th grade at a high school in a western city of Türkiye. The data were collected via a reading comprehension test and a course evaluation questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings revealed that active blended English instruction significantly increased performance in reading comprehension in English. The participants of the experimental group expressed positive views on the contribution of active blended learning (ABL) to their reading skills and their learning motivation for English. We suggest that educators can utilise an active blended approach to teaching foreign languages to keep students engaged and motivated for learning in this digital age.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144245012","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":"Taking the Edge Off Foreign Language Listening Anxiety: Online Game-Based Working Memory Training Embedded in Metacognitive Intervention","authors":"Meysam Muhammadpour,&nbsp;Abdorreza Tahriri,&nbsp;Seyyed Ayatollah Razmjoo,&nbsp;Jaleh Hassaskhah","doi":"10.1111/jcal.70057","DOIUrl":"https://doi.org/10.1111/jcal.70057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent years have witnessed a surge of technology use and online learning environments, especially during the post-COVID era. The widespread use of technology has sparked a sudden transition from conventional face-to-face learning to online digital-based learning platforms, such as Adobe Connect. Although EFL teachers have implemented listening strategy instruction, such as online metacognitive intervention, to improve EFL learners' listening comprehension, it proved ineffective in certain EFL contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Therefore, the present quasi-experimental study probed into the effectiveness of an online hybrid intervention using the Adobe Connect Platform combined with a game-based learning environment on the listening comprehension and foreign language listening anxiety of a group of Iranian intermediate EFL learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To this end, Nelson tests were distributed among 122 volunteered all-male Iranian EFL learners from four intact online EFL classes, and 83 Iranian EFL learners were identified and distributed across four groups: EG1 (<i>n</i> = 19); EG2 (<i>n</i> = 21); EG3 (<i>n</i> = 20); and CG (<i>n</i> = 23). The experimental groups received listening strategy instruction in the form of WM only, MI only, and both WM and MI, while the control group underwent the conventional listening instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed that the proposed hybrid intervention could significantly improve the participants' listening comprehension and reduce their foreign language listening anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Consequently, while the proposed online game-based hybrid intervention was successful in both cases, the MI intervention was particularly effective in terms of improving the listening comprehension, while the WM training was particularly effective in terms of alleviating the foreign language listening anxiety. Implications and directions for future research are also provided at the end.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244264","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 Nuanced Perspective on VR Learning: Exploring the Effects of Immersion Levels on Knowledge Acquisition Using Electrodermal and Eye Tracking Sensors","authors":"Idit Adler,&nbsp;Liat Liberman,&nbsp;Ilana Dubovi","doi":"10.1111/jcal.70067","DOIUrl":"https://doi.org/10.1111/jcal.70067","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigates the effect of immersion levels in virtual reality (VR) learning environments on the acquisition of declarative and procedural knowledge. Prior research indicates that immersion affects cognitive load, but its impact on declarative and procedural knowledge outcomes remains unclear. This study utilises a multimodal approach, combining self-reports with data from psychophysiological sensors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The study aims to evaluate how different levels of immersion in VR—high-immersive VR (head-mounted display, HMD-VR) and low-immersive VR (Desktop-VR)—affect cognitive load and learning outcomes, focusing on procedural and declarative knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A prospective experimental study was conducted with 74 sophomore nursing students, assigned to either the HMD-VR group or Desktop-VR. Eye-tracking and electrodermal activity (EDA) were used to assess cognitive load during learning. A pre-test/post-test design measured declarative and procedural knowledge using a Medication Administration Test (MAT), whilst a presence questionnaire evaluated user experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Both study groups demonstrated significant improvements in declarative and procedural knowledge. However, the low-immersive Desktop-VR group exhibited significantly greater pre- to post-test gains in procedural knowledge compared to the high-immersive HMD-VR group. The HMD-VR group exhibited higher cognitive load during procedural tasks, indicated by lower blink rates and a higher rate of EDA peaks. No significant differences were found in the sense of presence between the two groups. This study contributes to understanding learning with immersive VR, showing that high-immersive VR may require careful instructional design to mitigate cognitive overload, especially for procedural tasks. Low-immersive VR presents a cost-effective alternative for immediate knowledge gains.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214019","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":"Are Graduates Digitally Unprepared?—A Digital Technology Gap Analysis From Alumni and Employer's Perspectives","authors":"Xue Zhou,&nbsp;Peter Wolstencroft,&nbsp;Lilian N. Schofield,&nbsp;Lei Fang","doi":"10.1111/jcal.70046","DOIUrl":"https://doi.org/10.1111/jcal.70046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The digital literacy landscape has undergone significant changes over the last 5 years, from the impact of the COVID-19 pandemic to the emergence of Artificial Intelligence (AI) technologies. The COVID-19 pandemic hastened the necessity for advanced digital skills for remote work and online collaboration, while the current AI era demands proficiency in new technologies and an understanding of their ethical implications. The digital deficit and the need to align university education with industry demands, especially in this era of fast-changing technology and the advancement of generative AI, are still subjects of ongoing debate and are the motivation for this paper. This study contributes to the ongoing discourse on digital literacy by providing actionable insights for enhancing digital competencies in higher education and bridging the digital gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines the digital literacy gaps among university graduates from the alumni and employers' perspectives. The study aims to understand the digital gap and how employers' and alumni expectations regarding employees' digital skills and literacy have evolved during COVID-19 and the current AI era.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The data were gathered through interviews with alumni and employers. Forty interviews were conducted to evaluate graduates' current readiness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our data reveals digital deficiencies, particularly in areas such as digital identity and well-being, highlighting the need for targeted educational interventions. The study proposes strengthening strategies such as work-integrated learning and lifelong learning so universities can better equip graduates to meet the evolving demands of the digital economy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214020","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":"College Students' Behavioural Intentions of AI-Assisted Language Learning: Based on the Technology Acceptance Model","authors":"Wenji Wang,&nbsp;Wenjuan Wang","doi":"10.1111/jcal.70075","DOIUrl":"https://doi.org/10.1111/jcal.70075","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background Study</h3>\u0000 \u0000 <p>The combination of artificial intelligence (AI) and foreign language learning is emerging as a significant trend in language education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate the impact of technology acceptance, attitude and motivation on behavioural intentions regarding the use of AI in language learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Structural equation modelling (SEM) was employed to analyse data collected through a questionnaire survey of 425 college students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed that perceived usefulness, perceived ease of use, attitude and motivation positively influenced behavioural intention to use AI. Perceived usefulness was found to have a positive effect on attitude and motivation, while perceived ease of use positively affected attitude. However, the influence of perceived ease of use and attitude on motivation was non-significant. Attitude and motivation play a significant mediating role between perceived usefulness, perceived ease of use and behavioural intention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study contributes novel theoretical insights into understanding and predicting learners' behaviours in the context of AI-assisted language learning. It also provides valuable implications for effectively leveraging AI technology to enhance language education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214022","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":"Should We Use Educational Robots to Introduce Students to Computational Thinking? Insights From Two Experimental Studies","authors":"Kevin Sigayret,&nbsp;Nathalie Blanc,&nbsp;André Tricot","doi":"10.1111/jcal.70074","DOIUrl":"https://doi.org/10.1111/jcal.70074","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teaching programming and computational thinking is becoming a major issue in many education systems. Numerous approaches are possible, but very few studies compare these different ways of implementing programming and computational thinking learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We compared three ways of teaching programming and computational thinking to grade 5 students: unplugged activities, block-based programming software and educational robotics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This paper re-exploits previously published data on the comparison between unplugged and plugged-in (using the block-based programming software Scratch) learning, by adding a new experimental condition centred on the use of Scratch associated with an educational robot, and incorporates new mixed model statistical analyses. Based on these results, we conducted a second experiment to explore the cognitive load associated with a learning situation on Scratch, with or without an educational robot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our first experiment revealed that novice grade 5 students using Scratch without a robot learned better programming concepts and skills, compared to students involved in unplugged activities or using Scratch with a robot. Experiment 2 showed that the detrimental effect of using a robot is probably due to an increased extraneous cognitive load in the Scratch with a robot condition. However, robots had a large positive effect on students' motivation. Gender differences were also observed, as girls showed slightly better learning performance but were less motivated than boys when using Scratch without a robot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Overall, these results provide key elements for understanding the advantages and disadvantages of using robots to sustain computational thinking learning in children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70074","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220125","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":"Making the Invisible Visible: Exploring Joint Attention Behaviour in Remote Collaborative Problem-Solving","authors":"Johanna Pöysä-Tarhonen,&nbsp;Shupin Li,&nbsp;Jarkko Hautala,&nbsp;Nafisa Awwal,&nbsp;Päivi Häkkinen","doi":"10.1111/jcal.70068","DOIUrl":"https://doi.org/10.1111/jcal.70068","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaborative problem-solving (CPS), encompassing social and cognitive domains, is recognised as a critical competency for current and future learners. While the cognitive domain, rooted in individual problem-solving, is relatively well understood, the social domain, manifested through social interaction, remains a challenge, especially in remote settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study explored the complex social domain of CPS through theoretical and empirical understanding of joint attention (JA) behaviour. JA was conceptualised as a continuum of attentional levels, from lower (monitoring and common) to higher levels (mutual and shared). While gaze alignment was considered foundational to JA, capturing higher attentional levels, crucial for productive CPS, required extending the focus to communication over the shared objects of attention—were they external (e.g., events) or internal (e.g., thoughts).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Dual eye-tracking data from 12 dyads (aged 12–13) engaged in remote CPS were first analysed for the strength of eye-gaze coupling, used as a proxy for lower JA levels and a potential indicator of higher levels. This was followed by qualitative analysis of interaction (logfiles, eye-event videos) in three dyads with strong eye-gaze coupling, to examine how these measures related to actualised JA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results highlighted the relevance of JA in understanding the social domain of CPS, even in remote settings. Informed by quantitative measures, the qualitative analysis revealed dyadic behaviour linked to higher JA levels. Overall, the findings provide preliminary insights into how JA relates to productive CPS, offering a groundwork for further research on supporting learners to “improve collectively”.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214023","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":"Effect of Collaboration in Digital Game-Based Learning: The Roles of Flow Experience and Intrinsic Motivation","authors":"Zhihui Cai,&nbsp;Caiyan Liu,&nbsp;Jieni Zhan,&nbsp;Zhikeng Wang,&nbsp;Xin Hao,&nbsp;Si Zhang,&nbsp;Xinjie Chen","doi":"10.1111/jcal.70065","DOIUrl":"https://doi.org/10.1111/jcal.70065","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Attention has been paid to collaboration in digital game-based learning, as it fosters interaction and student engagement, thereby enhancing learning outcomes. Previous findings about the effect of collaboration in digital game-based learning were inconsistent, and few studies have explored the underlying mechanisms, particularly proximal psychological processes such as motivation or emotion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to provide evidence about the effectiveness of collaboration in digital game-based learning and figure out the mediating roles of flow experience and intrinsic motivation in the relationship between collaboration and learning achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>A total of 181 Chinese university students (40 males and 141 females) were recruited in our experiment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>92 participants in the collaborative condition were required to be fully involved in face-to-face teamwork to solve the tasks in an educational game, while 89 participants in the control group completed the same game tasks individually. A multiple mediation model was applied to analyse the mediating role of flow experience and intrinsic motivation between the relationship of collaboration and learning achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed that students in the collaborative group performed better on learning achievement than those who were in the individual group. Furthermore, multiple mediation analysis revealed that two main indirect pathways emerged: ‘collaboration → intrinsic motivation → learning achievement’ and ‘collaboration → flow experience → intrinsic motivation → learning achievement’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings supported the cognitive-affective theory of learning with media and provided evidence about the important role of flow experience and intrinsic motivation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214024","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}