Journal of Computer Assisted Learning最新文献

{"title":"Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play","authors":"Hans G. K. Hummel,&nbsp;Rob Nadolski,&nbsp;Hugo Huurdeman,&nbsp;Giel van Lankveld,&nbsp;Konstantinos Georgiadis,&nbsp;Aad Slootmaker,&nbsp;Hub Kurvers,&nbsp;Mick Hummel,&nbsp;Petra Neessen,&nbsp;Johan van den Boomen,&nbsp;Ron Pat-El,&nbsp;Julia Fischmann","doi":"10.1111/jcal.12998","DOIUrl":"10.1111/jcal.12998","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Complex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Rubrics are proven assessment and evaluation instruments, but were never directly integrated into actual gameplay. We present our approach towards the integration of analytical rubrics into gameplay, the implementation into existing (scenario-based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Our experimental research setup randomly allocated 84 participating students into either a control group or an experimental group. The intervention for the control group consisted of an existing serious game with natural feedback as part of the scenario, supporting the gameplay itself. The intervention for the experimental group also provided an additional dashboard with reflective feedback, monitoring the acquisition of analytical skills through gameplay. Learning growth through gameplay was measured by pre-/post-test scores on a knowledge test, in-game performance by means of computer logging, and appreciation of the dashboard and feedback by means of a questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Participants receiving reflective feedback show higher learning increases (on a pre-/post-knowledge test), and more efficient gameplay behaviour (on performance scores). Participants receiving reflective feedback feel more confident about competence development. These findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2150-2165"},"PeriodicalIF":5.1,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12998","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104103","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":"Character appearance in hologram tutors: Unveiling valence and learning enjoyment dynamics","authors":"Mohd Khairulnizam Ramlie,&nbsp;Ahmad Zamzuri Mohamad Ali","doi":"10.1111/jcal.13014","DOIUrl":"10.1111/jcal.13014","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;Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates the relationship between character realism and emotions in student learning.&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;The study aimed to determine whether valence acts as a significant mediator in the relationship between the appearance designs of three hologram tutor characters and students' overall enjoyment in learning.&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 employed a quasi-experimental design for this study to examine the relationship between hologram tutors and their effectiveness across three different levels of character realism. A total of 90 higher education institute students participated in the research. The data collection process utilised the Self-Assessment Manikin (SAM) and the Achievement Emotion Questionnaire (AEQ) questionnaire sets. Regression analysis, following Baron and Kenny (1986) model, was applied to test and analyse whether students' enjoyment attributed to the hologram tutor's character design acted as a significant mediator.&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;The findings surprisingly revealed no significant mediating effect when employing an appropriate hologram tutor character appearance. There was no statistically significant regression observed in the relationship between hologram tutor appearance and overall learning enjoyment. Notably, the enjoyment mean scores for all character designs were within the positive emotions range.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;In conclusion, the enjoyment experienced by students due to the hologram tutor's character design does not emerge as a significant mediator in the relationship between the level of realism of the hologram tutor and the emotional responses in student learning. The contributing factors influencing this finding are elaborated upon in the subsequent discussion.&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 brings novel insights to the use of hologram tutor character appearance, aiming to enhance valence and emotional engagement in student learning experiences. The findings contribute to understanding effective strategies for utilising hologram technology in","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2180-2189"},"PeriodicalIF":5.1,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107665","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":"Artificial intelligence and learning environment: Human considerations","authors":"Esmaeil Jafari","doi":"10.1111/jcal.13011","DOIUrl":"10.1111/jcal.13011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence (AI) has created new opportunities, challenges, and potentials in teaching; however, issues related to the philosophy of using AI technology in learners' learning have not been addressed and have caused some issues and concerns. This issue is due to the research gap in addressing issues related to ethical and human needs, and even values in AI in learning have become more obvious.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates how human-centered artificial intelligence (HAI) can help learners in a learning environment. In this regard, this article by developing key considerations of HAI in helping students tries to help implement or shift it in the future in learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To better understand the key considerations of HAI, qualitative methods and interview techniques were applied in this study. In this regard, 18 samples were interviewed from two groups of experts and faculty members in the fields of technology and computer science and social and humanities sciences. The thematic content analysis method was used to analyse qualitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that AI attempts to integrate ethical and human values in the process of design, development, and research in the fields of recognising and dealing with negative emotions, targeted emotional nature, and access to fairness and justice. It also shows significant promise in understanding feelings and emotions in a learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Although AI has been studied in other contexts, HAI has not attracted much attention from researchers. Hence, this study has made worthwhile contributions to the literature as it has specifically focused on HAI in education. In addition, it can resolve some scientific community considerations regarding technological concerns in the field of AI. Furthermore, this article can increase social satisfaction with the use of AI by considering ethical considerations in the learning environment and can particularly benefit researchers, educators, and AI specialists who are involved in the study of HAI applications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2135-2149"},"PeriodicalIF":5.1,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141116681","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":"Potential of computer-mediated communications in directing communication repair, co-regulation patterns and student engagement","authors":"Zohre Mohammadi Zenouzagh,&nbsp;Wilfried Admiraal,&nbsp;Nadira Saab","doi":"10.1111/jcal.13010","DOIUrl":"10.1111/jcal.13010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background study</h3>\u0000 \u0000 <p>Although the number of computer-based instruction has increased drastically, the understanding of how design features of learning modality can affect learning remains incompelte. This partly stems from studies' heavy focus on modified output. Therefore, how interactive nature of computer-mediated learning feeds into learning is under examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examined the potentials of multimodal and text-based computer-mediated communication (CMC) to support learner communication repair, co-regulation patterns and engagement dimensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To this end, collaborative online writing performance of 30 English as a Foreign Language learners in Moodle and online writing forum was analysed via conversation analysis. Data from stored conversation of Moodle and chat logs of writing forum were coded for communication repair to trace language related episodes (LREs), co-regulation patterns and students' engagement dimensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The frequency analysis of coded data on LREs indicated while multimodal CMC involved students in global and organisational and content LREs, text-based computer-mediate communication involved students in morphosyntactic and lexical LREs. Results also indicated significant differences in co-regulation patterns in multimodal and text-based computer-mediated communication. While students enacted planning, monitoring co-regulation practices in multimodal computer-mediated communication, students in text-based CMC executed evaluation and elaboration co-regulation practices. Findings also indicated that students were differentially engaged in learning. Students were more emotionally and socially engaged in multimodal CMC and cognitively and behaviourally engaged in text-based computer-mediated writing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results posit dual function for CMCs, as a mean for communication and cognitive co-regulation. However, dynamics of interaction is influenced by the mode of interaction.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2121-2134"},"PeriodicalIF":5.1,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122725","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":"The role of MOOC forum discussion tasks in learners' cognitive engagement","authors":"Dennis A. Rivera,&nbsp;Mariane Frenay,&nbsp;Magali Paquot","doi":"10.1111/jcal.13001","DOIUrl":"10.1111/jcal.13001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Forums in massive open online courses (MOOCs) enable written exchanges on course content; hence, they can potentially facilitate learners' cognitive engagement. Given the myriad of MOOC forum messages, this engagement is commonly analysed automatically through the linguistic features of the messages. Assessing linguistic features of learners' forum messages involves consideration of the learning tasks. MOOC forum discussion tasks, however, have not been previously considered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective and Method</h3>\u0000 \u0000 <p>This study explores the effects of MOOC forum discussion tasks on learners' cognitive engagement. Based on the structure of observed learning outcomes (SOLO) taxonomy, we manually annotate distinct levels of cognitive engagement encouraged in forum discussion tasks and displayed by learners in messages starting discussions (i.e., thread starters). We study the linguistic features of thread starters in relation to the pedagogical design of the discussion tasks. Additionally, we use random-forest modelling to identify the linguistic and task-related features that help to categorise learners' cognitive engagement according to SOLO levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Manual analysis showed that learners' thread starters mainly reflect surface SOLO levels and include few academic words and cohesive language. Random-forest modelling showed that these linguistic features, together with the SOLO levels encouraged in the discussion tasks, played an important role in identification of learners' cognitive engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Major Takeaways</h3>\u0000 \u0000 <p>Our results highlight the importance of the pedagogical design of MOOC forum tasks in helping learners engage cognitively. Our study also contributes to the empirical evidence that learners' linguistic choices can afford insights into the quality of their cognitive engagement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2103-2120"},"PeriodicalIF":5.1,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122533","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":"The effects of computer-assisted interactive reading model on higher-level and lower-level text processing skills and cognitive load","authors":"Akbar Bahari,&nbsp;Parviz Alavinia,&nbsp;Mohammad Mohammadi","doi":"10.1111/jcal.13005","DOIUrl":"10.1111/jcal.13005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigates the effects of higher and lower-level text processing strategies on both higher and lower-level processing skills and cognitive load using the computer-assisted interactive reading model (CAIRM) as the educational intervention framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objectives of this study are to examine the effects of the CAIRM model on reading performance and cognitive load, and to investigate the interactive use of higher-level and lower-level text processing skills on reading performance and cognitive load.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed methods research design was used with QUAN + QUAL data and one-way ANOVA to examine the effects of the CAIRM model on 120 randomly sampled BA students majoring in TEFL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study provides empirical evidence for the interactivity effect in digital text processing, revealing that the development of one skill can enhance the development of another skill interactively. The interactive use of higher-level and lower-level text processing skills was found to improve reading performance and reduce cognitive load during digital text processing. Interestingly, the results show that some participants preferred lower-level skills, while others preferred higher-level skills to manage cognitive load during reading activities, indicating mixed effects in strategy use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings of this study underscore the importance of interactive use of higher and lower-level text processing skills for enhancing reading performance and reducing cognitive load during digital text processing. These results have both theoretical and pedagogical implications for CALL researchers and practitioners, emphasising the need for personalised instruction tailored to individual learners' needs and preferences. Future studies can further explore the potential effects of text processing skills and develop instructional strategies to optimise learners' reading performance and cognitive load. Overall, the study contributes to the growing body of literature in CALL and highlights the significance of interactive learning models for improving learning outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2081-2102"},"PeriodicalIF":5.1,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123999","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":"Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English","authors":"Shilan Ahmadian,&nbsp;Lisbeth M. Brevik,&nbsp;Elisabet Öhrn","doi":"10.1111/jcal.13006","DOIUrl":"10.1111/jcal.13006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In Norway, games were introduced into the 2020 English curriculum; acknowledging games as language learning resources alongside other text-based material. However, little is known about the type of games selected by English teachers, reasons for doing so, or how games are actually used in teaching. This is particularly relevant in gendered vocational classes, with mainly girls or boys respectively in different programmes, as national surveys show that while most teenage boys play digital games, comparatively few girls do.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary aim was to investigate how the digital commercial game <i>Adventures with Anxiety</i> was used during naturally occurring English teaching in four gendered vocational classes: one <i>Technological and Industrial Production</i> class (boys only) and three <i>Healthcare, Childhood and Youth development</i> classes (girls mainly).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants involved 36 students (aged 16–17) and two English teachers. Using a mixed methods design (Brevik, 2022), we combined quantitative and qualitative analyses of classroom video recordings (5.5 h), student screen recordings during gameplay (8 h) and retrospective teacher interviews (1.5 h). Analyses relied on the validated PLATO observation protocol (Grossman, 2015) and reflexive thematic analysis (Braun &amp; Clarke, 2022).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>English teachers expressed a dual aim in using the game for teaching English; to improve students' language skills and provide experiences of how to live with anxiety. Although the game offered relevant vocabulary and virtual experiences with anxiety; anxiety emerged as a professional component of caring professions in the girls-mainly classes, while being used to help boys acknowledge anxiety in their own lives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2715-2734"},"PeriodicalIF":5.1,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124108","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":"The impact of automated writing evaluation on English as a foreign language learners' writing self-efficacy, self-regulation, anxiety, and performance","authors":"Elif Sari,&nbsp;Turgay Han","doi":"10.1111/jcal.13004","DOIUrl":"10.1111/jcal.13004","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;With the growing trend of integrating technology into teaching environments, using Automated Writing Evaluation (AWE) in writing instruction has been extensively studied over the last two decades. The studies on AWE mostly investigated its impact on students' writing proficiencies and revealed conflicting results. However, very few studies have investigated how the use of AWE impacts learners' writing-specific psychological factors, such as self-efficacy, self-regulation, and anxiety, from an empirical perspective. Therefore, further experimental studies are needed in this regard.&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;This study aimed at examining how a combined automated-teacher feedback condition in which the students received automated feedback on their sentence-level errors alongside teacher feedback on content and organization impacted English as a Foreign Language (EFL) students' self-efficacy, self-regulation, anxiety, and writing performance, compared with a traditional teacher-only feedback condition.&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;The study utilized a quasi-experimental design in which two intact classes were randomly assigned to the experimental and control groups. During one semester (16 weeks), students in the experimental group received both automated and teacher feedback, referred to in this study as combined automated-teacher feedback. In contrast, students in the control group received only teacher feedback. Two scales, a questionnaire and a focus group interview, were used to obtain the data. The data were analysed using both quantitative and qualitative techniques.&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;The quantitative results demonstrated no statistically significant difference between the two types of feedback procedures in promoting the use of self-regulated writing strategies by the students. However, the use of combined automated-teacher feedback was found to be more effective than conventional teacher-only feedback in enhancing the students' writing self-efficacy and writing performance. The two different feedback processes were shown to be ineffective at helping the students' writing anxiety, however. The qualitative data also showed that students had favourable opinions of their experiences with receiving automated and teacher comments together.&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;Considering the findings of this study ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2065-2080"},"PeriodicalIF":5.1,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124219","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":"Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement","authors":"Davy Tsz Kit Ng,&nbsp;Chen Xinyu,&nbsp;Jac Ka Lok Leung,&nbsp;Samuel Kai Wah Chu","doi":"10.1111/jcal.13009","DOIUrl":"10.1111/jcal.13009","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;As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game-based approaches to fostering secondary school students' AI literacy and motivation to learn AI.&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;This study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.&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;A quasi-experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post-test, focus group interviews were also conducted.&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;The platform was effective in improving students' motivation, self-efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project-based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.&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;This study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical know","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2049-2064"},"PeriodicalIF":5.1,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968722","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":"RoboCA3T: A Robot-Inspired Computer-Assisted adaptive autism therapy for improving joint attention and imitation skills through learning and computing innovations","authors":"Zunera Zahid,&nbsp;Sara Ali,&nbsp;Shehriyar Shariq,&nbsp;Yasar Ayaz,&nbsp;Noman Naseer,&nbsp;Irum Yaseen","doi":"10.1111/jcal.12990","DOIUrl":"10.1111/jcal.12990","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study presents a Robot-Inspired Computer-Assisted Adaptive Autism Therapy (RoboCA³T) focusing on improving joint attention and imitation skills of children with autism spectrum disorder (ASD). By harnessing the inherent affinity of children with ASD for robots and technology, RoboCA³T offers a therapeutic environment designed to maximise engagement and facilitate effective skill development. It harnesses the advantages of Robot-Assisted Therapies (RATs) by employing robot avatars and integrating them with Computer-Assisted Therapies (CATs) within a web-based solution. The integration of automatic gaze and pose detection algorithms within RoboCA³T addresses the challenge posed by potential human error and observation bias in assessing the child's progress, thereby ensuring accurate results. This research responds to the need for more effective, technology driven therapies for autism, filling gaps in existing methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary goal of this research is to create a robot inspired computer assisted adaptive autism therapy that maximises engagement and enhances joint attention and imitation skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study involves 11 ASD children with 30 sessions (divided into two halves) per module over eight months, comprising 660 experimental trials, 110 familiarizations, and 110 follow-up sessions. The joint attention module evaluates the subject's gaze pattern using WebGazer for gaze detection in response to four least-to-most robot-generated cues. The imitation module utilises robot-generated pose for comparing subjects' imitated actions using Tensorflow Lite for pose estimation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The effectiveness of therapy was substantiated by comparing Childhood Autism Rating Scale (CARS) scores before and after intervention. Significant improvements were noted between the first and second therapy halves, validated by Wilcoxon signed-rank tests (<i>p</i> &lt; 0.01) and spearman's correlation analysis, reinforcing the observed improvements in joint attention and imitation skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2031-2048"},"PeriodicalIF":5.1,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977041","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}