Journal of Computer Assisted Learning最新文献

{"title":"Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses","authors":"Jon-Chao Hong,&nbsp;Kai-Hsin Tai,&nbsp;Tzu-Yu Tai","doi":"10.1111/jcal.13066","DOIUrl":"https://doi.org/10.1111/jcal.13066","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addresses these gaps by exploring the benefits of embodied interaction through the Shaking-On game app, an embodied question-response platform, in comparison to Kahoot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To compare the learning effectiveness of the Shaking-On app, which incorporates physical shaking interactions, with the conventional quiz platform Kahoot in promoting Mandarin learning and positive emotional experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 158 junior high school students participated in the study, engaging in 15-minute sessions once a week for 3 weeks in a formal classroom setting. Participants were divided into two groups: one using the Shaking-On app and the other using Kahoot. The study employed a comparative analysis framework based on achievement emotion theory to evaluate learning outcomes and emotional responses. Furthermore, the classroom response system (CRS) analysis was used to assess the cognitive and affective parameters of the learning tasks in the Shaking-On app and Kahoot, providing detailed insight into how different interactive tasks contributed to learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that the Shaking-On app significantly enhanced Mandarin learning and engagement compared with Kahoot. Participants using Shaking-On experienced higher levels of interactive situational interest and flow, while test anxiety remained consistent across both groups. These findings suggest that incorporating embodied interactions into digital learning tools can substantially benefit student engagement and learning outcomes. The study indicated that such apps could be effectively integrated into classroom settings to enhance student learning. Educators and game developers are encouraged to integrate such interactive elements to improve the efficacy and appeal of educational applications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3360-3368"},"PeriodicalIF":5.1,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641173","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 impact of computer-assisted and direct strategy teaching on reading comprehension","authors":"Aydın Bulut,&nbsp;Mustafa Yıldız","doi":"10.1111/jcal.13068","DOIUrl":"https://doi.org/10.1111/jcal.13068","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;The use of computer-assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self-directed learning and accommodating various learning preferences and schedules.&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 objective of the study was to investigate the impact of computer-assisted and direct strategy teaching on reading comprehension, reading comprehension self-efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer-assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer-based resources. The principal objective of the study was to evaluate the efficacy of computer-assisted strategy instruction.&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;This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth-grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre-test–post-test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self-Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi-structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results and Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Upon examination of the post-test scores of the CAST, DST","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3369-3389"},"PeriodicalIF":5.1,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641153","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 review of research on computer-aided translation technologies and their applications to assist learning and instruction","authors":"Rustam Shadiev,&nbsp;Xuan Chen,&nbsp;Fahriye Altinay","doi":"10.1111/jcal.13072","DOIUrl":"https://doi.org/10.1111/jcal.13072","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3290-3323"},"PeriodicalIF":5.1,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring students' computer-supported collaborative argumentation with socio-scientific issues","authors":"Wenli Chen,&nbsp;Yiting Han,&nbsp;Jesmine Tan,&nbsp;Aileen Siew Cheng Chai,&nbsp;Qianru Lyu,&nbsp; Lyna","doi":"10.1111/jcal.13073","DOIUrl":"https://doi.org/10.1111/jcal.13073","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study examined the effect of computer-supported collaborative argumentation (CSCA) on secondary school students' understanding of socio-scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this study, a mixed-method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence-based argumentation skills on SSI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings and Conclusion</h3>\u0000 \u0000 <p>Several cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The findings provided insights for future innovative teaching and learning SSI in authentic classroom settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3324-3337"},"PeriodicalIF":5.1,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641210","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":"Improving students' processing of history-related 360° videos through collaboration and emotion regulation","authors":"Valentina Nachtigall,&nbsp;Selina Yek,&nbsp;Nikol Rummel","doi":"10.1111/jcal.13076","DOIUrl":"https://doi.org/10.1111/jcal.13076","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value-added studies in order to identify conditions for effective learning with such technologies. For the educational use of history-related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Drawing on research on self-regulated learning, emotion regulation, and collaborative learning, the present value-added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history-related 360° videos.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a quasi-experimental study with school students (<i>N</i> = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history-related 360° video.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history-related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3338-3359"},"PeriodicalIF":5.1,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641212","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 effect of digital storytelling on nursing students' compliance with isolation precautions and their knowledge levels: A randomized controlled trial","authors":"Sule Bıyık Bayram,&nbsp;Emel Gülnar,&nbsp;Nurcan Caliskan,&nbsp;Çiğdem Torun Kılıç","doi":"10.1111/jcal.13062","DOIUrl":"https://doi.org/10.1111/jcal.13062","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>A pretest-posttest open-label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in Türkiye. The sample consisted of 109 fourth-year nursing students divided into experimental (<i>n</i> = 66) and control (<i>n</i> = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann–Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The experimental group had significantly higher posttest IKT and SCIP scores than the control group (<i>p</i> &lt; 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3278-3289"},"PeriodicalIF":5.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641235","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":"Pre-service teachers' collaborative learning and role-based drama activity in a virtual reality environment","authors":"Piia Näykki,&nbsp;Saara Pyykkönen,&nbsp;Jenni Latva-aho,&nbsp;Tuula Nousiainen,&nbsp;Emilia Ahlström,&nbsp;Tapio Toivanen","doi":"10.1111/jcal.13079","DOIUrl":"https://doi.org/10.1111/jcal.13079","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In recent years, the use of virtual reality (VR) environments for education has gained interest in research and education. However, little is known about the potential of social VR environments for collaborative learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study explores pre-service teachers' (PSTs') collaborative learning and role-based drama activity, focusing on their self-created fictional avatar characters and their experiences of presence while working on a group-based virtual drama activity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>PSTs' course on environmental storytelling was used as the context of the study, in which they worked in small groups in a VR environment (AltspaceVR) from the desktop computers due to COVID-19 restrictions. Qualitative research data were collected via questionnaire (<i>N</i> = 15). The data were analysed using a community of inquiry model to explore the PSTs' experiences of online presence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and conclusion</h3>\u0000 \u0000 <p>The results showed that the PSTs' experienced creating and acting as virtual characters as meaningful and engaging activities, and elements of presence were manifested in their reflections. Based on this case study, it can be concluded that the interactive virtual drama activity has the potential to foster the experience of presence in online learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3264-3277"},"PeriodicalIF":5.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642496","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":"Digital simulations as a pedagogical tool: How ready are Fiji year-11 science teachers?","authors":"Shayal Nandani,&nbsp;Shikha Raturi","doi":"10.1111/jcal.13071","DOIUrl":"https://doi.org/10.1111/jcal.13071","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Digital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre-test and post-test results before and after the intervention (training).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Science teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology-enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st-century education is imperative.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3249-3263"},"PeriodicalIF":5.1,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642434","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":"Levering AI to enhance students' conceptual understanding and confidence in mathematics","authors":"Allan Mesa Canonigo","doi":"10.1111/jcal.13065","DOIUrl":"10.1111/jcal.13065","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Motivation</h3>\u0000 \u0000 <p>This research investigates the transformative impact of integrating AI into mathematics education, aiming to enhance students' conceptual understanding and self-efficacy. It addresses the crucial need for innovative teaching methods in response to contemporary challenges in education and aims to fill gaps in understanding the potential drawbacks and benefits of AI implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary goal of this study is to investigate the effects of AI tools, such as GeoGebra and ChatGPT, on students' conceptual understanding and self-efficacy in a mathematics classroom setting, with a focus on collaborative learning, teacher-led discussions, and problem-solving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Employing a mixed-methods approach, the research involves pre- and post-implementation surveys, supplemented by qualitative data from interviews, focus groups, and classroom observations. The study emphasises the utilisation of AI in collaborative learning environments and explores the challenges and opportunities associated with its integration.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The study reveals a noteworthy enhancement in students' conceptual understanding and self-efficacy belief when AI tools are incorporated into mathematics education. However, it highlights concerns such as technological challenges, potential teacher replacement fears, biases in AI systems, and difficulties related to pacing and social interaction. To optimise the use of AI, the paper suggests strategies like adaptive learning platforms, real-world simulations, intelligent tutoring systems, and data-driven instruction, positioning AI as a complement rather than a substitute for traditional teaching methods. The study recommends addressing challenges through additional support resources and transparent communication, emphasising the need for a thoughtful integration of AI in education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3215-3229"},"PeriodicalIF":5.1,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256316","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":"One intervention, several benefits: Deliberate computer-assisted argument mapping practices in an online teacher education course","authors":"Suat Kaya","doi":"10.1111/jcal.13067","DOIUrl":"10.1111/jcal.13067","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;Ambiguity prevails concerning the fundamental methodological characteristics of computer-assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the configuration of instructional interventions grounded in CAAM. Furthermore, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices.&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 to explore the influence of CAAM practices on the pre-service teachers' critical thinking skills and the lived experiences of pre-service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices.&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 intervention was conducted in an online course called ‘Instructional Methods and Techniques’, which included various instructional methods and techniques to be utilized while implementing a curriculum. This study employed a sequential explanatory mixed method research design conducted with 24 s grade pre-service teachers enrolled in the elementary school department. The quantitative data gathered through a critical thinking scoring rubric were analysed with repeated measures ANOVA to analyse the change in participants' critical thinking scores over time, while a semi-structured interview form developed by the researcher was used to collect data regarding pre-service teachers' experiences, which were analysed with content analysis.&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 quantitative findings provided empirical support for the integration of CAAM practices into teacher education programs as a means to enhance the CT skills of pre-service teachers, while content analysis resulted in five themes named as ‘challenges, opportunities, views about Mindmup, feedback and suggestions’. The challenges encountered and subsequently overcome, the opportunities harnessed for critical thinking growth, the role of feedback in the learning process, elimination of interaction problems encountered during online learning, and the need for balanced CAAM usage all contributed to a comprehensive understanding of the potential benefits and considerations associated with CAAM in the context of teacher education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusio","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3230-3248"},"PeriodicalIF":5.1,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256315","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}