Journal of Computer Assisted Learning最新文献

{"title":"The physical, social, and mental conditions of machine learning in student health evaluation","authors":"Gulnur Tyulepberdinova,&nbsp;Madina Mansurova,&nbsp;Talshyn Sarsembayeva,&nbsp;Sulu Issabayeva,&nbsp;Darazha Issabayeva","doi":"10.1111/jcal.12999","DOIUrl":"10.1111/jcal.12999","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study aims to assess how well several machine learning (ML) algorithms predict the physical, social, and mental health condition of university students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The physical health measurements used in the study include BMI (Body Mass Index), %BF (percentage of Body Fat), BSC (Blood Serum Cholesterol), SBP (Systolic Blood Pressure), and DBP (Diastolic Blood Pressure).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The mental health evaluation relied on the following methods: PHQ-9 (Patient Health Questionnaire-9), ISI (Insomnia Severity Index), GAD-7 (Generalized Anxiety Disorder Scale), and SBQ-R (Suicidal Behaviors Questionnaire-Revised). The study assessed KEYES, the comprehensive social health indicator. The study uses a famous methodology for training and testing four well-known ML algorithms, namely the K-nearest neighbors algorithm, decision trees, Naïve Bayes, and the random forest algorithm.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The recall value of the <i>RF</i> algorithm is higher by 2.0%, 4.15%, and 11.25%, respectively. The <i>F</i>-score value of the <i>RF</i> algorithm is also the highest. The differences amount to 4.56% (<i>Naïve Bayes</i>), 2.50% (<i>DT</i>), and 11.20% (<i>K-NN</i>). Accuracy, Precision, Recall, and <i>F</i>-score were used to assess the researched ML algorithms' prediction ability. With a 99.40% prediction accuracy, a 97.60% precision, a 99.30% recall, and an <i>F</i>-score value of 98.70%, the Random Forest method performed the best. ML algorithms can serve as tools for the prediction of physical, mental, and social health state of patients, including students, but they have a rather narrow scope of application and do not cover all aspects of health.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2020-2030"},"PeriodicalIF":5.1,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979324","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":"Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information","authors":"Ove E. Hatlevik,&nbsp;Vibeke Bjarnø","doi":"10.1111/jcal.13008","DOIUrl":"10.1111/jcal.13008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With the rapid advancement of digital technology, student teachers must be proficient in evaluating digital information, resilient to digital distractions, and able to discern the usefulness of Information and Communication Technology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates the relationships between these concepts at two points in time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample includes 153 student teachers from a Norwegian university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and conclusion</h3>\u0000 \u0000 <p>Factor analysis supports a model with three unique concepts at both T1 and T2, maintaining an identical factor structure. However, five out of nine items display low levels of test–retest reliability, coupled with inadequate measurement invariance across time for the concepts. A consistent factor structure is necessary before checking for variations in items and concepts. Therefore, longitudinal studies are required for both methodological and substantive purposes. Resilience to digital distractions (T1) exhibits a positive relationship with the evaluation of digital information (T2). Further studies exploring this relationship over time appear crucial.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2009-2019"},"PeriodicalIF":5.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A learning analytics-based collaborative conversational agent to foster productive dialogue in inquiry learning","authors":"Adelson de Araujo,&nbsp;Pantelis M. Papadopoulos,&nbsp;Susan McKenney,&nbsp;Ton de Jong","doi":"10.1111/jcal.13007","DOIUrl":"10.1111/jcal.13007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Sustaining productive student–student dialogue in online collaborative inquiry learning is challenging, and teacher support is limited when needed in multiple groups simultaneously. Collaborative conversational agents (CCAs) have been used in the past to support student dialogue. Yet, research is needed to reveal the characteristics and effectiveness of such agents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To investigate the extent to which our analytics-based Collaborative Learning Agent for Interactive Reasoning (Clair) can improve the productivity of student dialogue, we assessed both the levels at which students shared thoughts, listened to each other, deepened reasoning, and engaged with peer's reasoning, as well as their perceived productivity in terms of their learning community, accurate knowledge, and rigorous thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In two separate studies, 19 and 27 dyads of secondary school students from Brazil and the Netherlands, respectively, participated in digital inquiry-based science lessons. The dyads were assigned to two conditions: with Clair present (treatment) or absent (control) in the chat. Sequential pattern mining of chat logs and the student's responses to a questionnaire were used to evaluate Clair's impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis revealed that in both studies, Clair's presence resulted in dyads sharing their thoughts at a higher frequency compared to dyads that did not have Clair. Additionally, in the Netherlands' study, Clair's presence led to a higher frequency of students engaging with each other's reasoning. No differences were observed in students' perceived productivity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This work deepens our understanding of how CCAs impact student dialogue and illustrates the importance of a multidimensional perspective in analysing the role of CCAs in guiding student dialogue.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2700-2714"},"PeriodicalIF":5.1,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930317","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":"Cheating behaviour in online exams: On the role of needs, conceptions and reasons of university students","authors":"Marco Rüth,&nbsp;Maria Jansen,&nbsp;Kai Kaspar","doi":"10.1111/jcal.12994","DOIUrl":"10.1111/jcal.12994","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Online exams have become a more common form of assessment at universities due to the Covid-19 pandemic. However, cheating behaviour in online exams is widespread and threatens exam validity as well as student learning and well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To better understand the role of university students' needs, conceptions and reasons regarding cheating in online exams.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In Study 1, we used four pairs of contrasting online exam scenarios to explore the impact of addressing students' needs on their cheating intention. In Study 2, we examined how students' conceptions of online exams are related to their cheating behaviour. In Study 3, we asked students to name their most important reasons for and against cheating in past online exams. All studies were conducted online and are based on a convenience sample of 339 students from universities in Germany.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>First, students were less likely to cheat when they expected exam content relevant to their future profession, exam tasks relevant to their future professional life and detailed feedback on their performance. Second, most students' conceptions of online exams were related to their cheating intention and behaviour, whereas the conceptions that online exams support teaching, promote collaboration and impair learning were of relatively high importance. Third, most important reasons for cheating included the relevance of grades and the unfairness of exams, and most important reasons against cheating included moral standards and values as well as the fear of consequences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Addressing students' needs and considering their conceptions and reasons could be a learner-centred approach to decrease cheating behaviour.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"1987-2008"},"PeriodicalIF":5.1,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12994","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of reading messages on student learning and note-taking during a video lecture","authors":"Tiphaine Colliot,&nbsp;Abraham E. Flanigan","doi":"10.1111/jcal.13002","DOIUrl":"10.1111/jcal.13002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many instructors transitioned their courses from face-to-face environments to computer-mediated learning environments (CMLEs) following the onset of the coronavirus disease 2019 (COVID-19) pandemic. However, little was known about how teleconferencing platforms and their corresponding functions affect student learning when the COVID-19 pandemic began.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The aim of this study was to provide more clarity on the conditions through which online teleconferencing platforms influence student achievement. More specifically, this study investigated how displaying lecture-relevant and lecture-irrelevant messages in a chat box during a video lecture delivered via the Zoom teleconferencing platform affected student learning and note taking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants viewed the video lecture either with (relevant or irrelevant) or without messages appearing in the chat box of the Zoom window. Participants completed a learning test immediately following the lecture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>No difference regarding student achievement was observed between the three groups. However, results revealed that students in the relevant-lecture messages group reported a higher extraneous cognitive load than the other groups even if they reported positive attitudes about the messages appearing on the chat box. Students in the lecture-relevant group also recorded more notes during the lecture compared to the two other groups, but this result did not reach significance. This study extends previous research that investigated how messaging influences learning in classroom settings. Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1974-1986"},"PeriodicalIF":5.1,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930217","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":"Gamification improves learning: Experience in a training activity of computer programming in higher education","authors":"Rafael Mellado,&nbsp;Claudio Cubillos","doi":"10.1111/jcal.13000","DOIUrl":"10.1111/jcal.13000","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data-structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study was conducted on computer engineering university students following a pretest-intervention-posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1959-1973"},"PeriodicalIF":5.1,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942115","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":"Empowering learners with AI-generated content for programming learning and computational thinking: The lens of extended effective use theory","authors":"Shang Shanshan,&nbsp;Geng Sen","doi":"10.1111/jcal.12996","DOIUrl":"10.1111/jcal.12996","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence–generated content (AIGC) has stepped into the spotlight with the emergence of ChatGPT, making effective use of AIGC for education a hot topic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study seeks to explore the effectiveness of integrating AIGC into programming learning through debugging. First, the study presents three levels of AIGC integration based on varying levels of abstraction. Then, drawing on extended effective use theory, the study proposes the underlying mechanism of how AIGC integration impacts programming learning performance and computational thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Three debugging interfaces integrated with AIGC by ChatGPT were developed for this study according to three levels of AIGC integration design. The study conducts a between-subject experiment with one control group and three experimental groups. Analysis of covariance and a structural equation model are employed to examine the effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that the second and third levels of abstraction in AIGC integration yield better learning performance and computational thinking, but the first level shows no difference compared to traditional debugging. The underlying mechanism suggests that the second and third levels of abstraction promote transparent interaction, which enhances representational fidelity and consequently impacts learning performance and computational thinking, as evidenced in test of the mechanism. Moreover, the study finds that learning fidelity weakens the effect of transparent interaction on representational fidelity. Our research offers valuable theoretical and practical insights.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1941-1958"},"PeriodicalIF":5.1,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998886","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":"I don't have time! But keep me in the loop: Co-designing requirements for a learning analytics cockpit with teachers","authors":"Onur Karademir,&nbsp;Daniele Di Mitri,&nbsp;Jan Schneider,&nbsp;Ioana Jivet,&nbsp;Jörn Allmang,&nbsp;Sebastian Gombert,&nbsp;Marcus Kubsch,&nbsp;Knut Neumann,&nbsp;Hendrik Drachsler","doi":"10.1111/jcal.12997","DOIUrl":"10.1111/jcal.12997","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;Teacher dashboards can help secondary school teachers manage online learning activities and inform instructional decisions by visualising information about class learning. However, when designing teacher dashboards, it is not trivial to choose which information to display, because not all of the vast amount of information retrieved from digital learning environments is useful for teaching. Information elicited from formative assessment (FA), though, is a strong predictor for student performance and can be a useful data source for effective teacher dashboards. Especially in the secondary education context, FA and feedback on FA, have been extensively studied and shown to positively affect student learning outcomes. Moreover, secondary teachers struggle to make sense of the information displayed in dashboards and decide on pedagogical actions, such as providing feedback to students.&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;To facilitate the provision of feedback for secondary school teachers via a teacher dashboard, this study identifies requirements for designing a Learning Analytics Cockpit (LA Cockpit), that is, (1) a teacher dashboard that provides teachers with visualisations of results from formative assessment (FA) and (2) a feedback system that supports teachers in providing feedback to students.&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 was conducted in the context of STEM classes and is based on semi-structured co-design interviews with German secondary school teachers. In these interviews, we first explored challenges teachers encountered in monitoring students' learning and providing feedback. Second, in the ideation phase, teachers were asked to define features an LA Cockpit for FA should have. Finally, in the evaluation phase, we provided teachers with a design template for an LA Cockpit, the LAC_Template, which was built upon our previous work and feedback theory, and asked them to evaluate and improve it. Further design requirements were derived based on the evaluation of the LAC_Template and teachers' suggestions for improvement.&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;We derived 16 requirements for designing an LA Cockpit for FA in secondary schools. Findings from the interviews indicated that the feedback system of an LA Cockpit should address teachers' time limitations in giving students individualised feedback. It should therefore be designed to minimise the steps required to deliver feedback. To reduce workload, teachers requested an automated reminder to send ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2681-2699"},"PeriodicalIF":5.1,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12997","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930355","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":"Getting a grip on how we talk about computational practices in science in settings of teacher learning","authors":"Amy Voss Farris,&nbsp;Gözde McLaughlin","doi":"10.1111/jcal.12976","DOIUrl":"10.1111/jcal.12976","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;Science teachers' understanding of the roles of computing practices in science frame how they enact scientific computational practices in their teaching and how their students perceive the relationship between computational practices and scientific endeavours.&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 critical, integrative review synthesizes teacher learning literature about the role of computational literacy and computing practices in K-12 science teaching.&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 examined 54 peer-reviewed articles and analysed the ways the researchers and teacher participants describe the affordances of integrating computational thinking (CT) and other computational practices in science. We characterize how CT and computational practices are framed in relation to scientific learning goals. We identify six primary affordances for integrating computational practices with science that are conveyed to teachers and by teachers, as represented in these studies of teacher learning.&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;These six perspectives include (1) learning computer science principles, (2) developing CT dispositions, (3) engagement and inclusion in science, (4) taking ownership of science, (5) supporting learning science content, and (6) participating in computational practice as a form of scientific epistemic practice. Our analysis indicates that computational thinking and computational practices are often integrated in science in order to teach something &lt;i&gt;about computing&lt;/i&gt; (e.g., Perspective 1), rather than to support learners' scientific work. Only the 29 articles coded for the sixth perspective—that is, in service of epistemic aims in science—demonstrate commitment to students' uses of computational ideas and practices as epistemic tools to participate in the sensemaking work of science.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Takeaways&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Comparison of Perspectives 5 and 6 illustrates the nuance between computational practices in science that reify something students have already “figured out,” rather than those that serve epistemic goals. Perspective 6 encapsulates the deep synergy among (1) the reflexive nature of computing with scientific ideas and (2) computing as a central practice in science and engineering. We contend that a more focused message of computational practices &lt;i&gt;in service&lt;/i&gt; of scientific sensemaking goals is necessary if w","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1922-1940"},"PeriodicalIF":5.1,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12976","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835654","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":"Exploring the multidimensional impact of ICT on academic achievement and mental health: Evidence from a large-scale survey of higher vocational students in China","authors":"Meng Cai,&nbsp;Han Luo,&nbsp;Xiao Meng,&nbsp;Jiaqi Liu","doi":"10.1111/jcal.12995","DOIUrl":"https://doi.org/10.1111/jcal.12995","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Higher vocational education is an essential part of the higher education system that complements conventional education. In the context of information and communication technology (ICT) development and academic competition, more and more literature has proved the importance of ICT use in educational development (academic achievement and mental health) and the relationship between information literacy and the educational development of higher vocational students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Based on one of the most extensive surveys of higher vocational students, the study combined the Opportunity-Propensity (O-P) framework and ecological model to explore the direct effects of different types of ICT use on educational development and the indirect effects from psychological and social factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The data involved 28,956 students from seven higher vocational colleges. The class fixed effect and causal mediation analysis models verified the results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The results found differential effects of different types of ICT use on academic achievement and mental health. Information literacy ability can improve the academic achievement of higher vocational students, but at the cost of mental health. ICT use not only directly impacts the academic achievement and mental health, but also has an indirect impact through psychological factors represented by self-efficacy and technostress and social factors represented by social support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study promotes integrating and expanding the O-P framework and ecological model, enriching the relevant research in ICT use and educational development. Meanwhile, it also provides practical suggestions for realizing rational interventions in ICT use and improving the educational development level of higher vocational students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1898-1921"},"PeriodicalIF":5.1,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730362","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}