Journal of Computer Assisted Learning最新文献

{"title":"Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?","authors":"Ignacio Máñez,&nbsp;Noemi Skrobiszewska,&nbsp;Adela Descals,&nbsp;María José Cantero,&nbsp;Raquel Cerdán,&nbsp;Óscar Fernando García,&nbsp;Rafael García-Ros","doi":"10.1111/jcal.12993","DOIUrl":"10.1111/jcal.12993","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Delivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This quasi-experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high-stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written-feedback group accessed EF messages more often, but students who received video-feedback performed better than their counterparts in the written-feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video-feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>The results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1886-1897"},"PeriodicalIF":5.1,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12993","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810087","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":"AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy","authors":"Jia Zhang,&nbsp;Zhuo Zhang","doi":"10.1111/jcal.12988","DOIUrl":"10.1111/jcal.12988","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher-student relationships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This quantitative research study investigates the opportunities, difficulties, and consequences of incorporating AI into teacher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were collected through structured questionnaires from 202 college students and 68 staff members. The analysis was conducted using SPSS software.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study provides a novel contribution by its thorough investigation of the diverse effects of AI on teacher education. It offers beneficial perspectives on the possible benefits and challenges, illuminating the far-reaching changes that AI could bring to the terrain of learning and instruction and teaching methods in the time yet to come. The research sought to assess the effect of AI adoption in teacher education across five main dimensions: (i) its influence on teaching support and classroom management, (ii) its role in creating inclusive and accessible learning environments, (iii) its contribution to improving teachers' digital literacy and computer skills, and enhancing access to digital teaching resources, (iv) its positive influence on identifying students' learning styles and facilitating the adoption of diverse teaching methods, and (v) its role in strengthening teacher-student relationships through improved interactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings elucidate the promising opportunities that AI presents in the field of teacher education, along with the obstacles that require resolution for the effective fusion of AI educational settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1871-1885"},"PeriodicalIF":5.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656832","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":"Video-based modeling examples and comparative self-explanation prompts for teaching a complex problem-solving strategy","authors":"Julius Moritz Meier,&nbsp;Peter Hesse,&nbsp;Stephan Abele,&nbsp;Alexander Renkl,&nbsp;Inga Glogger-Frey","doi":"10.1111/jcal.12991","DOIUrl":"10.1111/jcal.12991","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;In example-based learning, examples are often combined with generative activities, such as comparative self-explanations of example cases. Comparisons induce heavy demands on working memory, especially in complex domains. Hence, only stronger learners may benefit from comparative self-explanations. While static text-based examples can be compared easily, this is challenging for transient video-based modelling examples used in complex domains because simultaneous processing of two videos is not feasible.&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 allow for such comparisons, we combined video-based modelling examples with static representations (i.e., summarizing tables) of the observed optimal and a suboptimal solution of the problem-solving process. A comparative self-explanation prompt asked learners to compare the different solution approaches. Our study investigated the impact of video-based modelling examples versus independent problem-solving on cognitive load and problem-solving skill development. Moreover, we investigated the effects of comparative versus sequential self-explanation prompts, depending on learners' prior knowledge.&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;In an experiment, 118 automotive apprentices learned a car malfunction diagnosis strategy. Apprentices were divided into three groups: (1) modelling examples with comparative self-explanation prompts, (2) modelling examples with sequential prompts, and (3) no examples or prompts. Diagnostic knowledge and skills were assessed before and after the intervention. Cognitive load was measured retrospectively.&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;Despite no observed effects on cognitive load, modelling examples enhanced diagnostic knowledge and diagnostic skills with scaffolds, though not independent diagnostic skills without scaffolds. The need for more practice opportunities to foster independent diagnostic skills is assumed. Additionally, comparative prompts seem promising for learners with higher prior knowledge.&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;Video-based modelling examples were more beneficial for learning than practising to apply the diagnostic strategy. Static representations allow for comparisons of video examples and comparative prompts are promising for learners with higher prior knowledge (cf. expertise-reversal effect). Further research, especially on the effects on cognitive","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1852-1870"},"PeriodicalIF":5.1,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12991","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140671615","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":"Evaluating Sentence-BERT-powered learning analytics for automated assessment of students' causal diagrams","authors":"Héctor J. Pijeira-Díaz,&nbsp;Shashank Subramanya,&nbsp;Janneke van de Pol,&nbsp;Anique de Bruin","doi":"10.1111/jcal.12992","DOIUrl":"10.1111/jcal.12992","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>When learning causal relations, completing causal diagrams enhances students' comprehension judgements to some extent. To potentially boost this effect, advances in natural language processing (NLP) enable real-time formative feedback based on the automated assessment of students' diagrams, which can involve the correctness of both the responses and their position in the causal chain. However, the responsible adoption and effectiveness of automated diagram assessment depend on its reliability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>In this study, we compare two Dutch pre-trained models (i.e., based on RobBERT and BERTje) in combination with two machine-learning classifiers—Support Vector Machine (SVM) and Neural Networks (NN), in terms of different indicators of automated diagram assessment reliability. We also contrast two techniques (i.e., semantic similarity and machine learning) for estimating the correct position of a student diagram response in the causal chain.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>For training and evaluation of the models, we capitalize on a human-labelled dataset containing 2900+ causal diagrams completed by 700+ secondary school students, accumulated from previous diagramming experiments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>In predicting correct responses, 86% accuracy and Cohen's <i>κ</i> of 0.69 were reached, with combinations using SVM being roughly three-times faster (important for real-time applications) than their NN counterparts. In terms of predicting the response position in the causal diagrams, 92% accuracy and 0.89 Cohen's <i>κ</i> were reached.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Taken together, these evaluation figures equip educational designers for decision-making on when these NLP-powered learning analytics are warranted for automated formative feedback in causal relation learning; thereby potentially enabling real-time feedback for learners and reducing teachers' workload.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"2667-2680"},"PeriodicalIF":5.1,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12992","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140671348","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":"Understanding mobile learning acceptance among university students with special needs: An exploration through the lens of self-determination theory","authors":"Ferhan Şahin,&nbsp;Gizem Yıldız","doi":"10.1111/jcal.12986","DOIUrl":"10.1111/jcal.12986","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the significant emphasis on self-determination in special education and the crucial role of mobile learning, there is a notable absence of path modelling studies that explore the effect of self-determination on the usage of mobile learning by students with special needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study sought to investigate the intentions of mobile learning usage among students with special needs by proposing a model rooted in the technology acceptance model, complemented by extraneous constructs from self-determination theory (competence, autonomy and relatedness).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The data of the study was obtained online from 1298 special needs university students with eight different types of disabilities. Data were analysed with descriptive statistics, confirmatory factor analysis, structural equation modelling and bootstrapping.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The proposed model explained 78.4% of ease of use, 85.2% of usefulness, and 76.5% of intention. 11 of the 12 hypotheses tested within the scope of the model were supported. All hypotheses examining the impacts of self-determination theory constructs on ease of use, usefulness, and intention were validated (8 hypotheses), with the exception of the autonomy → intention relationship. Substantial empirical evidence has been acquired to support the role of the self-determination theory in exploring the intention toward mobile learning among university students with special needs. Concurrently, a robust theoretical framework has been introduced to the field of special education to elucidate the acceptance and utilization of technology by university students with special needs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1838-1851"},"PeriodicalIF":5.1,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598429","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":"Enhancing students' learning achievements, self-efficacy, and motivation using mobile augmented reality","authors":"Fatimah H. Aldeeb,&nbsp;Omar M. Sallabi,&nbsp;Monther M. Elaish,&nbsp;Gwo-Jen Hwang","doi":"10.1111/jcal.12989","DOIUrl":"10.1111/jcal.12989","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper examines the use of augmented reality (AR) as a concept-association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR-enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary goal of this research was to evaluate the effectiveness of an AR-assisted concept-association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self-efficacy and learning motivation among primary school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental design with a control group was employed to investigate the effectiveness of the intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results demonstrate that the implementation of the AR-assisted concept-association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self-efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1823-1837"},"PeriodicalIF":5.1,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598205","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 joint evaluation method of regulated-learning and cognitive quality in collaborative knowledge building","authors":"Yu Gao,&nbsp;Linjing Wu,&nbsp;Xiaotong Lv,&nbsp;Xinqian Ma,&nbsp;Qingtang Liu","doi":"10.1111/jcal.12985","DOIUrl":"10.1111/jcal.12985","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Both socially regulated learning and cognitive quality are important factors affecting collaborative knowledge building, but the current research lacks a joint quantified evaluation method that combines these two aspects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Based on the existing framework, we proposed a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building, and further extracted the evaluation indicators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study involved 74 learners enrolled in a course named ‘the Application of Modern Educational Technology’ as the subject of study, and made a case analysis with this method.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>First, the indicators of this joint evaluation method could complement the indicators of traditional frequency statistics methods and facilitate an analysis of regulated learning and cognitive quality in collaborative knowledge building. Second, the group with a higher proportion of high-level cognitive quality and socially shared regulation in collaborative knowledge building achieved better final scores. Finally, four types of groups were obtained through clustering: excellent, risky, mixed group, and highly collaborative group. This study introduced a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building and provides suggestions for future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1806-1822"},"PeriodicalIF":5.1,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598034","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":"Uncovering emotion sequence patterns in different interaction groups using deep learning and sequential pattern mining","authors":"Changqin Huang,&nbsp;Jianhui Yu,&nbsp;Fei Wu,&nbsp;Yi Wang,&nbsp;Nian-Shing Chen","doi":"10.1111/jcal.12977","DOIUrl":"10.1111/jcal.12977","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi-directional long short-term memory model for emotion detection yielded the highest predictive performance, with an impressive <i>F</i>-measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low-level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1777-1790"},"PeriodicalIF":5.1,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602260","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 efficacies of instructor-designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study","authors":"Yan Shen","doi":"10.1111/jcal.12987","DOIUrl":"10.1111/jcal.12987","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Instructional videos constitute a pivotal component in flipped learning. Despite their significance, there is a dearth of research specifically dedicated to instructional videos within the context of flipped classrooms. This paucity has led to an empirical void in verifying the efficacy of instructional videos in flipped learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The present study endeavours to contribute to the extant literature on flipped pedagogical practices by providing empirical evidence regarding the effectiveness of instructional videos in flipped learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employs a convergent mixed-methods design. Forty-five instructional videos in three subtypes were administered in two classes over a 15-week semester. Data, both quantitative (log data from the learning management system) and qualitative (from focus group discussions at two time points), were concurrently collected from a flipped class (<i>n</i> = 25) and a blended class (<i>n</i> = 28) with the aim of gauging student engagement and learning outcomes in the flipped class and understanding video-viewing features typical of the flipped class.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both datasets corroborated that participants in the flipped class outperformed their counterparts in the blended class in terms of video-watching, peer interaction, knowledge retention, and transfer skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The instructional videos within the flipped classroom setting serve to enhance student engagement in the learning process and improve learning outcomes. The efficacy of these instructional videos in flipped learning can be further augmented through strategic approaches in both their design and implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1791-1805"},"PeriodicalIF":5.1,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12987","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out-of-class activities versus during-class activities","authors":"Xiu Xin,&nbsp;Meng Zhang","doi":"10.1111/jcal.12978","DOIUrl":"10.1111/jcal.12978","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates the effects of using flipped learning designs (student-led, teacher-led and collaboration-led) on learning outcomes and CL management during out-of-class activities versus during-class activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one-way analysis of variance between four groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>This study evidenced the efficacy of the interactive use of collaboration-led flipped learning design over student-led and teacher-led designs for improving learning outcomes and lowering CL during computer-assisted language learning (CALL) course.</p>\u0000 \u0000 <p>Pedagogically, CALL practitioners need to develop and integrate a well-organized combination of student-led and teacher-led flipped learning activities for during-class and out-of-class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes).</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1745-1765"},"PeriodicalIF":5.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598234","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}