Journal of Computer Assisted Learning最新文献

{"title":"A Systematic Review of the Recent Research on the Usefulness of Chatbots for Language Education","authors":"Aysel Şahin Kızıl,&nbsp;Blanka Klimova,&nbsp;Marcel Pikhart,&nbsp;Antigoni Parmaxi","doi":"10.1111/jcal.70001","DOIUrl":"https://doi.org/10.1111/jcal.70001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The rise of intelligent chatbots powered by artificial intelligence and machine learning has ignited interest in their potential for revolutionising second language (L2) acquisition and foreign language learning (FLL). While their potential seems vast, understanding their actual impact on learning outcomes requires comprehensive analysis. Also required is the continuous evaluation of this technology due to the rapid pace of advancements in chatbots, highlighting the need for a fresh look using the latest research. This systematic review aims to address this need by investigating the effectiveness of modern chatbots in L2 learning and FLL, offering valuable insights for language educators and researchers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study systematically reviews existing research to assess the usefulness of chatbots in L2 acquisition and FLL, identifying key areas of improvement and future research directions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following the PRISMA methodology, 33 relevant studies published between 2020 and May 2024 were analysed. Thematic analysis was employed to identify key themes related to chatbot applications, language skills impacted, and learning outcomes achieved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students' learning outcomes by using chatbots, while pointing out insufficient research in this area. The results also show major benefits of chatbots for FLL, such as individualised learning, immediate feedback, enhancing willingness to communicate, and increased interaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This systematic review highlights specific practical implications and suggestions that have a direct impact on the usefulness of chatbots in FLL and L2 acquisition, and a need to investigate further variables such as age, language skills, personality traits, or teacher's role with respect to the use of chatbots in foreign language classes. Further implications are also raised in terms of learning design considerations when such a technology is incorporated in the FLL classroom.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248475","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":"Correction to “Does Teacher Enthusiasm Facilitate Students' Chemistry Learning in Video Lectures Regardless of Students' Prior Chemistry Knowledge Levels?”","authors":"","doi":"10.1111/jcal.70003","DOIUrl":"https://doi.org/10.1111/jcal.70003","url":null,"abstract":"<p>\u0000 <span>Huangfu, Q.</span>, <span>Q. He</span>, <span>S. Luo</span>, <span>W. Huang</span>, and <span>Y. Yang</span>. <span>2025</span>. “ <span>Does Teacher Enthusiasm Facilitate Students' Chemistry Learning in Video Lectures Regardless of Students' Prior Chemistry Knowledge Levels?</span>” <i>Journal of Computer Assisted Learning</i> <span>1</span>, no. <span>1</span>: e13116.\u0000 </p><p>The funding information was published as: This work was supported by the National Social Science Fund of China, CSA240318 and the 14th Five-Year Plan Research Project of Chongqing Education Science, K23YB2020027. This should have been: This work was supported by the National Social Science Fund of China, CSA240318.</p><p>We apologise for this error.</p>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121339","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":"Does Instructors' and Students' On-Camera Presence Enhance Learning?","authors":"Jiang Xiaxia,&nbsp;Li Yahong,&nbsp;Kuang Ziyi,&nbsp;Yu Jiajun","doi":"10.1111/jcal.13122","DOIUrl":"https://doi.org/10.1111/jcal.13122","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Video conferencing technology has moved online education into a new stage of real-time video interaction. However, shortcomings such as students' lack of concentration and substantive engagement during video conferencing greatly limit the improvement of online learning effectiveness. According to social presence theory and the community of inquiry model, the on-camera presence of instructors and students may effectively enhance the learning outcomes in video conferencing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The effects of instructors' and students' on-camera presence on social presence, learning satisfaction and learning performance in video conferencing were investigated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We selected 244 university students as participants and employed a between-subject experimental design with two levels of instructors' camera (on/off) and two levels of students' camera (on/off).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>(1) Learning performance was better when students turned on their cameras compared to when they did not. (2) The level of social presence was higher when students turned on their cameras than when they did not. The interaction effect between instructors' and students' camera use was significant, indicating that when instructors turned off their cameras, students' social presence was higher when they themselves turned on their cameras compared to when they did not. However, when instructors turned on their cameras, students' use of cameras did not significantly impact social presence. (3) Learning satisfaction was higher under the condition where students turned on their cameras compared to when they turned them off. It is recommended that students appear on camera during video conferencing, as this can increase social presence and learning satisfaction, ultimately improving their learning performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143118108","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":"Scaffolding Coding Instruction Through Literacy via the Compose and Code Digital Platform and Curriculum","authors":"Amy Hutchison,&nbsp;Qi Si,&nbsp;Jamie Colwell,&nbsp;Erdogan Kaya,&nbsp;Eileen Jakeway,&nbsp;Brittany Miller,&nbsp;Kristie Gutierrez,&nbsp;Kelly Regan,&nbsp;Anna Evmenova","doi":"10.1111/jcal.13115","DOIUrl":"https://doi.org/10.1111/jcal.13115","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Accordingly, this paper reports on the design and implementation of an inclusive digital learning platform and accompanying curriculum for scaffolding and integrating coding into writing instruction for elementary-aged students (approximately ages 9–12). In this paper, we report on teachers' uses of the Compose and Code (CoCo) platform and curriculum, how students used its features, and its influence on students' computational thinking skills and attitudes about coding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Data analysed in this mixed-methods study come from 11 teachers and 595 students in Grades 3–6. Data sources included teacher reflections and interviews, an assessment of computational thinking for students, and a coding attitudes survey for students. Quantitative data were analysed descriptively and using paired sample <i>t</i>-tests. Qualitative data were analysed inductively using open coding to determine emergent categories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Findings indicate that (1) a majority of students effectively used the CoCo platform to plan their work and code in Scratch, with a smaller percentage using the self-evaluation and self-monitoring features, (2) teachers indicated overall positive perceptions of the CoCo platform and curriculum, with strong support for using it in the future, (3) students' computational thinking skills improved over the course of the project, with results indicating a large effect size (<i>g</i> = 1.24), and (4) student attitudinal results were mixed, providing insights to the barriers that students face when learning to code. Overall, this study indicates that the CoCo platform and curriculum show promise as a scaffolded, structured, and integrated tool for teaching elementary computer science to elementary grade students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117269","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":"State-of-the-Art of Eye Tracking in Mobile-Assisted Learning Studies: A Review of Twenty Years of Empirical Studies","authors":"Jiarui Hou,&nbsp;James F. Lee,&nbsp;Stephen Doherty","doi":"10.1111/jcal.13118","DOIUrl":"https://doi.org/10.1111/jcal.13118","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent research has demonstrated the potential of mobile-assisted learning to enhance learners' learning outcomes. In contrast, the learning processes in this regard are much less explored using eye tracking technology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This systematic review study aims to synthesise the relevant work to reflect the current state of eye tracking use in mobile-assisted learning research over the past 20 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Fifty-two articles were identified using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis approach, and analysed based on the technology-based learning model in five key dimensions: publication information, research domains, technologies, methods, and eye tracking-related subdimensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Discussion</h3>\u0000 \u0000 <p>The findings indicate a growth in eye tracking studies from 2004 to 2023, with visual and cognitive science and educational technology being the most studied domains. Tablets were the most utilised medium, along with a usage shift towards tracking glasses. Experiment durations, participant numbers, and education levels varied across studies, but reading tasks were common. Questionnaires and tests were the main additional data collection methods, and fixation was the most frequently used category of eye tracking measures. Most studies provided no information on their defined interest areas, from which they extracted eye tracking data, and employed parametric or non-parametric procedures to compare group means for data analysis. The studies primarily explored task performance, learning strategies, and learning tools, while multimedia learning, linguistic processing, and emotion received limited attention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The systematic review highlights research limitations of current practices for attention and suggests potential avenues for future eye tracking efforts in mobile-assisted learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143116724","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":"Deconstructing University Learners' Adoption Intention Towards AIGC Technology: A Mixed-Methods Study Using ChatGPT as an Example","authors":"Chengliang Wang,&nbsp;Xiaojiao Chen,&nbsp;Zhebing Hu,&nbsp;Sheng Jin,&nbsp;Xiaoqing Gu","doi":"10.1111/jcal.13117","DOIUrl":"https://doi.org/10.1111/jcal.13117","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>ChatGPT, as a cutting-edge technology in education, is set to significantly transform the educational landscape, raising concerns about technological ethics and educational equity. Existing studies have not fully explored learners' intentions to adopt artificial intelligence generated content (AIGC) technology, highlighting the need for deeper insights into the factors influencing adoption.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to investigate higher education learners' adoption intentions towards AIGC technology, with a focus on understanding the underlying reasons and future prospects for its application in education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The research is divided into two phases. First, an exploratory analysis involving practical activities and interviews develops an action decision framework for AIGC adoption. Second, a confirmatory analysis using fuzzy-set qualitative comparative analysis on 233 valid questionnaires identifies six configurations associated with high adoption intentions, emphasising the roles of AI literacy and perceived behavioural control.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The study reveals key factors influencing AIGC adoption, including the importance of AI literacy and perceived behavioural control. It provides actionable insights for educators and learners to prepare for and effectively integrate AIGC technology, ensuring equitable and adaptive educational practices.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115331","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":"AI-Based Adaptive Feedback in Simulations for Teacher Education: An Experimental Replication in the Field","authors":"Elisabeth Bauer,&nbsp;Michael Sailer,&nbsp;Frank Niklas,&nbsp;Samuel Greiff,&nbsp;Sven Sarbu-Rothsching,&nbsp;Jan M. Zottmann,&nbsp;Jan Kiesewetter,&nbsp;Matthias Stadler,&nbsp;Martin R. Fischer,&nbsp;Tina Seidel,&nbsp;Detlef Urhahne,&nbsp;Maximilian Sailer,&nbsp;Frank Fischer","doi":"10.1111/jcal.13123","DOIUrl":"https://doi.org/10.1111/jcal.13123","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence, particularly natural language processing (NLP), enables automating the formative assessment of written task solutions to provide adaptive feedback automatically. A laboratory study found that, compared with static feedback (an expert solution), adaptive feedback automated through artificial neural networks enhanced preservice teachers' diagnostic reasoning in a digital case-based simulation. However, the effectiveness of the simulation with the different feedback types and the generalizability to field settings remained unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We tested the generalizability of the previous findings and the effectiveness of a single simulation session with either feedback type in an experimental field study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In regular online courses, 332 preservice teachers at five German universities participated in one of three randomly assigned groups: (1) a simulation group with NLP-based adaptive feedback, (2) a simulation group with static feedback and (3) a no-simulation control group. We analysed the effect of the simulation with the two feedback types on participants' judgement accuracy and justification quality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Compared with static feedback, adaptive feedback significantly enhanced justification quality but not judgement accuracy. Only the simulation with adaptive feedback significantly benefited learners' justification quality over the no-simulation control group, while no significant differences in judgement accuracy were found.</p>\u0000 \u0000 <p>Our field experiment replicated the findings of the laboratory study. Only a simulation session with adaptive feedback, unlike static feedback, seems to enhance learners' justification quality but not judgement accuracy. Under field conditions, learners require adaptive support in simulations and can benefit from NLP-based adaptive feedback using artificial neural networks.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Visual Programming Instruction on Students' Flow Experience, Programming Self-Efficacy, and Sustained Willingness to Learn","authors":"Chiao Ling Huang,&nbsp;Lianzi Fu,&nbsp;Shih-Chieh Hung,&nbsp;Shu Ching Yang","doi":"10.1111/jcal.13110","DOIUrl":"https://doi.org/10.1111/jcal.13110","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;Many studies have highlighted the positive effects of visual programming instruction (VPI) on students' learning experiences, programming self-efficacy and flow experience. However, there is a notable gap in the research on how these factors specifically impact programming achievement and learning intentions. Our study addresses this gap by focusing on flowchart-based programming—a relatively underexplored area in educational research. To ensure relevance to the educational context, AbilixChart and Ability Storm SK902 were specifically selected for their alignment with the curriculum of the target school, where these tools are widely utilised in both teaching and extracurricular activities. This alignment allowed for a seamless integration of these tools into regular classroom practices after the study's conclusion, ensuring continued application and maximising the study's practical impact. Furthermore, integrating educational robots enhanced student engagement and provided a practical means to evaluate the accuracy of their programming skills. By doing so, our study not only contributes to filling a gap in the literature but also has the potential to influence educational practices by demonstrating the value of incorporating flowchart-based programming and robotics into the curriculum.&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 present study aims to conduct an instructional experiment utilising VPI with flowchart-based programming tools. The main objective is to investigate how these tools influence 219 high school students' flow experience, programming self-efficacy, and sustained learning willingness.&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 pre- and post-test design with a single group and conducted an 11-week instructional experiment. The students used the Abilix Chart software and the Ability Storm SK902 kit to build an intelligent car and learn about visual programming. They were tasked with independently designing programs to solve practical problems in different scenarios. Research tools included Scales of Flow Experience, Computer Programming Self-Efficacy, Sustained Learning Willingness and Program Achievement.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The findings revealed that VPI effectively improved students' programming achievement, flow experience and programming self-efficacy. Students with programming learning experience surpassed their inexperienced peers in willingness to engage in sustained learning. Conversely, 4.57% of the group with lower pre-test scores and no learning experience showed more positive emotional experience than","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113830","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":"Does Teacher Enthusiasm Facilitate Students' Chemistry Learning in Video Lectures Regardless of Students' Prior Chemistry Knowledge Levels?","authors":"Qian Huangfu,&nbsp;Qianmei He,&nbsp;Sisi Luo,&nbsp;Weilin Huang,&nbsp;Yahua Yang","doi":"10.1111/jcal.13116","DOIUrl":"https://doi.org/10.1111/jcal.13116","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm and prior knowledge when learning from video lectures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We tested whether prior chemistry knowledge moderated the impact of teacher enthusiasm on students' chemistry learning during video lectures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>One hundred and forty-two Grade 7 (low-prior chemistry knowledge) and Grade 9 (high-prior chemistry knowledge) Chinese students engaged with this research. Each group of students was randomised into viewing a video lecture with either a low or high degree of teacher enthusiasm. Outcomes were assessed by attention allocation, learning performance, cognitive load, learning satisfaction and student engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our findings revealed significant benefits of teacher enthusiasm and also showed that prior chemistry knowledge could moderate the impact of teacher enthusiasm on students' attention and cognitive outcomes (cognitive load and transfer). Visual attention mediates the effects on transfer. For students with low prior knowledge, there is more focus on the learning content, lower extraneous cognitive load, and higher transfer scores when watching videos with high levels of teacher enthusiasm; however, students with high prior knowledge do not show these differences. In addition, high prior chemistry knowledge had a significant beneficial impact on the motivational outcomes of the students (satisfaction and engagement).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The results suggest that teacher enthusiasm in a video lecture may affect students' chemistry learning, and students' prior chemistry knowledge should be considered when choosing whether to display teacher enthusiasm.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112776","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":"You're (Not) My Type- Can LLMs Generate Feedback of Specific Types for Introductory Programming Tasks?","authors":"Dominic Lohr,&nbsp;Hieke Keuning,&nbsp;Natalie Kiesler","doi":"10.1111/jcal.13107","DOIUrl":"https://doi.org/10.1111/jcal.13107","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Feedback as one of the most influential factors for learning has been subject to a great body of research. It plays a key role in the development of educational technology systems and is traditionally rooted in deterministic feedback defined by experts and their experience. However, with the rise of generative AI and especially large language models (LLMs), we expect feedback as part of learning systems to transform, especially for the context of programming. In the past, it was challenging to automate feedback for learners of programming. LLMs may create new possibilities to provide richer, and more individual feedback than ever before.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This article aims to generate specific types of feedback for introductory programming tasks using LLMs. We revisit existing feedback taxonomies to capture the specifics of the generated feedback, such as randomness, uncertainty and degrees of variation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We iteratively designed prompts for the generation of specific feedback types (as part of existing feedback taxonomies) in response to authentic student programs. We then evaluated the generated output and determined to what extent it reflected certain feedback types.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>This study provides a better understanding of different feedback dimensions and characteristics. The results have implications for future feedback research with regard to, for example, feedback effects and learners' informational needs. It further provides a basis for the development of new tools and learning systems for novice programmers including feedback generated by AI.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112621","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}