Journal of Computer Assisted Learning最新文献

{"title":"Beyond TPACK: A case for foregrounding affect in technology rich 21st-century teaching and learning","authors":"Katherine Frances McLay,&nbsp;Vicente Chua Reyes Jr","doi":"10.1111/jcal.13055","DOIUrl":"10.1111/jcal.13055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers incorporate technology into teaching and learning. Reimagining TPACK as TAPACK to explicitly engage with affect offers a way of leveraging the influential TPACK framework to foreground the affective domain and encourage preservice teachers (PSTs) towards meaningful technology integration in teaching and learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The goal of this research is to encourage teacher educators to explicitly engage PSTs with the affective dimension of integrating technology into teaching and learning by sharing strategies from our own research and practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We deploy reflexive inquiry to draw on our experience teaching into technology focused teacher education courses to crystallize key shortcomings in the existing TPACK framework and suggest a possible way forward.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our research suggests that engaging explicitly with the affective dimension by incorporating affect into the TPACK framework to become TAPACK may enhance technology focused teacher education courses by supporting PSTs to develop positive affective orientation towards technology, thereby increasingly the likelihood that PSTs will integrate technology into their practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3201-3214"},"PeriodicalIF":5.1,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203244","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":"An augmented reality-facilitated question-prompt-interaction-evaluation approach to fostering students' case-handling competence in technical and vocational education","authors":"Chun-Chun Chang","doi":"10.1111/jcal.13063","DOIUrl":"10.1111/jcal.13063","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Cultivating students' problem-solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education. To this end, students are usually guided to complete the learning of workspace knowledge and skills by following the question, prompt, interaction and evaluation (QPIE) procedure.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>In conventional instruction, when teachers present questions of real cases to students, most of the class time is spent on the demonstration of relevant techniques and prompts. Meanwhile, trainers in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. Therefore, the present study proposed an AR (Augmented Reality)-based QPIE training mode.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To show the effectiveness of the proposed mode, this study recruited two classes of students from a technological university as the participants, and conducted an experiment using a unit of a professional training course. One class of 22 learners adopted the AR-QPIE training mode, while the other class of 22 learners used the conventional QPIE (C-QPIE) training mode.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results revealed that the AR-QPIE training mode enhanced learners' learning achievement, self-confidence, and several dimensions of learning perceptions more than the C-QPIE training mode. Besides, in terms of the evaluation of case-handling performance, the AR-QPIE training mode could also significantly enhance learners' memory, comprehension, judgement, and calculation abilities in comparison with the C-QPIE training mode. Yet, no significant differences in the application abilities could be found between the two groups. The proposed training mode of this study could train learners' case-handling performance, and improve their self-confidence in the workspace.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3187-3200"},"PeriodicalIF":5.1,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226144","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 experiential science learning with virtual labs: A narrative account of merits, challenges, and implementation strategies","authors":"Ronald L. Reyes,&nbsp;Kristina P. Isleta,&nbsp;Jennifer D. Regala,&nbsp;Daisy Mae R. Bialba","doi":"10.1111/jcal.13061","DOIUrl":"10.1111/jcal.13061","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The adoption of virtual laboratories (VLs) has experienced a significant surge, catalysed by the global changes in the educational landscape, notably influenced by the COVID-19 pandemic. Originally supplementary to traditional in-person laboratory experiments, VLs swiftly transitioned into a primary source of hands-on laboratory activities for educational institutions worldwide during the pandemic. As restrictions have eased, virtual, computer-assisted learning platforms continue to be used, though now as a complement to, rather than a substitute for, hands-on experimentation opportunities. However, their adoption presents both opportunities and challenges that require thorough investigation to maximize their effectiveness and equity.&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 paper aims to provide a comprehensive overview of VL resources utilized across various scientific disciplines. It evaluates their potential to enhance traditional hands-on laboratory activities and examines the efficacy of computer-assisted learning platforms from a constructivist learning perspective. By doing so, the study seeks to identify best practices, challenges, and strategies for the effective integration of VLs in science education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A content analysis was conducted on literature published from 2013 to 2023, focusing on VLs in educational settings. Thematic analysis was employed to categorize the findings into three primary pillars: Merits, Challenges, and Implementation Strategies. Multiple researchers participated in the analysis to ensure reliability and consistency. To further enhance reliability, regular cross-checks and consensus meetings were held to resolve any discrepancies and maintain the integrity of the thematic categorization. A constructivist learning perspective was used to analyse the instructional implications, focusing on active learning to evaluate alignment with educational goals, adapted teaching methods, and assessments.&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;The analysis revealed that VLs offer significant benefits, including enhanced accessibility, flexibility, and opportunities for active learning. Virtual labs provide scalable, safe opportunities for inquiry-based science learning by replicating experiments in an accessible digital environment, enhancing understanding of scientific concepts based on research demonstrations of improved learning outcomes. However, challenges such as high initial setup costs, technological barriers, and the need for effective integration with traditional curricula were also ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3167-3186"},"PeriodicalIF":5.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203246","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":"‘Instructor in action’: Co-design and evaluation of human-centred LA-informed feedback in MOOCs","authors":"Paraskevi Topali,&nbsp;Ruth Cobos,&nbsp;Unai Agirre-Uribarren,&nbsp;Alejandra Martínez-Monés,&nbsp;Sara Villagrá-Sobrino","doi":"10.1111/jcal.13057","DOIUrl":"10.1111/jcal.13057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed that a human-centred approach in the design of LA solutions can be beneficial. Yet, there is a scarcity of empirical studies discussing participatory approaches addressing LA for feedback in MOOCs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Paper Objectives</h3>\u0000 \u0000 <p>We report a human-centred design, where an instructor and a tool developer employed a conceptual framework, named FeeD4Mi, to shape personalised LA-informed feedback in a MOOC.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The current study follows a qualitative interpretative approach to understand how the proposed conceptual framework FeeD4Mi served the MOOC instructor and the tool developer to design feedback interventions and re-design an existing LA tool, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that FeeD4Mi helped the tool developer to create a contextualised LA tool, named edX-LIMS+. edX-LIMS+ allowed the instructor to monitor and assist struggling MOOC learners in a timely manner. Additionally, FeeD4Mi successfully guided the course instructor in designing and delivering personalised interventions. Yet, the feedback design process was perceived as time-demanding, an issue we plan to address in our future work.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>The current study extends the existing empirical research about employing human-centred approaches for the design of LA-driven interventions. Moreover, this study advances the theory of scalable feedback tactics, through a conceptual framework that aims to guide MOOC instructors during the definition of feedback interventions. We envision that this research contributes to promoting participatory approaches for designing, delivering, and evaluating LA-informed feedback interventions in authentic contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3149-3166"},"PeriodicalIF":5.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The moderating effect of self-regulated learning skills on online learning behaviour in blended learning","authors":"Shuang Li,&nbsp;Jingxi Chen,&nbsp;Sizhuo Liu","doi":"10.1111/jcal.13059","DOIUrl":"10.1111/jcal.13059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Enhancing the effectiveness of online learning has become a key challenge with regard to the ability of blended learning to reach its full potential. However, mechanisms by which students' self-regulated learning (SRL) skills influence their online learning engagement in blended learning and subsequent learning achievement have yet to be explored fully.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to explore the mechanisms underlying the effects of students' SRL skills on online learning behaviour and learning achievement in blended learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Based on students' self-reported data and learning behavioural data, this study employed a combination of structural equation modelling and learning analytics to conduct an in-depth investigation into the influence of SRL skills on online learning behaviour and blended learning achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicated that the duration spent on challenging mandatory tasks mediates the relationship between psychological engagement and learning achievement; Two SRL skills, task strategies and self-evaluation, played positive moderating roles in the relationship between psychological engagement and online behavioural engagement. Further analysis of behavioural sequences revealed that these two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, self-evaluation impacted the approach to quizzes and error correction during exercises.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaway</h3>\u0000 \u0000 <p>The findings of this research enrich and advance the understanding of characteristics and processes of SRL in blended learning contexts and have important implications for both instructional design and learning support in the context of blended K-12 learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3125-3148"},"PeriodicalIF":5.1,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203248","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":"Integrating group awareness into team-based learning","authors":"Jian-Wei Lin,&nbsp;Hong-Ren Chen","doi":"10.1111/jcal.13058","DOIUrl":"https://doi.org/10.1111/jcal.13058","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Team-based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL + GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL + GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3111-3124"},"PeriodicalIF":5.1,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642513","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":"Factors affecting deep learning of EFL students in higher vocational colleges under small private online courses-based settings: A grounded theory approach","authors":"Liping Jiang,&nbsp;Menglei Lv,&nbsp;Mengmeng Cheng,&nbsp;Xia Chen,&nbsp;Changhong Peng","doi":"10.1111/jcal.13060","DOIUrl":"10.1111/jcal.13060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>By employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three-tier coding analysis, an “environment-person-mediation -behaviour” (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3098-3110"},"PeriodicalIF":5.1,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203249","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":"Design, development and testing of BodoRao—A markerless augmented reality application for endangered language in primary education","authors":"Dipali Basumatary,&nbsp;Ranjan Maity","doi":"10.1111/jcal.13056","DOIUrl":"10.1111/jcal.13056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed-method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non-native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non-native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non-native students in the experimental group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3083-3097"},"PeriodicalIF":5.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203251","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":"Fast certificate issuance in a Moodle-based MOOC platform: A large-scale study","authors":"Gabriela Trindade Perry,&nbsp;Marlise Bock Santos","doi":"10.1111/jcal.13054","DOIUrl":"10.1111/jcal.13054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3072-3082"},"PeriodicalIF":5.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring gesture frequencies and images in multimedia environments with pedagogical agents","authors":"Robert O. Davis,&nbsp;Yong-Jik Lee,&nbsp;Joseph Vincent,&nbsp;Lili Wan","doi":"10.1111/jcal.13053","DOIUrl":"10.1111/jcal.13053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3055-3071"},"PeriodicalIF":5.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203252","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}