Etr&d-Educational Technology Research and Development最新文献

Student engagement profiles in a mobile app: Links to self-regulated learning and performance. 移动应用程序中的学生参与概况：自我调节学习和表现的链接。

IF 5.6 3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2026-01-01 Epub Date: 2026-01-21 DOI: 10.1007/s11423-026-10586-2

Jacqueline Wong, Mohammad Khalil, Vsevolod Suschevskiy, Martine Baars, Bjorn de Koning, Fred Paas

{"title":"Student engagement profiles in a mobile app: Links to self-regulated learning and performance.","authors":"Jacqueline Wong, Mohammad Khalil, Vsevolod Suschevskiy, Martine Baars, Bjorn de Koning, Fred Paas","doi":"10.1007/s11423-026-10586-2","DOIUrl":"10.1007/s11423-026-10586-2","url":null,"abstract":"<p><p>Engaging in independent learning during self-study time is an essential part of learning in higher education. The ubiquity of mobile devices and their applications offer students a flexible, on-the-go learning experience. However, flexible learning environments require students to self-regulate their learning. The current study examined student engagement with a mobile study app intended for students to engage in retrieval practice with feedback as part of self-regulated learning (SRL). Three research questions were addressed: (1) What are the student engagement profiles that can be identified based on students' activity with the study app? (2) Do the profiles differ in SRL and academic performance? and (3) What is the relationship between the identified student profiles, SRL, and academic performance? Through a learning analytics approach, results identified three distinct student profiles: active, disengaged, and utilitarian. Self-efficacy and time-management positively predicted exam grades, while self-evaluation showed an inverse effect. Active engagement positively influenced exam grades, underscoring individual differences in SRL.</p>","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":"74 2","pages":"617-637"},"PeriodicalIF":5.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13152958/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147870031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using hidden Markov model to detect problem-solving strategies in an interactive programming environment 利用隐马尔可夫模型在交互式编程环境中检测问题解决策略

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2025-05-15 DOI: 10.1007/s11423-025-10506-w

Linjing Wu, Xuelin Xiang, Xueyan Yang, Xuan Jin, Liang Chen, Qingtang Liu

引用次数: 1

Exploring online authentic learning environment (OnALE) for inferential statistics: its efficacy and benefits to statistics learners 探索推理统计学的在线真实学习环境(OnALE):其对统计学习者的功效和益处

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-14 DOI: 10.1007/s11423-023-10287-0

Ung Hua Lau, Zaidatun Tasir

引用次数: 0

Transforming teachers’ self-narratives about game-based learning 改变教师关于游戏学习的自我叙述

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-13 DOI: 10.1007/s11423-023-10319-9

Beaumie Kim, Reyhaneh Bastani, Diali Gupta

引用次数: 0

Conceptual and theoretical frameworks for leveraging makerspaces to encourage and retain underrepresented populations in STEM through learning by design 利用创客空间的概念和理论框架，通过设计学习来鼓励和留住STEM中代表性不足的人群

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-13 DOI: 10.1007/s11423-023-10307-z

Lynn Nichols, Rachel Gorsky, Kimberly Corum

引用次数: 0

Learning experience design (LXD) professional competencies: an exploratory job announcement analysis 学习体验设计(LXD)专业能力:探索性招聘公告分析

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-13 DOI: 10.1007/s11423-023-10315-z

Xiaoman Wang, Matthew Schmidt, Albert Ritzhaupt, Jie Lu, Rui Tammy Huang, Minyoung Lee

引用次数: 0

Design principles to develop digital innovation skills: a design-based research approach 开发数字创新技能的设计原则:基于设计的研究方法

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-10 DOI: 10.1007/s11423-023-10308-y

Carolien van den Berg, Vivienne Bozalek

{"title":"Design principles to develop digital innovation skills: a design-based research approach","authors":"Carolien van den Berg, Vivienne Bozalek","doi":"10.1007/s11423-023-10308-y","DOIUrl":"https://doi.org/10.1007/s11423-023-10308-y","url":null,"abstract":"Abstract The digitisation of the world has led to a multitude of far-reaching implications that require students to be prepared for the dynamic era of rapid change, complexity, fluidity, and ubiquity in which they will work at the forefront of technology. To succeed in this environment, students must be able to design and implement digital innovations within the broader spectrum of digital transformation. Despite the importance of this area, the literature shows a lack of research on how digital business innovation skills can be effectively taught to students. To address this gap, a design-based research (DBR) study was conducted using a mixed-methods design through three iterations at a South African university. The study aimed to answer the research question of how digital business innovation skills should be taught to South African Information Systems students. The study commenced with an analysis of practical problems experienced by practitioners, industry, students, and researchers and an initial review of pertinent literature. The literature review focused on the impact of digitisation on future skills requirements to inform the pedagogy, content, and technology applicable to the teaching and learning environment. The findings yielded design principles for the design of the learning environment that were tested and refined via three iterations, resulting in nine design principles. The aim was to ensure a future-oriented, industry-informed curriculum design that is relevant to the digital economy.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":"4 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction to: Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction 教学理念在课程设计中的实现:教学理念如何塑造基于球形视频的虚拟现实支持写作教学的TPACK

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-08 DOI: 10.1007/s11423-023-10320-2

Mengyuan Chen, Ching-Sing Chai, Morris Siu-Yung Jong

引用次数: 0

Inter-brain coupling analysis reveals learning-related attention of primary school students 脑间耦合分析揭示小学生的学习相关注意

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-06 DOI: 10.1007/s11423-023-10311-3

Jingjing Chen, Bing Xu, Dan Zhang

引用次数: 0

Weaving in: shifts in youth mathematical engagement through weaving 编织:通过编织的青少年数学参与的变化

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-06 DOI: 10.1007/s11423-023-10316-y

Naomi Thompson

{"title":"Weaving in: shifts in youth mathematical engagement through weaving","authors":"Naomi Thompson","doi":"10.1007/s11423-023-10316-y","DOIUrl":"https://doi.org/10.1007/s11423-023-10316-y","url":null,"abstract":"Abstract Despite recent efforts to support learners from traditionally minoritized backgrounds in mathematics, inequities in math achievement and participation still exist, particularly for women and people of color. Additionally, much of how math is taught in schools aligns with a particular epistemology that comes from western mathematicians and philosophers. While a strong link between weaving and mathematics has been established, fewer studies explore the possibilities of this link for supporting youth’s pluralistic engagement with mathematics in educational settings. Thus, we ask: In a making-focused intervention designed to expose youth to the mathematical practices inherent in weaving, how do student-created artifacts showcase learning? In this paper, four cases demonstrate how middle-school youth learning to weave and learning through weaving experimented or leveled up their planned or implemented designs. Their learning processes showcase engagement with mathematics that mirrors that of more experienced weavers. Making visible the mathematical engagement that youth undertake through weaving may be a step toward building frameworks and classroom activities through making that work to combat these disciplinary issues.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":"5 9‐10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0