Internet and Higher Education最新文献_第7页

Improving serious games by crowdsourcing feedback from the STEAM online gaming community 通过STEAM在线游戏社区的众包反馈改进严肃游戏

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100874

Christian Moro , Charlotte Phelps , James Birt

{"title":"Improving serious games by crowdsourcing feedback from the STEAM online gaming community","authors":"Christian Moro , Charlotte Phelps , James Birt","doi":"10.1016/j.iheduc.2022.100874","DOIUrl":"10.1016/j.iheduc.2022.100874","url":null,"abstract":"<div><p><span>The inclusion of game-based learning in tertiary institutions is increasing as educators seek ways to enhance student engagement and motivation. During the development process for gaming resources, educators need feedback to ensure a quality learning experience. In many cases this feedback is generally received from students at the end of the subject or course and is often regulated centrally. Another way of garnering feedback and capturing player analytics could be to capitalize on the millions of global gamers. A game developed for use in a Health Sciences and Medicine program, </span><em>The King's Request: Physiology and Anatomy Revision Game</em><span>, was made freely available on the Steam platform. Over 16,000 Steam users engaged with the game over 12 months, with 150 providing written reviews. In contrast, a cohort of 100 first-year health science and medical students were requested to review the game after playing in class, with only 17 providing written feedback. In reviewing feedback, similarities were found between the groups, such as where both Steam community players and in-class students requested more questions and a longer game. However, the Steam community highlighted several unique aspects which could be used to improve the game for learning, such as a refined implementation of the incentive system. As the online gaming community is far larger than students enrolled in any tertiary subject, its expansive feedback can be used to accelerate the design and refinement of serious games. This wealth of feedback could provide unique insights for educators wishing to improve the provision of games in education and the overall student learning experience.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"55 ","pages":"Article 100874"},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79971487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 6

Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement 通过电子学习开发有效的电子学习环境，使用中介技术、资源和建构主义学习方面的绩效影响:学习者参与的调节因素

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100871

Ing-Long Wu , Pi-Jung Hsieh , Shwu-Ming Wu

{"title":"Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement","authors":"Ing-Long Wu , Pi-Jung Hsieh , Shwu-Ming Wu","doi":"10.1016/j.iheduc.2022.100871","DOIUrl":"10.1016/j.iheduc.2022.100871","url":null,"abstract":"<div><p>E-learning use indicates the success of implementing e-learning environments since it plays a key role in mediating drivers for goal achievement<span>. The motivation for e-learning use greatly depends on developing effective e-learning processes. Two particular issues, technology use and constructivist learning, are proposed for further defining three key determinants, technology affordances, e-content interaction, and e-social interaction, as the determinants of e-learning use, and in turn, academic performance<span>. The three determinants for their integration are unique for a special guide to effective e-learning design. Learner involvement is an emotional moderator for an interactive role with e-learning use. An existing e-learning environment with learning experience is used to collect both subjective and objective data. Technology affordances and e-content interaction have important influence on e-learning use, whereas e-social interaction does not. E-learning use also indicates the importance as a key mediator to achieve academic performance. Learner involvement shows insignificance with the moderating role. These findings have important implications for developing new learning approaches and effective e-learning processes, in particular, the insignificance of e-social interaction and learner involvement.</span></span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"55 ","pages":"Article 100871"},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78307814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 9

Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education 推特教学:在高等教育中使用基于推特的教学方法来提高学生的积极性和学术成果

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100876

Séverine Erhel, Nicolas Michinov, Audrey Noël, Corentin Gonthier

{"title":"Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education","authors":"Séverine Erhel, Nicolas Michinov, Audrey Noël, Corentin Gonthier","doi":"10.1016/j.iheduc.2022.100876","DOIUrl":"10.1016/j.iheduc.2022.100876","url":null,"abstract":"<div><p>Scholars are aware of the power of social media to capture the attention of students, notably during lectures. Far from banning them, some teachers have considered using them to improve the motivation of students. One of the most popular social media platforms for that purpose is Twitter. It has been widely used in educational settings as a tool for collaboration and communication, but studies using Twitter as a tool to help students remember course concepts and stimulate their motivation to learn are scarce. In the present study, we conducted a three-year study in a ‘naturalistic’ educational setting using Twitter to remind students of course concepts, and asking questions every week during one semester. Comparing the groups of user and non-user students showed that this Twitter-based method elicited higher intrinsic motivation and interest in the course throughout the semester; importantly, it also reduced amotivation. Some benefits of using Twitter were also observed on learning and academic outcomes. We discuss the benefits and the limits of repurposing social networks for pedagogical activities.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"55 ","pages":"Article 100876"},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78344873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 2

Examining nontraditional graduate students' experiences with video feedback in a fully online course 在一门完全在线的课程中，通过视频反馈来检验非传统研究生的体验

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100858

Fatih Ari, Ismahan Arslan-Ari

引用次数: 2

Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach 网络分析方法探讨在线协作学习中学习情绪与认知加工的关系

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100875

Jun-min Ye , Jin Zhou

{"title":"Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach","authors":"Jun-min Ye , Jin Zhou","doi":"10.1016/j.iheduc.2022.100875","DOIUrl":"10.1016/j.iheduc.2022.100875","url":null,"abstract":"<div><p>Evidence suggests that learning sentiments are inextricably related to cognitive processing<span>, and the exploration of the relationship remains to be an important research topic. This study collected discourse data from 40 college students in online collaborative learning activities. Epistemic network analysis (ENA) was employed to explore the connection between learning sentiments and cognitive processing and compare the ENA network characteristics of the higher- and lower-engagement groups. The results indicated that there was a joint connection between understand-analyze-neutral, and insightful sentiments had more association with neutral sentiments and understanding. Besides, distinctions existed between higher- and lower-engagement groups with respect to the association between learning sentiments and cognitive processing. The higher-engagement group had stronger associations around positive and confused sentiments, while the lower-engagement group had stronger associations around off-topic discussion. The findings of this research may serve as a reference for designing and implementing collaborative learning activities to increase cognitive levels.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"55 ","pages":"Article 100875"},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90520975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 4

The role of multi-attributional student diversity in computer-supported collaborative learning 多归因学生多样性在计算机支持协作学习中的作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100868

Jan-Bennet Voltmer , Natalia Reich-Stiebert , Jennifer Raimann , Stefan Stürmer

{"title":"The role of multi-attributional student diversity in computer-supported collaborative learning","authors":"Jan-Bennet Voltmer , Natalia Reich-Stiebert , Jennifer Raimann , Stefan Stürmer","doi":"10.1016/j.iheduc.2022.100868","DOIUrl":"10.1016/j.iheduc.2022.100868","url":null,"abstract":"<div><p>Many online learning contexts are characterized by both high levels of student diversity on socio-demographic attributes (e.g., gender, first language) as well as task-related attributes (e.g., prior online-learning experiences, prior degrees). This longitudinal study investigated the relationships of multi-attributional diversity with CSCL processes and outcomes in a cohort of 1525 distance education freshmen randomly allocated to 343 groups over the course of a nine-week CSCL assignment. Group-level path analyses revealed that, if not explicitly managed, higher multi-attributional socio-demographic diversity was negatively related to the groups' structural integration (computed from digital data). Lower structural integration, in turn, was positively related to lower task-related collaboration time among students and, ultimately, a poorer grading of the groups' work by independent tutors. Moderation analyses further indicated that high task-related diversity operated as an amplifier of the negative relationship of high socio-demographic diversity with structural integration pointing to a risk constellation that requires active intervention.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"55 ","pages":"Article 100868"},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1096751622000240/pdfft?md5=1df7d09feb688c30315c9b39bafd7d30&pid=1-s2.0-S1096751622000240-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81455311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 1

Pseudonymous academics: Authentic tales from the Twitter trenches 匿名学者:来自Twitter战壕的真实故事

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100870

David E. Williams , Spencer P. Greenhalgh

引用次数: 1

The impacts of scaffolding socially shared regulation on teamwork in an online project-based course 脚手架式社会共享规则对网络项目课程团队合作的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100877

Catalina Cortázar , Miguel Nussbaum , Carlos Alario-Hoyos , Julián Goñi , Danilo Alvares

引用次数: 4

Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing 个人笔记与合作笔记:学生笔记完整性、考试成绩和学术写作的准实验研究结果

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100873

Matthew Courtney , Jamie Costley , Matthew Baldwin , Kyungmee Lee , Mik Fanguy

{"title":"Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing","authors":"Matthew Courtney , Jamie Costley , Matthew Baldwin , Kyungmee Lee , Mik Fanguy","doi":"10.1016/j.iheduc.2022.100873","DOIUrl":"10.1016/j.iheduc.2022.100873","url":null,"abstract":"<div><p>There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers' recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"55 ","pages":"Article 100873"},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S109675162200029X/pdfft?md5=218af55c63d1556c954b28fccee03601&pid=1-s2.0-S109675162200029X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74865736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 7

How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance 我要怎么做，下一步要去哪里?精心设计的在线反馈提高了大学生的自主学习和绩效

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100872

Maria Theobald , Henrik Bellhäuser

{"title":"How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance","authors":"Maria Theobald , Henrik Bellhäuser","doi":"10.1016/j.iheduc.2022.100872","DOIUrl":"10.1016/j.iheduc.2022.100872","url":null,"abstract":"<div><p><span>The goal of this study was to examine the effects of adaptive online feedback on self-regulated learning, motivation, and achievement. University students (</span><em>N</em><span> = 257) participated in an experimental field study with an intensive longitudinal design (daily assessment over 30 days). The experiment included a between-subject and a within-subject manipulation. The target of the feedback intervention was varied between subjects: Students either received (1) feedback on metacognitive aspects, (2) feedback on motivational aspects, (3) feedback on metacognitive and motivational aspects, (4) or no feedback. Within the three feedback groups, we additionally varied feedback content from day to day within-subjects. Students either received (1) informative feedback on self-regulated learning (2) directive feedback including only a strategy suggestion, (3) transformative feedback including feedback on self-regulated learning and a strategy suggestion, (4) or – on some days – no feedback. Results revealed that informative, directive, and transformative informative feedback reduced students' procrastination and improved daily self-monitoring, adherence to time schedules, and goal achievement compared to receiving no feedback. Informative and transformative feedback additionally improved planning strategies and concentration. Motivation and self-efficacy were unaffected by any kind of feedback. The positive effects of the intervention were most pronounced when students received feedback on metacognitive and motivational aspects. Moreover, students in the feedback groups achieved better grades in the examinations compared students in the control group. Together, results indicate that the feedback intervention effectively improved students' self-regulated learning and achievement. We discuss differential effectiveness of the feedback depending on feedback content.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"55 ","pages":"Article 100872"},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80647206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 10