British Journal of Educational Technology最新文献

{"title":"Learning by design: Enhancing online collaboration in developing pre-service TESOL teachers' TPACK for teaching with corpus technology","authors":"Qing Ma,&nbsp;Hiu Tung Hubert Lee,&nbsp;Xuesong (Andy) Gao,&nbsp;Ching-sing Chai","doi":"10.1111/bjet.13458","DOIUrl":"10.1111/bjet.13458","url":null,"abstract":"<p>In this study, we integrated corpus technology in pre-service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus-based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre-service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning-by-design approach, enacted it in co-designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra- and inter-group interactions to understand the pre-service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra-group data (interviews) and inter-group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning-by-design approach, is instrumental in enabling pre-service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra- and inter-group collaboration modes are important to help pre-service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject-specific TPACK training.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2639-2667"},"PeriodicalIF":6.7,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602904","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}

{"title":"Exploring teachers' (future) digital assessment practices in higher education: Instrument and model development","authors":"Olga Viberg,&nbsp;Chantal Mutimukwe,&nbsp;Stefan Hrastinski,&nbsp;Teresa Cerratto-Pargman,&nbsp;Joakim Lilliesköld","doi":"10.1111/bjet.13462","DOIUrl":"10.1111/bjet.13462","url":null,"abstract":"<p>Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work first develops and validates a survey instrument to examine teachers' digital assessment practices. Secondly, we build a model to investigate to what extent teachers' pedagogical digital assessment knowledge is a foundation for the future of digital assessment (ie, authentic, accessible, automated, continuous and responsible). A total of 219 university teachers at a large European university participated in the survey study. Factor exploratory analysis and structural equation modelling were used to validate the reliability and validity of items and internal causal relations of factors. The results show the survey is a valid and reliable instrument for assessing teachers' digital assessment practice in higher education. Teachers' pedagogical knowledge and pedagogical content knowledge of digital assessment is critical, while teachers' technological pedagogical knowledge seems to have a more limited impact on the future of digital assessment.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2597-2616"},"PeriodicalIF":6.7,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13462","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140363920","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}

{"title":"Empowering student self-regulated learning and science education through ChatGPT: A pioneering pilot study","authors":"Davy Tsz Kit Ng,&nbsp;Chee Wei Tan,&nbsp;Jac Ka Lok Leung","doi":"10.1111/bjet.13454","DOIUrl":"10.1111/bjet.13454","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;In recent years, AI technologies have been developed to promote students' self-regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI-based (SRLbot) and rule-based AI chatbots (Nemobot) in a 3-week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule-based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT-enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self-regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule-based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;AI technologies have been used to support student self-regulated learning (SRL) across subjects.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;SRL has been identified as an important aspect of student learning that can be developed through technological support.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule-based AI chatbot.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The study offers insights into how ChatGPT can be ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1328-1353"},"PeriodicalIF":6.6,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217821","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}

{"title":"Exploring influential factors in peer upvoting within social annotation","authors":"Shan Li,&nbsp;Xiaoshan Huang,&nbsp;Lijia Lin,&nbsp;Fu Chen","doi":"10.1111/bjet.13455","DOIUrl":"10.1111/bjet.13455","url":null,"abstract":"<p>Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text-mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high-upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation-based collaborative reading.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2212-2225"},"PeriodicalIF":6.7,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151400","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}

{"title":"Mapping the self in self-regulation using complex dynamic systems approach","authors":"Mohammed Saqr,&nbsp;Sonsoles López-Pernas","doi":"10.1111/bjet.13452","DOIUrl":"10.1111/bjet.13452","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Complex dynamic systems offer a rich platform for understanding the individual or the person-specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or person-specific) methods can accurately and precisely model the individual person, create person-specific models, and devise unique parameters for each individual. Our study used the latest advances in complex systems dynamics to study the differences between group-based and individual self-regulated learning (SRL) dynamics. The findings show that SRL is a complex, dynamic system where different sub-processes influence each other resulting in the emergence of non-trivial patterns that vary across individuals and time scales, and as such far from the uniform picture commonly theorized. We found that the average SRL process does not reflect the individual SRL processes of different people. Therefore, interventions derived from the group-based SRL insights are unlikely to be effective in personalization. We posit that, if personalized interventions are needed, modelling the person with person-specific methods should be the guiding principle. Our study offered a reliable solution to model the person-specific self-regulation processes which can serve as a ground for understanding and improving individual learning and open the door for precision education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Self-regulation is a catalyst for effective learning and achievement.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Our understanding of SRL personalization comes from insights based on aggregate group-based data.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Every student has their own unique SRL process that varies from the average in non-trivial ways.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;We offer a credible method for mapping the individualized SRL process.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;SRL dynamics vary across time scales. That is, the trait dynamics are different from the state dynamics, and they should be supported differently.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for practice and/or policy\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Personalization can best be achieved if based on unique","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1376-1397"},"PeriodicalIF":6.6,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151541","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}

{"title":"Meeting the challenges of continuing education online courses: Can we promote self-regulated learning strategies with adaptive support?","authors":"Katharina Teich,&nbsp;Vanessa Stefanie Loock,&nbsp;Nikol Rummel","doi":"10.1111/bjet.13453","DOIUrl":"10.1111/bjet.13453","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Online courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self-regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self-regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how the specific SRL challenges that adult learners face in online courses can be supported adaptively. Main challenges for adult learners consist in managing learning resources (e.g., time, attention, learning environment). To address these challenges, we developed an adaptive support intervention comprising several features. To assess the effects of the adaptive support on the self-reported SRL strategy application of adult learners, we analysed data from five iterations of a continuing education online course comparing iterations with adaptive support (with a total of &lt;i&gt;N&lt;/i&gt; = 36 participants) to iterations without (with a total of &lt;i&gt;N&lt;/i&gt; = 35 participants). Results indicate that the adaptive support significantly improved environmental structuring but did not significantly affect other SRL strategies. Further analyses revealed that learners who did not use the support deteriorated in managing their learning time and in setting specific learning goals during the course.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Adult learners are likely to face various challenges in self-regulated online learning, including managing conflicting responsibilities and maintaining focus.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Adult learners' successful application of SRL strategies can be challenging, underlining the need for support.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Adaptive support interventions have demonstrated positive effects in various educational contexts, indicating potential effectiveness for adult online learners as well.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;The study provides insights into the positive effects and potential pitfalls of designing an adaptive support intervention to improve adult learners' self-reported use of the SRL strategies of &lt;i&gt;effort&lt;/i&gt;, &lt;i&gt;attention&lt;/i&gt;, &lt;i&gt;time management&lt;/i&gt;, &lt;i&gt;environmental structuring&lt;/i&gt;, and &lt;i&gt;goal setting&lt;/i&gt;.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for practice ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1437-1455"},"PeriodicalIF":6.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140117369","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}

{"title":"Viewing tailored nudges is correlated with improved mastery-based assessment scores","authors":"Rebecca L. Matz,&nbsp;Mark Mills,&nbsp;Holly A. Derry,&nbsp;Benjamin T. Hayward,&nbsp;Caitlin Hayward","doi":"10.1111/bjet.13451","DOIUrl":"10.1111/bjet.13451","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Mastery-based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two-part series of nudges designed to improve students' engagement with and performance on mastery-based assignments in high-enrollment, introductory undergraduate courses. Students received one or two email-based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research-intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two-part nudge series is associated with a 3% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most—up to 9%—from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision-making within mastery-based assignment schemes and suggest future research for tailored nudges to support student success.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Nudges are known to be broadly effective, but heterogeneity is observed especially in education where the research base is relatively limited.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Mastery-based grading is an alternative approach to grading that, among other features, emphasizes learning through an explicit feedback cycle of struggle and revision without penalty.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This study assesses the effectiv","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"1841-1859"},"PeriodicalIF":6.7,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107412","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}

{"title":"Learner engagement with instructor-generated video","authors":"Aron Truss,&nbsp;Karen McBride,&nbsp;Hannah Porter,&nbsp;Valerie Anderson,&nbsp;Geraldine Stilwell,&nbsp;Christina Philippou,&nbsp;Andy Taggart","doi":"10.1111/bjet.13450","DOIUrl":"10.1111/bjet.13450","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Effective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor-generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video-based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Higher education tutors are increasingly expected to generate video content as a feature of their course delivery.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Video technology affordances rarely feature in academic professional development programmes leaving tutors ill-equipped to understand how and in what ways students engage with video resources as a part of their courses.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;A novel use of signalling theory to explain different patterns of learner engagement and disengagement.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;A new model to describe factors that affect student engagement with instructor-generated video.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2192-2211"},"PeriodicalIF":6.7,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019531","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}

{"title":"Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments","authors":"Enrico Gandolfi,&nbsp;Richard E. Ferdig,&nbsp;Karl W. Kosko","doi":"10.1111/bjet.13446","DOIUrl":"10.1111/bjet.13446","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head-mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K-12 mathematics and wearing a head-mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non-cumulative effect.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;360 videos are increasingly used to support preservice teacher training.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;360 videos for teacher education foster immersion, presence, and noticing skills.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Empirical evidence that 360 videos experienced with head-mounted display facilitate agency and emotional involvement.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for practice and/or policy\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Head-mounted displays show promise as a delivery mode for 360 videos in teacher education.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;360 videos should be personalized according to PST career and professional goals.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2296-2314"},"PeriodicalIF":6.7,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025990","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}

{"title":"Beyond hard workout: A multimodal framework for personalised running training with immersive technologies","authors":"Fernando Pedro Cardenas Hernandez,&nbsp;Jan Schneider,&nbsp;Daniele Di Mitri,&nbsp;Ioana Jivet,&nbsp;Hendrik Drachsler","doi":"10.1111/bjet.13445","DOIUrl":"10.1111/bjet.13445","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Training to run is not straightforward since without proper personalised supervision and planning, people will not improve their performance and will increase the risk of injuries. This study aims to identify the different factors that influence running training programmes, examining the benefits, challenges or limitations of personalised plans. Moreover, this study explores how multimodal, immersive and artificial intelligence technologies can support personalised training. We conducted an exploratory sequential mixed research consisting of interviews with 11 running coaches from different countries and a survey of 12 running coaches. Based on the interviews and survey analysis, we identified and extracted relevant factors of the training process. We identified four relevant aspects for running training: physical, technical, mental and body awareness. Using these aspects as a reference, we derived a framework using a bottom-up approach. This framework proposes multimodal, immersive and artificial intelligence technologies to facilitate personalised running training. It also allows coaches to personally guide their athletes on each aspect.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Running is a popular sport that provides health benefits and is practised by many people around the world.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Training is a process that enables athletes to improve their development in various aspects of their sport; in the case of running, it helps them to increase their speed and endurance.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Personalised training supports the needs and abilities of athletes, by helping them to achieve their potential through individualised activities or programmes.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Sports science research indicates that personalised training can be improved by applying technology to tackle its challenges and limitations.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;We show that personalising the training requires not only focusing on the runners' physical condition but also on their mental, technical and body awareness aspects, where each of them has a different adaptation to training.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;We show that multimodal and immersive technologies offer suitable and portable ways to measure and target the mental and body awareness aspects during running training.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1528-1559"},"PeriodicalIF":6.6,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981718","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}