British Journal of Educational Technology最新文献

{"title":"Reimagining place in internationalization at a distance: An exploration of students' experiences in virtual exchange","authors":"Catherine Esposito","doi":"10.1111/bjet.13545","DOIUrl":"https://doi.org/10.1111/bjet.13545","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Internationalization at a Distance (IaD) challenges the place-based nature of traditional mobility-centered internationalization initiatives. As technology increasingly drives forth new possibilities for internationalization, there is a growing need to reconceptualize place within digital programs. By reconsidering place through a poststructuralist lens that breaks from binary oppositions like online/in-person and at home/abroad, this paper aims to explore how students experience place within one category of IaD, virtual exchange (VE). In this study, a total of 43 virtual exchange students from 21 countries were interviewed in focus groups. A combination of deductive and inductive coding methods was employed to identify key themes across the groups. Findings underline the complexity of digital place as a hybrid environment with fluid boundaries that allows students to navigate and engage in multiple places simultaneously while also negotiating identities within these interconnected contexts. This study also highlights the role of technology, including internet access and the availability and quality of information and technology infrastructure, in shaping students' online experience and their ability to engage in the digital environment while also revealing the potential inequities that may arise at both the regional and individual levels. By challenging traditional understandings of place as fixed, geographic locations, this research contributes to a deeper understanding of the complexities surrounding IaD and offers new possibilities for understanding place as fluid and hybrid within online programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Place is inherently connected to internationalization, although little research has explored how place is perceived and experienced within IaD programs such as VE.</li>\u0000 \u0000 <li>In internationalization discourse, place is often understood in binary terms, drawing a distinction between home and abroad and emphasizing the significance of geographical location.</li>\u0000 \u0000 <li>IaD challenges this binary and presents new ways of understanding place.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper employs a poststructuralist lens to challenge and deconstruct the binary conceptions of place in internationalization.</li>\u0000 \u0000 <li>This paper focuses on VE as ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"762-778"},"PeriodicalIF":6.7,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13545","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456107","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":"International student mobility and the politics of distance education","authors":"Lisa Ruth Brunner","doi":"10.1111/bjet.13543","DOIUrl":"https://doi.org/10.1111/bjet.13543","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Internationalization at a distance (IaD) has been loosely defined as distance education across borders or the international mobility of knowledge without human mobility. It is largely celebrated, for example, for its potential to improve global education access and mitigate environmental harm. However, this depoliticized positioning risks overlooking IaD's relationship to uneven human mobility flows structured by global inequities. In response, this paper calls for a critical IaD research agenda, starting by drawing attention to the mobility politics of IaD at the postsecondary level. First, it proposes a more nuanced conceptualization of IaD rooted in insights from critical border studies, described here as <i>bordered distance education</i>. Second, it suggests the use of two theorizations of capital—citizenship and motility—as avenues to deepen future analysis of not only IaD but also international student mobility more generally. Third, to demonstrate the application of these suggestions, it presents a critical policy discourse analysis of international student mobility policies during the COVID-19 pandemic era and its aftermath (2000–2024) in Canada. This case study shows how (1) distance education can be used as a bordering tool, and (2) governments can manipulate international student mobility policy to ensure IaD primarily serves immigration, as opposed to educational, needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>The growth of internationalization at a distance (IaD) has the potential to shift how international student mobility is structured, experienced and understood.</li>\u0000 \u0000 <li>IaD is loosely described as <i>distance education across borders</i>.</li>\u0000 \u0000 <li>There are limited critical studies of IaD.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>IaD is embedded in mobility politics and bordering practices.</li>\u0000 \u0000 <li>In addition to its educational purpose, IaD can allow international students to accumulate citizenship capital and motility in new ways.</li>\u0000 \u0000 <li>However, IaD can also be used as a governance tool to (1) recruit/distinguish between potential citizens, (2) manage migration flows and (3) ensure the uninterrupted mobility of capital.</li>\u0000 \u0000 <li>IaD raises key questions a","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"870-889"},"PeriodicalIF":6.7,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455872","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":"Virtual exchange as a mode of internationalization at a distance: Experiences from Türkiye","authors":"Alper Çalıkoğlu, Betül Bulut-Sahin, Asuman Aşık","doi":"10.1111/bjet.13546","DOIUrl":"https://doi.org/10.1111/bjet.13546","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This study examines virtual exchange (VE) as a mode of internationalization at a distance through the Turkish higher education context. Recognizing the constraints of geographical mobility, VE emerges as a viable alternative to enhance international and intercultural learning through technology. Employing a qualitative phenomenological design, we interviewed 22 participants, including students, faculty members and international office professionals from five Turkish universities. Our findings reveal diverse motivations, such as personal and academic development, and highlight professional and intercultural affordances. However, significant challenges persist, including technological limitations, time and communication obstacles and institutional support deficiencies. Our study indicates that VE projects provide valuable international experiences and intercultural awareness for students unable to participate in geographical mobility, yet they require careful consideration of technological tools and planning of activities in the ‘third space’ to overcome existing barriers and enhance student engagement. We recommend that scholars and institutional leaders give more consideration to VE from the viewpoint of internationalization at a distance for more inclusive and equitable internationalization practices in higher education driven by technological tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Virtual exchange offers cost-effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility.</li>\u0000 </ul>\u0000 <p>What does this paper add?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case.</li>\u0000 \u0000 <li>Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts.</li>\u0000 </ul>\u0000 <p>Implications for policy and practice\u0000\u0000 </p><ul>\u0000 \u0000 <li>Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms.</li>\u0000 \u0000 <li>Institutions should prioritize virtual exchange and technology integration","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"909-926"},"PeriodicalIF":6.7,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455874","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":"‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives","authors":"Bart Rienties, Ruslan Ramanau","doi":"10.1111/bjet.13542","DOIUrl":"https://doi.org/10.1111/bjet.13542","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Following the conceptualisation of a third space of internationalisation at a distance (IaD) in this study, we aim to explore how international students at the largest university in Europe, the Open University, might consider their own identities and perspectives. At present over 5000+ international students study at a distance at the Open University, whereby many are based in the UK. At the same time, hundreds of international students do not live in the UK and might be classified as IaD students. Whether or not there are any meaningful similarities or differences in lived experiences between these two groups of international students has thus far received limited empirical attention. Using a mixed-methods study of previously validated instruments, we explored the lived experiences of 266 students (72 IaD, 49 IA, 115 IaH, and 30 UK students living overseas), followed by eight interviews. Our quantitative analyses suggest limited empirical support for the IaD framework, while the qualitative lived experiences of students do provide some unique narratives of IaD students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Global rise of students studying abroad, with an increase in students studying abroad at a distance.</li>\u0000 \u0000 <li>Recent conceptualisations of IaD suggest substantial barriers for IaD students to participate in distance learning.</li>\u0000 \u0000 <li>Limited empirical research to date available in European context.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>In this mixed-method study, we looked at 266 students at the largest distance university in Europe and compared the lived experiences of academic and social adjustment between four groups (ie, living in the UK or not × born in the UK or born overseas).</li>\u0000 \u0000 <li>Our quantitative findings indicated that IaD students had similar lived experiences as other students when following distance learning.</li>\u0000 \u0000 <li>Our qualitative findings suggest some IaD students did experience adaption issues in particular.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Fostering a greater sense of community and belonging among geographically dispersed IaD students might help to","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"947-966"},"PeriodicalIF":6.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456063","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":"Does internationalisation at a distance democratise student mobility? Critical insights from the Asia-Pacific region","authors":"Jeremy Breaden, Thu Thi Quy Do, Lucas Moreira dos Anjos-Santos, Nadine Normand-Marconnet","doi":"10.1111/bjet.13541","DOIUrl":"https://doi.org/10.1111/bjet.13541","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>This paper examines the perspectives of educators on whether internationalisation at a distance (IaD) democratises student mobility in higher education. Adopting a collaborative autoethnographic approach, the analysis focuses on the perspectives of educators involved in virtual mobility practices in relation to three prompts: (1) IaD's capacity for democratisation, (2) IaD practices and the achievement of more equitable, accessible and inclusive education and (3) tensions that emerge from implementing IaD practices in institutional contexts. Applying a three-dimensional theory of justice that supports parity of participation in social life (<i>Scales of Justice</i>, 2009), this paper explores educators' perceptions of IaD's potential to democratise student mobility. The findings demonstrate beliefs that IaD can only democratise student mobility to a certain extent. As educators embrace IaD as a set of inclusive and equitable practices, they also question the unequal availability of material, social and cultural resources that could realise the potential of IaD for students. Situated within IaD discourses in the Asia-Pacific region, which have received little attention in the broader research field of virtual mobility, this paper reinforces the emerging recognition of the fundamental yet often overlooked tensions between internationalisation and democratisation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Internationalisation at a distance (IaD) is a growing practice in higher education internationalisation where students learn in their ‘home country’ aided by digital technologies with curriculum and educators located in a different geographical location.</li>\u0000 \u0000 <li>IaD blurs the boundaries of internationalisation and brings into question binaries such as ‘international/domestic’, ‘home/abroad’ and ‘geographic/virtual’, while inviting researchers, educators and institutions to rethink how they can reframe their internationalisation efforts.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper probes the extent to which IaD can be seen as a more democratic form of student mobility, particularly in relation to addressing unequal participation of students in geographic mobility experiences. It shows that the potential of IaD to be democratising can be conflated into inclusive and equitable discourses without necessarily addressing structural, cultural and social barriers to student mobility.</li>\u0000 \u0000 <li>The paper hig","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"852-869"},"PeriodicalIF":6.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456153","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":"AI-powered vocabulary learning for lower primary school students","authors":"Yun Wen, Mingming Chiu, Xinyu Guo, Zhan Wang","doi":"10.1111/bjet.13537","DOIUrl":"https://doi.org/10.1111/bjet.13537","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>In this exploratory mixed-methods study, we introduce and test our AI-powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student-generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre- and post-tests, post-surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom-based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>AI-enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes.</li>\u0000 \u0000 <li>Students' perceived usefulness of a mobile learning system positively influences their learning engagement.</li>\u0000 \u0000 <li>Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study introduced and tested a self-designed AI-powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations).</li>\u0000 \u0000 <li>Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement.</li>\u0000 \u0000 <li>Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"734-754"},"PeriodicalIF":6.7,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455816","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":"Human-AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners","authors":"Justin Edwards, Andy Nguyen, Joni Lämsä, Marta Sobocinski, Ridwan Whitehead, Belle Dang, Anni-Sofia Roberts, Sanna Järvelä","doi":"10.1111/bjet.13534","DOIUrl":"https://doi.org/10.1111/bjet.13534","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their group-level metacognitive awareness with the aim of facilitating SSRL. We present the methodology we used to design MAI, drawing on the Echeloned DSR (eDSR) Methodological Framework and making use of the Wizard of Oz prototyping paradigm. We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group-level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress.</li>\u0000 \u0000 <li>Supporting SSRL in face-to-face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human-AI collaboration for supporting and augmenting SSRL processes.</li>\u0000 \u0000 <li>Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhan","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"712-733"},"PeriodicalIF":6.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13534","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455951","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":"Enhancing legal writing skills: The impact of formative feedback in a hybrid intelligence learning environment","authors":"Florian Weber, Thiemo Wambsganss, Matthias Söllner","doi":"10.1111/bjet.13529","DOIUrl":"https://doi.org/10.1111/bjet.13529","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Recent developments in artificial intelligence (AI) have significantly influenced educational technologies, reshaping the teaching and learning landscape. However, the notion of fully automating the teaching process remains contentious. This paper explores the concept of hybrid intelligence (HI), which emphasizes the synergistic collaboration between AI and humans to optimize learning outcomes. Despite the potential of AI-enhanced learning systems, their application in a human-AI collaboration system often fails to meet anticipated standards, and there needs to be more empirical evidence showcasing their effectiveness. To address this gap, this study investigates whether formative feedback in an HI learning environment helps law students learn from their errors and write more structured and persuasive legal texts. We conducted a field experiment in a law course to analyse the impact of formative feedback on the exam results of 43 law students, as well as on the writer (students), the writing product and the writing process. In the control group, students received feedback conforming to the legal common practice, where they solved legal problems and subsequently received general feedback from a lecturer based on a sample solution. Students in the treatment group were provided with formative feedback that specifically targeted their individual errors, thereby stimulating internal cognitive processes within the students. Our investigation revealed that participants who were provided with formative feedback rooted in their errors within structured and persuasive legal writing outperformed the control group in producing qualitative, better legal text during an exam. Furthermore, the analysed qualitative student statements also suggest that formative feedback promotes students' self-efficacy and self-regulated learning. Our findings indicate that integrating formative feedback rooted in individual errors enhances students' legal writing skills. This underscores the hybrid nature of AI, empowering students to identify their errors and improve in a more self-regulated manner.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Collaboration between humans and AI in educational settings advances learning mutually, fostering a unified developmental process.</li>\u0000 \u0000 <li>Collaborative education models advocate leveraging human and AI strengths for adaptive learning.</li>\u0000 \u0000 <li>Despite abundant theoretical research, empirical studies in HI remain limited. This gap underscor","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"650-677"},"PeriodicalIF":6.7,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455873","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":"Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience","authors":"Giulia Cosentino, Jacqueline Anton, Kshitij Sharma, Mirko Gelsomini, Michail Giannakos, Dor Abrahamson","doi":"10.1111/bjet.13525","DOIUrl":"https://doi.org/10.1111/bjet.13525","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>As AI increasingly enters classrooms, educational designers have begun investigating students' learning processes vis-à-vis simultaneous feedback from active sources—AI and the teacher. Nevertheless, there is a need to delve into a more comprehensive understanding of the orchestration of interactions between teachers and AI systems in educational settings. The research objective of this paper is to identify the challenges and opportunities when AI intertwines with instruction and examine how this hybrid teaching intelligence is being perceived by the students. The insights of this paper are extracted by analysing a case study that utilizes an AI-driven system (MOVES-NL) in the context of learning integer arithmetic. MOVES-NL is an advanced interactive tool that deploys whole-body movement and immediate formative feedback in a room-scale environment designed to enhance students' learning of integer arithmetic. In this paper, we present an in-situ study where 29 students in grades 6–8 interacted individually with MOVES-NL for approximately 1 hour each with the support of a facilitator/instructor. Mixed-methods analyses of multimodal data sources enabled a systematic multifaceted account of students' cognitive–affective experiences as they engaged with MOVES-NL while receiving human support (eg, by asking students to elaborate on their digital actions/decisions). Finally, we propose design insights for instructional and technology design in support of student hybrid learning. The findings of this research contribute to the ongoing discourse on the role of hybrid intelligence in supporting education by offering practical insights and recommendations for educators and designers seeking to optimize the integration of technology in classrooms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Students and teachers develop different relations with and through AI, beyond just interacting with it.</li>\u0000 \u0000 <li>AI can support and augment the teachers' capabilities.</li>\u0000 \u0000 <li>Hybrid intelligence (HI) has already demonstrated promising potential to advance current educational theories and practices.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This research identifies the important learning opportunities and adversities emerging when AI intertwines with instruction and examines how learners perceive those moments.</li>\u0000 \u0000 <li","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"621-649"},"PeriodicalIF":6.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455723","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":"Enhancing student experience and learning with iterative design in an intelligent educational game","authors":"Ryan Hare, Sarah Ferguson, Ying Tang","doi":"10.1111/bjet.13526","DOIUrl":"https://doi.org/10.1111/bjet.13526","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>With increasing interest in computer-assisted educa- tion, AI-integrated systems become highly applicable with their ability to adapt based on user interactions. In this context, this paper focuses on understanding and analysing first-year undergraduate student responses to an intelligent educational system that applies multi-agent reinforcement learning as an AI tutor. With human–computer interaction at the centre, we discuss principles of interface design and educational gamification in the context of multiple years of student observations, student feedback surveys and focus group interviews. We show positive feedback from the design methodology we discuss as well as the overall process of providing automated tutoring in a gamified virtual environment. We also discuss students' thinking in the context of gamified educational systems, as well as unexpected issues that may arise when implementing such systems. Ultimately, our design iterations and analysis both offer new insights for practical implementation of computer-assisted educational systems, focusing on how AI can augment, rather than replace, human intelligence in the classroom.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>AI-integrated systems show promise for personalizing learning and improving student education.</li>\u0000 \u0000 <li>Existing research has shown the value of personalized learner feedback.</li>\u0000 \u0000 <li>Engaged students learn more effectively.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Student opinions of and responses to an HCI-based personalized educational system.</li>\u0000 \u0000 <li>New insights for practical implementation of AI-integrated educational systems informed by years of student observations and system improvements.</li>\u0000 \u0000 <li>Qualitative insights into system design to improve human–computer interaction in educational systems.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Actionable design principles for computer-assisted tutoring systems derived from first-hand student feedback and observations.</li>\u0000 \u0000 <li>Encourage new directions for human–computer interaction in educational systems.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"551-568"},"PeriodicalIF":6.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455892","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}