British Journal of Educational Technology最新文献

{"title":"Using explainable AI to unravel classroom dialogue analysis: Effects of explanations on teachers' trust, technology acceptance and cognitive load","authors":"Deliang Wang,&nbsp;Cunling Bian,&nbsp;Gaowei Chen","doi":"10.1111/bjet.13466","DOIUrl":"10.1111/bjet.13466","url":null,"abstract":"<p>Deep neural networks are increasingly employed to model classroom dialogue and provide teachers with prompt and valuable feedback on their teaching practices. However, these deep learning models often have intricate structures with numerous unknown parameters, functioning as black boxes. The lack of clear explanations regarding their classroom dialogue analysis likely leads teachers to distrust and underutilize these AI-powered models. To tackle this issue, we leveraged explainable AI to unravel classroom dialogue analysis and conducted an experiment to evaluate the effects of explanations. Fifty-nine pre-service teachers were recruited and randomly assigned to either a treatment (<i>n</i> = 30) or control (<i>n</i> = 29) group. Initially, both groups learned to analyse classroom dialogue using AI-powered models without explanations. Subsequently, the treatment group received both AI analysis and explanations, while the control group continued to receive only AI predictions. The results demonstrated that teachers in the treatment group exhibited significantly higher levels of trust in and technology acceptance of AI-powered models for classroom dialogue analysis compared to those in the control group. Notably, there were no significant differences in cognitive load between the two groups. Furthermore, teachers in the treatment group expressed high satisfaction with the explanations. During interviews, they also elucidated how the explanations changed their perceptions of model features and attitudes towards the models. This study is among the pioneering works to propose and validate the use of explainable AI to address interpretability challenges within deep learning-based models in the context of classroom dialogue analysis.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2530-2556"},"PeriodicalIF":6.7,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140666555","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":"Towards inclusivity in AI: A comparative study of cognitive engagement between marginalized female students and peers","authors":"Shiyan Jiang,&nbsp;Jeanne McClure,&nbsp;Cansu Tatar,&nbsp;Franziska Bickel,&nbsp;Carolyn P. Rosé,&nbsp;Jie Chao","doi":"10.1111/bjet.13467","DOIUrl":"10.1111/bjet.13467","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study addresses the need for inclusive AI education by focusing on marginalized female students who historically lack access to learning opportunities in computing. It applies the theoretical framework of intersectionality to understand how gender, race and ethnicity intersect to shape these students' learning experiences and outcomes. Specifically, this study investigated 27 high-school students' cognitive engagement in machine learning practices. We conducted the Wilcoxon–Mann–Whitney test to explore differences in cognitive engagement between marginalized female students and their peers, employed comparative content analysis to delve into significant differences and analysed interview data thematically to gain deeper insights into students' machine learning model development processes. The findings indicated that, when engaging in machine learning practices requiring drawing diverse cultural perspectives, marginalized female students demonstrated significantly higher performance compared to their peers. In particular, marginalized female students exhibited strengths in holistic language analysis, paying attention to writers' intentions and recognizing cultural nuances in language. This study suggests that integrating language analysis and machine learning across subjects has the potential to empower marginalized female students and amplify their perspectives. Furthermore, it calls for a strengths-based approach to reshape the narrative of underrepresentation and promote equitable participation in machine learning and AI.&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;Female students, particularly those from underrepresented groups such as African American and Latina students, often experience low levels of cognitive engagement in computing.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Marginalized female students possess unique strengths that, when nurtured, have the potential to not only transform their own learning experiences but also contribute to the advancement of the computing field.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It is critical to empower marginalized female students in K-12 AI (ie, a subfield of computing) education, seeking to bridge the gender and racial disparity in AI.&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;Marginalized female students outperformed their peers in responding to machine learning questions related to feature analysis and feature distribution interpretati","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2557-2573"},"PeriodicalIF":6.7,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670385","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":"Meta-analysis of the effect of 360-degree videos on students' learning outcomes and non-cognitive outcomes","authors":"Zhujun Jiang,&nbsp;Yicong Zhang,&nbsp;Feng-Kuang Chiang","doi":"10.1111/bjet.13464","DOIUrl":"10.1111/bjet.13464","url":null,"abstract":"<p>A 360-degree video offers a novel visual experience for education. This immersive experience not only amplifies students' engagement and curiosity but also assists them in delving into and comprehending intricate concepts from a multitude of viewpoints. Given its novelty, there is a relative shortage of studies on 360-degree video's overall effectiveness in education. This study conducted a meta-analysis of 49 peer-reviewed articles. Utilizing a random-effects model to compute effect sizes (ES), the results showed that 360-degree videos have a moderate impact on both learning (Hedges' <i>g</i> = 0.525) and non-cognitive outcomes (Hedges' <i>g</i> = 0.527), with notable heterogeneity observed across the studies. Furthermore, the studies were coded to examine the moderating effects of their characteristics, such as the level of education, the field of education, the display types, experimental design, the sample size and the control treatment. The findings suggest a medium effect of 360-degree videos on knowledge acquisition and a smaller effect on task performance. In terms of non-cognitive outcomes, the least impact was noted in the domain of social and emotional qualities, while the most significant impact was in attitudes and beliefs. Based on these findings, the study proposed future research directions focusing on enhancing teaching strategies and improving research designs concerning the use of 360-degree videos in educational contexts.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2423-2456"},"PeriodicalIF":6.7,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140616806","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":"Student profiles based on in-game performance and help-seeking behaviours in an online mathematics game","authors":"Reilly Norum,&nbsp;Ji-Eun Lee,&nbsp;Erin Ottmar,&nbsp;Lane Harrison","doi":"10.1111/bjet.13463","DOIUrl":"10.1111/bjet.13463","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Well-designed online educational games can improve students' math knowledge, skills and engagement; however, more research is needed to understand how to formatively assess components of students' mathematical understanding and learning as students solve problems in online educational games. In this study, we examined how 7th-grade students' (&lt;i&gt;N&lt;/i&gt; = 760) in-game performance (ie, strategy efficiency, mathematical validity of the first action, mathematical errors) and help-seeking behaviours (ie, hint requests) correlated with their algebraic knowledge in an online mathematics game. The &lt;i&gt;k&lt;/i&gt;-means cluster analysis identified four groups of students based on their in-game metrics, and some variabilities in their in-game performance were found. Although hint requests were available, only a few students showed a high percentage of hint requests during their gameplay. The regression analysis revealed that students' in-game performance and help-seeking behavioural patterns explained a significant amount of variance in students' algebraic knowledge above and beyond their prior knowledge. Our results suggest that how students interact with the online learning game is related to their later math performance, and qualitative aspects of student behaviours captured using log data provide meaningful information to students' algebraic understanding.&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;Well-designed online educational games can improve students' math knowledge, skills, and engagement.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Several studies found that some in-game metrics, such as in-game progress or correctness of tasks, are positively associated with learning outcomes.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;However, many studies used simple metrics like the correctness of each task or the number of problems completed to measure students' performance in the game.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Few studies measured more in the moment or qualitative aspects of student in-game performance, for example, how efficiently students solved problems in the game.&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;In-game metrics measuring more in the moment and qualitative aspects of students' problem-solving explained a significant amount of variance in students' algebraic knowledge above and beyond students' prior knowledge.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Students' strategy efficiency and strategic planning were positively associated with students","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2697-2718"},"PeriodicalIF":6.7,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573504","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":"Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies","authors":"Kshitij Sharma,&nbsp;Andy Nguyen,&nbsp;Yvonne Hong","doi":"10.1111/bjet.13459","DOIUrl":"10.1111/bjet.13459","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self-regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self-regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self-assessment, and help-seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self-regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self-regulated learning research and development.&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;By providing personalized and learner-centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self-regulated learning (SRL) practices.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It is possible to create a more student-centred and effective learning environment by combining adaptive learning and collaborative learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes.&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;Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Summarizes the insights on (S)SRL through ADLEs in collaborative learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1398-1436"},"PeriodicalIF":6.6,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573733","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":"Facilitating cognitive development and addressing stereotypes with a cross-cultural learning activity supported by interactive 360-degree video technology","authors":"Rustam Shadiev,&nbsp;Xuan Chen,&nbsp;Barry Lee Reynolds,&nbsp;Yanjie Song,&nbsp;Fahriye Altinay","doi":"10.1111/bjet.13461","DOIUrl":"10.1111/bjet.13461","url":null,"abstract":"<p>This study investigates a virtual reality (VR) cross-cultural interactive learning environment that combines a 360-degree video camera for content creation, a viewing tool, and a video conference platform for real-time interaction. This environment aims to address the limitations of traditional 360-degree VR tools, particularly in enabling simultaneous, interactive engagement among multiple users. The study recruited 31 university students from China and Indonesia utilizing convenience sampling to test the efficacy of the environment in fostering cognitive development and challenging cross-cultural stereotypes. The methodology included analysing student-created content, questionnaire responses, and insights from semistructured interviews. The analysis, grounded in a cognitive development taxonomy and an assessment of stereotype changes, revealed that the students reached the “remember” and “understand” cognitive levels. Additionally, prevalent stereotypes held by the students were addressed. The immersive nature of the VR environment and the interactions with foreign peers were highly appreciated, significantly contributing to cognitive growth and stereotype mitigation. These findings offer valuable insights for educators and researchers in technology-assisted cross-cultural education, emphasizing the importance of designing interactive VR-based activities that effectively facilitate cognitive development and address cross-cultural stereotypes.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2668-2696"},"PeriodicalIF":6.7,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140740265","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":"GeoSolvAR: Scaffolding spatial perspective-taking ability of middle-school students using AR-enhanced inquiry learning environment","authors":"Anveshna Srivastava,&nbsp;Vihang Vaidya,&nbsp;Sahana Murthy,&nbsp;Chandan Dasgupta","doi":"10.1111/bjet.13456","DOIUrl":"10.1111/bjet.13456","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Spatial perspective-taking (SPT) ability positively influences performance in STEM fields. While limited research studies have been done with school students, they have yielded inconclusive findings and, hence, here we report findings from our study with an augmented reality (AR) enhanced learning environment (ARELE), &lt;i&gt;GeoSolvAR&lt;/i&gt;, on middle-school students' SPT ability. We conducted a sequential explanatory mixed-method study with 90 students to test GeoSolvAR's twin features of augmented systems and inquiry-based activities. The study had one experimental (&lt;i&gt;n&lt;/i&gt; = 30) and two control groups (&lt;i&gt;n&lt;/i&gt; = 30 × 2), where students were individually administered an online pre- and posttest to measure their SPT ability. The experimental group worked with both the features of GeoSolvAR, while the control group worked with only the AR feature or had no intervention. Our findings reveal that the experimental group showed significant improvement in SPT ability while students in the control groups showed non-significant improvement or no change. Furthermore, we found that all experimental group students used certain body movements and imagined shifts in spatial positions while solving the activity questions. Thus, we conjecture that GeoSolvAR affords thinking and imagining with the body which makes it a potent tool for improving students' SPT ability.&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;Spatial perspective taking (SPT) belongs to a set of spatial abilities that have been shown to positively influence academic success and career success in STEM fields.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Augmented reality systems with their ability to augment 2D images into 3D forms are being explored mostly in college and above levels to improve SPT ability.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Limited research investigating the improvement of SPT in school students has used VR digital games or robots. These have either yielded inconclusive findings or not found any improvement in school students' SPT abilities.&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;Conclusive evidence for improving SPT ability in middle-school students.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Empirical evidence for a design to effectively combine augmenting abilities of AR systems with inquiry-based learning scaffolds to improve the SPT ability of middle-school students.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;A conjecture about the mechanism by which middle-school children's spati","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2617-2638"},"PeriodicalIF":6.7,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573839","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":"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":"AI and English language teaching: Affordances and challenges","authors":"Helen Crompton,&nbsp;Adam Edmett,&nbsp;Neenaz Ichaporia,&nbsp;Diane Burke","doi":"10.1111/bjet.13460","DOIUrl":"10.1111/bjet.13460","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self-regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI.&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;English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Empirical evidence shows that pupils can often face difficulties when learning English, with challenges such as irregularity in English spelling.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;AI has supported language teaching and learning with studies showing that AI can support language-specific 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;Provides the scholarly community with a unique systematic review in the use of AI in ELT/L across learner levels.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Identifies affordances of AI in ELT/L in speaking, writing, reading, pedagogy and self-regulation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Identifies challenges of AI in ELT/L in technology breakdowns, limited capabilities, fear and standardising language.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Provides researchers with a review of the field with identification of gaps and future research opportunities.&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;Pro","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2503-2529"},"PeriodicalIF":6.7,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140363284","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}