British Journal of Educational Technology最新文献

{"title":"Investigating the relationship between math literacy and linguistic synchrony in online mathematical discussions through large-scale data analytics","authors":"Yukyeong Song, Wanli Xing, Chenglu Li, Xiaoyi Tian, Yingbo Ma","doi":"10.1111/bjet.13444","DOIUrl":"10.1111/bjet.13444","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Previous literature has associated math literacy with linguistic factors such as verbal ability and phonological skills. However, few studies have investigated <i>linguistic synchrony</i>, shown in mathematical discussions. This study modelled math literacy and examined the relationship of math literacy with linguistic synchrony between students and facilitators. We retrieved data from 20,776 online mathematical discussion threads at a secondary school level. First, we assessed students' math literacy based on their discussions and classified them into high- and low-math literacy groups. Then, we conducted Cross-Recurrence Quantification Analysis (CRQA) to calculate linguistic synchrony within each thread. The result implies that students with high math literacy are more likely to share common words (eg, mathematical terms) with facilitators. At the same time, they would paraphrase the facilitators' words rather than blindly mimic them as the exact sentences or phrases. On the other hand, students with low math literacy tend to use overlapping words with facilitators less frequently and are more likely to repeat the exact same phrases from the facilitators. The findings provide an empirical data analysis and insights into mathematical discussions and linguistic synchrony. In addition, this paper implies the directions to improve online mathematical discussions and foster math literacy.</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>Mathematical discussions are known to be an effective way to promote math literacy.</li>\u0000 \u0000 <li>Math literacy and linguistic skills have a strong link.</li>\u0000 \u0000 <li>Linguistic synchrony is related to better collaboration and common knowledge building.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Reveals the relationship between math literacy and linguistic synchrony and deepens the understanding of digital communication in online learning environments.</li>\u0000 \u0000 <li>Provides empirical analysis of natural language data in group discussions using CRQA.</li>\u0000 \u0000 <li>Conceptualizes linguistic synchrony with three sub-concepts: linguistic concurrence, predictability, and complexity.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Educators and practitioners could utilize the automatic formative assessment of","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2226-2256"},"PeriodicalIF":6.7,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025988","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":"Teacher support, academic engagement and learning anxiety in online foreign language learning","authors":"Xiaomeng Li, Falian Zhang, Peng Duan, Zhonggen Yu","doi":"10.1111/bjet.13430","DOIUrl":"10.1111/bjet.13430","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions.</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>Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class.</li>\u0000 \u0000 <li>Students will be more engaged in learning when they perceive support from their teachers.</li>\u0000 \u0000 <li>Teacher support was an influential external predictor of students' mood swings.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement.</li>\u0000 \u0000 <li>Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning.</li>\u0000 \u0000 <li>This paper further corroborates the relationship among the presences in the CoI framework.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes.</li>\u0000 \u0000 <li>Teachers need to ensure continued intellectual support and provide more emotional","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2151-2172"},"PeriodicalIF":6.7,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140429998","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, Jan Schneider, Daniele Di Mitri, Ioana Jivet, Hendrik Drachsler","doi":"10.1111/bjet.13445","DOIUrl":"10.1111/bjet.13445","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>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.</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>Running is a popular sport that provides health benefits and is practised by many people around the world.</li>\u0000 \u0000 <li>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.</li>\u0000 \u0000 <li>Personalised training supports the needs and abilities of athletes, by helping them to achieve their potential through individualised activities or programmes.</li>\u0000 \u0000 <li>Sports science research indicates that personalised training can be improved by applying technology to tackle its challenges and limitations.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>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.</li>\u0000 \u0000 <li>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.</li>\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}

{"title":"Human-Centred Learning Analytics: 2019–24","authors":"Simon Buckingham Shum,&nbsp;Roberto Martínez-Maldonado,&nbsp;Yannis Dimitriadis,&nbsp;Patricia Santos","doi":"10.1111/bjet.13442","DOIUrl":"10.1111/bjet.13442","url":null,"abstract":"<p><i>Human-Centred Learning Analytics</i> (HCLA) has emerged in the last 5 years as an active sub-topic within Learning Analytics, drawing primarily on the theories and methods of <i>Human-Computer Interaction</i> (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stakeholders in the LA design process, evaluating systems in use and researching the sociotechnical factors influencing LA successes and failures. This editorial introduces the contributions of the papers in this special section, reflects more broadly on the field's emergence over the last five years, considers known gaps and indicates new opportunities that may open in the next five years.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"755-768"},"PeriodicalIF":6.6,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981265","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":"Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques","authors":"Filip Moons,&nbsp;Alexander Holvoet,&nbsp;Katrin Klingbeil,&nbsp;Ellen Vandervieren","doi":"10.1111/bjet.13447","DOIUrl":"10.1111/bjet.13447","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;In this crossover experiment, we investigated the impact of a statement bank, enabling the reuse of previously written feedback (SA condition), on 45 math teachers' feedback for 60 completed linear equation tests, compared to traditional pen-and-paper feedback (PP condition). In the SA condition, teachers were encouraged to use atomic feedback, a set of formulation requirements that makes feedback items significantly more reusable. A previous study found that significantly more feedback was written in the SA condition but did not investigate the content of the feedback. To address this gap, we employed a novel approach of combining text mining with qualitative methods. Results indicate similar wording and sentiments in both conditions. However, SA feedback was more elaborate yet general, focusing on major and minor strengths and deficits, while PP feedback was shorter but more concrete, emphasising main issues. Despite low feedback quality in both conditions, the statement bank led to less effective diagnostic activities, implying that teachers' careless use of statement banks, although convenient, might lead to lower-quality feedback.&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;High-quality feedback should strike a balance between the volume and focus on the main issues, as more feedback does not necessarily equate to better feedback. Feedback should analyse a student's solution whenever possible: interpreting mistakes and communicating that interpretation as feedback.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Text mining identifies meaningful patterns and new insights in text using computer algorithms.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;When teachers can reuse already given feedback using a software tool (statement bank), they tend to write more feedback instead of saving time.&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;Feedback is compared when teachers could use a tool to reuse already given feedback (referred to as ‘statement banks’) versus a scenario without such a tool. Both approaches observed similar word frequencies, sentiments and amounts of erroneous, descriptive and corrective feedback. However, feedback with a statement bank tended to be more elaborate yet less specific to individual student solutions. In contrast, feedback without the tool was shorter but more concrete, focusing on main issues. Overall, the tool for reusing feedback directed teachers towards less effective","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2257-2277"},"PeriodicalIF":6.7,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981267","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":"Anatomizing online collaborative inquiry using directional epistemic network analysis and trajectory tracking","authors":"Shen Ba,&nbsp;Xiao Hu,&nbsp;David Stein,&nbsp;Qingtang Liu","doi":"10.1111/bjet.13441","DOIUrl":"10.1111/bjet.13441","url":null,"abstract":"<p>Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem-solving and critical thinking in online inquiry-based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis (ENA) has recently gained increasing recognition for modelling and visualizing the temporal characteristics of online discussions. However, due to methodological restraints, some valuable information regarding online discussion dynamics remains unexplained, including the directionality of connections between theoretical indicators and the trajectory of thinking development. Guided by the community of inquiry (CoI) model, this study extended generic ENA by incorporating directional connections and stanza-based trajectory tracking. By examining the proposed extensions with discussion data of an online learning course, this study first verified that the extensions are comparable with QCA, indicating acceptable assessment validity. Then, the directional ENA revealed that two-way connections between CoI indicators could vary over time and across groups, reflecting different discussion strategies. Furthermore, trajectory tracking effectively detected and visualized the fine-grained progression of thinking. At the end, we summarize several research and practical implications of the ENA extensions for assessing the learning process.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2173-2191"},"PeriodicalIF":6.7,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13441","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945403","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":"Assessing implicit computational thinking in game-based learning: A logical puzzle game study","authors":"Tongxi Liu","doi":"10.1111/bjet.13443","DOIUrl":"10.1111/bjet.13443","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;To date, extensive work has been devoted to incorporating computational thinking in K-12 education. Recognizing students' computational thinking stages in game-based learning environments is essential to capture unproductive learning and provide appropriate scaffolding. However, few reliable and valid computational thinking measures have been developed, especially in games, where computational knowledge acquisition and computational skill construction are implicit. This study introduced an innovative approach to explore students' implicit computational thinking through various explicit factors in game-based learning, with a specific focus on &lt;i&gt;Zoombinis&lt;/i&gt;, a logical puzzle-based game designed to enhance students' computational thinking skills. Our results showed that factors such as duration, accuracy, number of actions and puzzle difficulty were significantly related to students' computational thinking stages, while gender and grade level were not. Besides, findings indicated gameplay performance has the potential to reveal students' computational thinking stages and skills. Effective performance (shorter duration, fewer actions and higher accuracy) indicated practical problem-solving strategies and systematic computational thinking stages (eg, &lt;i&gt;Algorithm Design&lt;/i&gt;). This work helps simplify the process of implicit computational thinking assessment in games by observing the explicit factors and gameplay performance. These insights will serve to enhance the application of gamification in K-12 computational thinking education, offering a more efficient method to understanding and fostering students' computational thinking skills.&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;Game-based learning is a pedagogical framework for developing computational thinking in K-12 education.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Computational thinking assessment in games faces difficulties because students' knowledge acquisition and skill construction are implicit.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Qualitative methods have widely been used to measure students' computational thinking skills in game-based learning environments.&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;Categorize students' computational thinking experiences into distinct stages and analyse recurrent patterns employed at each stage through sequential analysis. This approach serves as inspiration for advancing the assessment of stage-based implicit learning with machine learning methods.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2357-2382"},"PeriodicalIF":6.7,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945512","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":"What makes tablet-based learning effective? A study of the role of real-time adaptive feedback","authors":"Tiphaine Colliot,&nbsp;Omar Krichen,&nbsp;Nathalie Girard,&nbsp;Éric Anquetil,&nbsp;Éric Jamet","doi":"10.1111/bjet.13439","DOIUrl":"10.1111/bjet.13439","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study investigated the added value of real-time adaptive feedback on seventh graders' performances in tablet-based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper-and-pencil, pen-based tablet without feedback and pen-based tablet with feedback. The feedback was provided by a tutoring system based on an artificial intelligence that automatically interpreted students' pen strokes on the screen. A total of 85 French students drew three geometric shapes, either on paper or on a tablet, and then performed a transfer task on paper. Results showed that using a tablet without feedback did not improve learning but seemed to enhance interest in the task compared to the paper-and-pencil group. Students in the tablet with feedback group performed significantly better than the other two groups on learning, as well as on transfer. This study was the first to combine media comparison and added-value approaches to test the effects on students' geometry performances of using a new educational app on a pen-based tablet in a naturalistic classroom environment. Results showed that it was not the medium used but the intelligent tutoring system-based feedback that improved students' performance. Our data therefore indicate that artificial intelligence is a promising way of providing learners with real-time adaptive feedback in order to improve their performances.&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;Previous meta-analyses have investigated the effects of tablet-based learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Tablet computers have been proven to increase students' motivation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Yet, the influence of tablet computers on learning outcomes remains inconclusive.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Other studies show that certain features of environments, such as feedback, have positive effects on learning.&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;Most of the previous studies adopted a media comparison approach (paper- vs. tablet-based instruction).&lt;/li&gt;\u0000 \u0000 &lt;li&gt;We combine this approach with an added-value approach by adding or not real-time AI-based feedback.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Results showed that tablet use increased children's interest but not their learning outcomes.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2278-2295"},"PeriodicalIF":6.7,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854451","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":"Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms","authors":"Andrew Kemp,&nbsp;Edward Palmer,&nbsp;Peter Strelan,&nbsp;Helen (Mery) Thompson","doi":"10.1111/bjet.13440","DOIUrl":"10.1111/bjet.13440","url":null,"abstract":"<p>Many technology acceptance models used in education were originally designed for general technologies and later adopted by education researchers. This study extends Davis' technology acceptance model to specifically evaluate educational technologies in higher education, focusing on virtual classrooms. Prior research informed the construction of the model, which contains perceived usefulness, perceived ease of use, behavioural intent, access and convenience, system attributes and self-efficacy. Education-specific constructs include cognitive engagement, feedback, instructor practice and class interaction and communication. Additionally, a new construct called comfort and well-being is introduced. A total of 427 valid responses on a 5-point Likert scale were received from university students. Exploratory factor analysis, confirmatory factor analysis and structural equation modelling were used to analyse the data. The model accounted for 78% of variance of behavioural intent, with comfort and well-being demonstrating the strongest influence. Cognitive engagement, access and convenience influenced perceived usefulness, and system attributes and self-efficacy influenced perceived ease of use. Feedback, instructor practice and class interaction and communication were not significant as educational constructs for this cohort. Based on this analysis, a final extended educational technology acceptance model (EETAM) is proposed for further use and testing.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2110-2131"},"PeriodicalIF":6.7,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767120","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":"Use of human–computer interactive games for the dynamic assessment of language skills of children with autism spectrum disorder","authors":"Kai Zhang,&nbsp;Jingying Chen,&nbsp;Zongkai Yang","doi":"10.1111/bjet.13438","DOIUrl":"10.1111/bjet.13438","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study explored the influence of the dynamic assessment of human–computer interactive games on children's language potential. Thirty-seven special children aged 3–7 years were selected to participate in the study. They were divided into three groups according to their scores on the Autism Behaviour Checklist: (1) a non-autism group, (2) a suspected autism group and (3) an autism group. In two stages of static and dynamic assessment, all three groups of children completed language tests under the conditions of no mediated prompt and mediated prompts, and the data generated in the game interactions were processed and analysed. The findings suggest the following: (1) static assessment may ignore children's language potential, while dynamic assessment can measure and differentiate children's potential language development ability; (2) children with ASD need more mediation prompts and are more likely to complete tasks with explicit mediation prompts; (3) children with ASD have weaker language potential, and children with suspected ASD or non-ASD children have homogeneous language potential; and (4) assessors should pay timely attention to and maintain children's learning status and psychological changes. This study demonstrates the importance of human–computer interactive games as a dynamic assessment tool to tap into children's language potential and to determine their proximal developmental zone, which has important implications for teachers in understanding groups with different language abilities.&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 the topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;The traditional language assessment paradigm (static assessment) can only evaluate the learners' current language development ability, while the short-term development potential may not be observed.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Different prompts in the mediation strategy can be used as a quantitative assessment paradigm in dynamic assessment.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Much of the dynamic assessment in children with ASD focuses on language vocabulary learning outcomes and lacks measurement or quantification of language potential.&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;Presents a method for the dynamic assessment of a human–computer interactive language game suitable for children aged 3–7 years with ASD.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Quantifies the potential level of language skills in children with varying degrees of ASD.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Objectivel","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2383-2402"},"PeriodicalIF":6.7,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139678812","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}