British Journal of Educational Technology最新文献

{"title":"International student mobility and the politics of distance education","authors":"Lisa Ruth Brunner","doi":"10.1111/bjet.13543","DOIUrl":"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":8.1,"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":"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":8.1,"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":"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":8.1,"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":"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":8.1,"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":"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":8.1,"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":"The more the better? How excessive content and online interaction hinder the learning effectiveness of high-quality MOOCs","authors":"Zhenjiao Chen,&nbsp;Miao Liu,&nbsp;Ruoxin Zhou","doi":"10.1111/bjet.13539","DOIUrl":"10.1111/bjet.13539","url":null,"abstract":"<p>High dropout rates and low pass rates are prevalent problems encountered by online learning platforms, which greatly hinder the development of online education. Drawing upon the theory of attention allocation, this study aimed to investigate the factors influencing the effectiveness of Massive Open Online Courses (MOOCs), as well as the potential moderating effects. To address the limitation of using course completion rates as an overall measurement, this study endeavours to measure MOOCs learning effectiveness by examining dropout rates and pass rates as separate outcome indicators. We use secondary data analysis to investigate our research questions. Specifically, we collect 8602 courses from a Chinese MOOC platform (Zhihuishu) using data-crawling techniques, and employ regression analyses to examine our research hypotheses. The findings indicate that course quality, content richness and interactivity significantly influence course dropout rates and pass rates. Besides, content richness moderates the relationship between course quality and learning effectiveness. Furthermore, frequent online interaction is associated with lower pass rates in high-quality courses, but the moderating effect of online interaction on dropout rates is insignificant. This study contributes to the extant literature by examining course-level factors that affect learning effectiveness. It also offers new theoretical insights and provides valuable suggestions for the design of MOOCs.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1640-1670"},"PeriodicalIF":8.1,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273144","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":"Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes","authors":"Jeffrey P. Carpenter,&nbsp;Hege Emma Rimmereide,&nbsp;Keith Turvey","doi":"10.1111/bjet.13538","DOIUrl":"10.1111/bjet.13538","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;In recent years, social media platforms have become key elements in many teachers' professional lives. In particular, teacher professional activities on X (formerly Twitter) have received attention from scholars. However, research has rarely explored X/Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, this qualitative study collected data via individual and focus group interviews with teachers (&lt;i&gt;N =&lt;/i&gt; 29) in three countries: England, Norway and the United States of America. Inductive analysis yielded findings related to purposes for, changes in and benefits and challenges of K-12 teachers' X/Twitter use. Participants from all three contexts described professional learning activities that included sharing and/or acquiring knowledge and resources, and building professional networks and/or communities via X/Twitter. Multiple participants across contexts also referred to similar challenges such as avoiding negativity from other users. However, differences in X/Twitter use were also noted across teachers from the three national settings, such as only Norwegian participants speaking about using X/Twitter to find collaboration partners for teaching and learning projects. We discuss our findings in relation to literature, theory and practice around teacher professional learning in an era of widespread social media.&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;Many K-12 teachers use X/Twitter and other social media platforms for professional learning purposes.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Teachers can use X/Twitter for various purposes and in multiple ways.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Contextual factors influence teachers' use of X/Twitter.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Social media platform use varies to some extent across cultures and nations.&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;Identification of similarities and differences in X/Twitter use among teachers.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;International comparative analysis based on individual and focus group interviews of participants from England, Norway and the United States of America.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Evidence related to the evolving and dynamic nature of teachers' use of X/Twitter.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications fo","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1593-1611"},"PeriodicalIF":8.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273328","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":"Using AI-supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays","authors":"Kai Guo,&nbsp;Emily Di Zhang,&nbsp;Danling Li,&nbsp;Shulin Yu","doi":"10.1111/bjet.13540","DOIUrl":"10.1111/bjet.13540","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;As a vital learning activity in second language (L2) writing classrooms, peer feedback plays a crucial role in improving students' writing skills. However, student reviewers face challenges in providing impactful feedback on peers' essays. Low-quality peer reviews emerge as a persistent problem, adversely affecting the learning effect of peer feedback. To enhance students' peer feedback provision, this study introduces EvaluMate, an AI-supported peer review system, which incorporates a chatbot named Eva, designed to evaluate and provide feedback on student reviewers' comments on peers' essays. Forty-four Chinese undergraduate students engaged with EvaluMate, utilising its features to generate feedback on peers' English argumentative essays. Chat log data capturing the students' interactions with the chatbot were collected, including the comments they wrote on peer essays and the feedback offered by the chatbot on their comments. The results indicate that the integration of AI supervision improved the quality of students' peer reviews. Students employed various strategies during their comment revision in response to AI feedback, such as introducing new points, adding details, and providing illustrative examples, which helped improve their comment quality. These findings shed light on the benefits of AI-supported peer review systems in empowering students to provide more valuable feedback on peers' written work.&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;Scholars have extensively investigated diverse pedagogical strategies to enhance students' peer feedback provision skills in second language (L2) writing classrooms.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Artificial intelligence (AI) technologies have been utilised to monitor and evaluate the peer feedback generated by student reviewers.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;AI-enabled peer feedback evaluation tools have demonstrated the ability to provide valid assessments of student reviewers' peer feedback.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;In the context of L2 writing, there is a lack of bespoke AI-enabled peer feedback evaluation tools. To address this gap, we have developed an AI-supported peer review system, EvaluMate, which incorporates a large language model-based chatbot named Eva. Eva is designed to provide feedback on L2 students' comments on their peers' writing.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;While previous studies have primarily focused on assessing the validity of AI-enabled ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1612-1639"},"PeriodicalIF":8.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273088","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":"Design and validation of an electroencephalogram-supported approach to tracking real-time cognitive load variations for adaptive video-based learning","authors":"Leisi Pei,&nbsp;Morris Siu-Yung Jong,&nbsp;Junjie Shang,&nbsp;Guang Ouyang","doi":"10.1111/bjet.13535","DOIUrl":"10.1111/bjet.13535","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Cognitive load is a critical internal state associated with learners' learning process and significantly influences learning outcomes. With the worldwide popularity of video-based learning (VBL), tracking real-time cognitive load variations becomes more and more important for the timely provision of adaptive learning support during the learning process. This study proposed and validated an electroencephalogram (EEG)-supported approach to tracking real-time cognitive load variations during continuous VBL. We recruited 108 healthy adult participants to watch a specially designed video lecture with a sequence of interconnected slides of equal length. EEG signals were continuously recorded throughout the session. The video lecture was designed with varying levels of content difficulty (ie, rated from 1 to 5) across slides and was narrated at three different speeds (ie, slow, normal and fast) to induce cognitive load variations. For each slide, the cognitive load was quantified using both subjective ratings (ie, self-reported difficulty) and an EEG-derived measure (ie, alpha power). Through linear mixed model analysis, we demonstrated the feasibility of using alpha power to track real-time cognitive load variations during the continuous VBL process after controlling the effect of mental fatigue. This study provides a foundation for developing learning enhancement technologies that enable the timely provision of adaptive learning support in VBL.&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;Video-based learning has become a prevailing learning method for the current generation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Tracking the internal learning state of learners is essential for the timely provision of adaptive learning support during the video-based learning process.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Cognitive load is a critical aspect of internal learning state.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;While EEG has been proven to be valuable in assessing average cognitive load of a task, few studies have investigated the feasibility of utilizing EEG to track real-time cognitive load variations in a task.&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;An EEG-supported approach was proposed to track real-time cognitive load variations in video-based learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;A high consistency was found between subjective ratings and EEG-derived meas","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1553-1572"},"PeriodicalIF":8.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273089","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":"Computational transformations of early childhood education: Pathways toward child-centred computing in two educational change projects","authors":"Robin Samuelsson","doi":"10.1111/bjet.13536","DOIUrl":"10.1111/bjet.13536","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Programming is becoming a key subject in early education globally, with surging problems of how computer science can become a subject for children of all ages and backgrounds. Problems of implementing new technologies in the old curricula have long been noted, and lately, concern over computer science education goals is often too narrow and skills-based without concerns for the critical educational potential. This study follows the change process of two case preschool departments implementing programming with a floor robot across a seven-month design process. Mixed analytical techniques based on activity theory are used to examine the tensions, conflicts and development of pedagogical alternatives. The studies show the strenuous change processes involving local transformations toward a child-centred, inclusive early computer science education and development of projects centring making, children's exploration, tinkering and play as key parts of the learning process. It discusses how the considerable change processes enabled pedagogical solutions coherent with important concepts in computer programming and how computing education can build on child-centred pedagogies through local adaptations and age-appropriate designs.&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;Computer science and programming are becoming part of early education worldwide.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Less is known about how to implement computing with ever-younger age groups, especially for those under three.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;That technological change can be a strenuous change process building on societal, historical and educational tensions, requiring individual learning and organisational change.&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;Two cases of change designing computing education for 1–2- and 3–5-year-olds.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Design processes raising critical questions about current standard childhood programming materials being resolved to enable a child-centred computing education.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Challenges and potentials specific to early childhood in adopting computer science education.&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;Computing education challenge","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1573-1592"},"PeriodicalIF":8.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273090","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}