British Journal of Educational Technology最新文献

{"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":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>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.</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>Previous meta-analyses have investigated the effects of tablet-based learning.</li>\u0000 \u0000 <li>Tablet computers have been proven to increase students' motivation.</li>\u0000 \u0000 <li>Yet, the influence of tablet computers on learning outcomes remains inconclusive.</li>\u0000 \u0000 <li>Other studies show that certain features of environments, such as feedback, have positive effects on learning.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Most of the previous studies adopted a media comparison approach (paper- vs. tablet-based instruction).</li>\u0000 \u0000 <li>We combine this approach with an added-value approach by adding or not real-time AI-based feedback.</li>\u0000 \u0000 <li>Results showed that tablet use increased children's interest but not their learning outcomes.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"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":null,"pages":null},"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":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>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.</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 the topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>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.</li>\u0000 \u0000 <li>Different prompts in the mediation strategy can be used as a quantitative assessment paradigm in dynamic assessment.</li>\u0000 \u0000 <li>Much of the dynamic assessment in children with ASD focuses on language vocabulary learning outcomes and lacks measurement or quantification of language potential.</li>\u0000 </ul>\u0000 <p>What this paper adds?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Presents a method for the dynamic assessment of a human–computer interactive language game suitable for children aged 3–7 years with ASD.</li>\u0000 \u0000 <li>Quantifies the potential level of language skills in children with varying degrees of ASD.</li>\u0000 \u0000 <li>Objectivel","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"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}

{"title":"Relationships among class climate, students' internal help-seeking inclinations, participation in peer help and achievement in an online class","authors":"Kun Huang,&nbsp;Victor Law,&nbsp;Anita Lee-Post","doi":"10.1111/bjet.13437","DOIUrl":"10.1111/bjet.13437","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Help seeking has traditionally been studied in face-to-face settings using self-report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer-help analytics as well as self-report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help-seeking inclinations, help-seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help-seeking inclinations, which subsequently affected their help-seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery-oriented climate in order to encourage help seeking and improve academic performance.</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>Help seeking is important for academic success.</li>\u0000 \u0000 <li>Due to a variety of individual and contextual factors, students often do not seek help despite the need.</li>\u0000 \u0000 <li>Existing research on help seeking focuses on the face-to-face setting and relies on self-report measures.</li>\u0000 \u0000 <li>Students' help-seeking inclinations and patterns may differ between in-person classes and the online environment.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study examined help seeking in an online class through self-report measures and objective analytics data.</li>\u0000 \u0000 <li>This study modelled the structural relationships among the <i>external</i> climate of an online class, students' <i>internal</i> help-seeking inclinations, engagement in help seeking, participation in peer help and course performance.</li>\u0000 \u0000 <li>Structural equation modelling found that the goal structure of an online class influenced students' internal help-seeking inclinations.</li>\u0000 \u0000 <li>Online students' internal help-seeking inclinations affected their grades through their participation in help seeking.</li>\u0000 </ul>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680140","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":"Effects of integrating a role-playing game into a virtual reality-based learning approach on students' perceptions of immersion, self-efficacy, learning motivation and achievements","authors":"Chih-Hung Chen,&nbsp;Jia-Yu Syu","doi":"10.1111/bjet.13436","DOIUrl":"10.1111/bjet.13436","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Virtual contexts play a crucial role in assisting students' learning. Researchers have taken advantage of the potential of immersive virtual reality (VR) for situating students in inaccessible places, and for engaging them in learning activities. Meanwhile, several previous studies have reported that, in VR-based learning contexts, students' perception of immersion and learning motivation could be low owing to the lack of clear objectives and problem-solving scenarios. On the other hand, digital game-based learning is capable of enhancing students' engagement in a task. In this study, we designed a learning approach (namely RPG-VR) by means of integrating a role-playing game with VR technology to enhance students' science learning. Furthermore, a quasi-experiment was conducted to evaluate the students' learning effectiveness via, respectively, providing the RPG-VR learning approach and the conventional VR (called C-VR) learning approach for the experimental and control groups. The experimental results indicated that this approach significantly enhanced the students' perceptions of immersion, self-efficacy and extrinsic learning motivation, in comparison with the C-VR learning approach. Specifically, students who learned with the RPG-VR learning approach perceived more immersion in the engagement and the total immersion stages. This study contributes to existing knowledge of VR technology by providing that a digital role-playing game could reinforce the main characteristics of VR-based learning environments and enhance students' concentration on a learning task. However, no significant difference was found between the two groups in terms of promoting students' learning achievements, implying that more instructional assistance is needed to improve students' knowledge gains in VR-based learning environments.</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 contexts play a crucial role in promoting students' learning performances.</li>\u0000 \u0000 <li>Virtual reality has been adopted for situating students in inaccessible places to promote their learning.</li>\u0000 \u0000 <li>A DGBL context provides students with opportunities for learning that emphasize immersion in practice, resulting in concept acquisition and skill development.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>An RPG-VR learning approach was designed by means of integrating a role-playing game with VR technology to enhance students' science learning.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586748","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":"How students can be effective citizens in the digital age: Establishing the Teachers' Perceptions on Digital Citizenship Scale","authors":"Sam von Gillern,&nbsp;Chad Rose,&nbsp;Amy Hutchison","doi":"10.1111/bjet.13434","DOIUrl":"10.1111/bjet.13434","url":null,"abstract":"<p>As teachers are purveyors of digital citizenship and their perspectives influence classroom practice, it is important to understand teachers' views on digital citizenship. This study establishes the Teachers' Perceptions of Digital Citizenship Scale (T-PODS) as a survey instrument for scholars to investigate educators' views on digital citizenship for their students. Drawing upon existing research, a theorized model of digital citizenship was developed and validated via a confirmatory factor analysis (CFA), resulting in a 14-item four-factor model. Factor constructs include digital ethics, participation and engagement, informed citizens and civic know-how. As teachers' views can shift over time, particularly with the emergence of new technologies, scholars can utilize T-PODS as they investigate educators' perceptions of digital citizenship across time and context.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586751","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":"A shared lens around sensemaking in learning analytics: What activity theory, definition of a situation and affordances can offer","authors":"Oleksandra Poquet","doi":"10.1111/bjet.13435","DOIUrl":"10.1111/bjet.13435","url":null,"abstract":"<p>The paper argues that learning analytics as a research field can benefit from a theory-informed shared language to describe sensemaking of learning and teaching data. To make the case for such shared language, first, I critically review prominent sensemaking theories to then demonstrate how studies in learning analytics do not use coherent descriptions of sensemaking, eclectically combining the paradigms that have underlying differences. I then propose a conceptualization of sensemaking that overcomes the differences between these theories and explains how the concepts of <i>activity system</i>, the <i>definition of the situation</i> and <i>affordances</i> can be used to capture individual differences in sensemaking. The paper concludes with a preliminary framework and examples demonstrating its utility in raising new theoretical questions, informing design principles and providing shared language for researchers in learning analytics.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586752","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":"Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support","authors":"Anni Chen,&nbsp;Wei Li,&nbsp;Weidong Fu","doi":"10.1111/bjet.13433","DOIUrl":"10.1111/bjet.13433","url":null,"abstract":"<p>Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616692","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":"Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word vector models","authors":"Héctor J. Pijeira-Díaz,&nbsp;Sophia Braumann,&nbsp;Janneke van de Pol,&nbsp;Tamara van Gog,&nbsp;Anique B. H. de Bruin","doi":"10.1111/bjet.13431","DOIUrl":"10.1111/bjet.13431","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Advances in computational language models increasingly enable adaptive support for self-regulated learning (SRL) in digital learning environments (DLEs; eg, via automated feedback). However, the accuracy of those models is a common concern for educational stakeholders (eg, policymakers, researchers, teachers and learners themselves). We compared the accuracy of four Dutch language models (ie, spaCy medium, spaCy large, FastText and ConceptNet NumberBatch) in the context of secondary school students' learning of causal relations from expository texts, scaffolded by causal diagram completion. Since machine learning relies on human-labelled data for the best results, we used a dataset with 10,193 students' causal diagram answers, compiled over a decade of research using a diagram completion intervention to enhance students' monitoring of their text comprehension. The language models were used in combination with four popular machine learning classifiers (ie, logistic regression, random forests, support vector machine and neural networks) to evaluate their performance on automatically scoring students' causal diagrams in terms of the correctness of events and their sequence (ie, the causal structure). Five performance metrics were studied, namely accuracy, precision, recall, F₁ and the area under the curve of the receiver operating characteristic (ROC-AUC). The spaCy medium model combined with the neural network classifier achieved the best performance for the correctness of causal events in four of the five metrics, while the ConceptNet NumberBatch model worked best for the correctness of the causal sequence. These evaluation results provide a criterion for model adoption to adaptively support SRL of causal relations in DLEs.</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>Accurate monitoring is a prerequisite for effective self-regulation.</li>\u0000 \u0000 <li>Students struggle to accurately monitor their comprehension of causal relations in texts.</li>\u0000 \u0000 <li>Completing causal diagrams improves students' monitoring accuracy, but there is room for further improvement.</li>\u0000 \u0000 <li>Automatic scoring could be used to provide adaptive support during diagramming.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Comparison of four Dutch word vector models combined with four machine learning classifiers for the automatic s","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496536","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":"Investigating pedagogical agents' scaffolding of self-regulated learning in relation to learners' subgoals","authors":"Daryn A. Dever,&nbsp;Megan D. Wiedbusch,&nbsp;Sarah M. Romero,&nbsp;Roger Azevedo","doi":"10.1111/bjet.13432","DOIUrl":"10.1111/bjet.13432","url":null,"abstract":"<p>Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self-regulated learning (SRL) via prompts and feedback to promote learners' monitoring and regulation of their cognitive, affective, metacognitive and motivational processes to achieve their (sub)goals. This study examines PAs' effectiveness in scaffolding and teaching SRL during learning with MetaTutor, an ITS on the human circulatory system. Undergraduates (<i>N</i> = 118) were randomly assigned to a condition: <i>Control Condition</i> (i.e. learners could only self-initiate SRL strategies) and <i>Prompt and Feedback Condition</i> (i.e. PAs prompted learners to engage in SRL). Learners' log-file data captured when strategies were used, the initiator of the strategy (i.e. learner and PA), and the relevance of instructional content pages in relation to learner subgoals. While results showed that PAs were effective scaffolders of SRL in which they prompted learners to engage in SRL strategies more when content was relevant towards their subgoals and as time on page and task increased, there were mixed findings about the effectiveness of PAs as teachers of SRL. Findings show how production rules guiding PA prompts can improve their scaffolding and teaching of SRL across the learning task – through contextualizing SRL strategies to the instructional content and in relation to the relevance of the content to learners' subgoals.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496830","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}