British Journal of Educational Technology最新文献

{"title":"Online discussion or authentic dialogue? How design affects discussions in two alternative types of online forums","authors":"Glenn G. Smith, Michael B. Sherry","doi":"10.1111/bjet.13491","DOIUrl":"10.1111/bjet.13491","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Authentic dialogue demands that we respond, interpret and sometimes disagree with others' ideas—a key component of participation in a democratic society. Yet the sharing and uptake of different ideas can be hampered by traditional online platforms which divide students into isolated threads. To tackle this issue, we introduce two novel online forums designed to foster engagement and idea exchange: a linear chat, akin to SMS, and a collaborative writing forum we call CREW. Seventy-three graduate students, divided into 18 small groups, tested these forums. We used discourse analysis to measure idea uptake and other dialogic features. From this analysis, seven discussions emerged as particularly interactive and engaging, exhibiting a high uptake-to-turn ratio. We noticed linear chat encouraged a high proportion of uptake, but also produced ‘tangles’—breaks in related post chains. CREW discussions sparked similar engagement but resolved most tangles since they required a collaborative written response. This study offers fresh insights in both research and teaching for improving online discussions.</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>A vital practice for scholarly dialogue and democratic discourse is uptake: building on what others have written or said.</li>\u0000 \u0000 <li>Instead of encouraging uptake of others' words and ideas, typical online discussions in Learning Management Systems (LMSs) can inadvertently isolate students in separate threads.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>We introduce and analyse two new, innovative types of online discussions that may encourage more uptake of others' words and ideas.</li>\u0000 \u0000 <li>To eliminate isolation and encourage uptake, a linear chat forum makes all posts visible, but may produce interruptions, or ‘tangles’.</li>\u0000 \u0000 <li>A forum that includes collaborative responsive writing requires participants to converge on a collective response, encouraging dialogue and overcoming tangles.</li>\u0000 </ul>\u0000 <p>Implications for practice/policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Teachers and other stakeholders might consider how discussion forum designs in LMSs can support or limit authentic dialogue.</li>\u0000 \u0000 <li>Practitioners might consider how to incorporate deliberation about a shared focus into online discussions.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"103-127"},"PeriodicalIF":6.7,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197066","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":"Enhancing computational thinking and spatial reasoning skills in gamification programming learning: A comparative study of tangible, block and paper-and-pencil tools","authors":"Xin Gong,&nbsp;Weiqi Xu,&nbsp;Shufan Yu,&nbsp;Jingjing Ma,&nbsp;Ailing Qiao","doi":"10.1111/bjet.13482","DOIUrl":"10.1111/bjet.13482","url":null,"abstract":"<p>Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper-and-pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh-grade students from three natural classes: Class A (TPG, n₁=37), Class B (BPG, n₂=38), and Class C (PPG, n₃=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better abstraction and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper-and-pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"80-102"},"PeriodicalIF":6.7,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141147077","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":"Implementing equitable and intersectionality-aware ML in education: A practical guide","authors":"Mudit Mangal,&nbsp;Zachary A. Pardos","doi":"10.1111/bjet.13484","DOIUrl":"10.1111/bjet.13484","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;The greater the proliferation of AI in educational contexts, the more important it becomes to ensure that AI adheres to the equity and inclusion values of an educational system or institution. Given that modern AI is based on historic datasets, mitigating historic biases with respect to protected classes (ie, fairness) is an important component of this value alignment. Although extensive research has been done on AI fairness in education, there has been a lack of guidance for practitioners, which could enhance the practical uptake of these methods. In this work, we present a practitioner-oriented, step-by-step framework, based on findings from the field, to implement AI fairness techniques. We also present an empirical case study that applies this framework in the context of a grade prediction task using data from a large public university. Our novel findings from the case study and extended analyses underscore the importance of incorporating intersectionality (such as race and gender) as central equity and inclusion institution values. Moreover, our research demonstrates the effectiveness of bias mitigation techniques, like adversarial learning, in enhancing fairness, particularly for intersectional categories like race–gender and race–income.&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;AI-powered Educational Decision Support Systems (EDSS) are increasingly used in various educational contexts, such as course selection, admissions, scholarship allocation and identifying at-risk students.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;There are known challenges with AI in education, particularly around the reinforcement of existing biases, leading to unfair outcomes.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The machine learning community has developed metrics and methods to measure and mitigate biases, which have been effectively applied to education as seen in the AI in education literature.&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;Introduces a comprehensive technical framework for equity and inclusion, specifically for machine learning practitioners in AI education systems.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Presents a novel modification to the ABROCA fairness metric to better represent disparities among multiple subgroups within a protected class.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Empirical analysis of the effectiveness of bias-mitigating techniqu","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2003-2038"},"PeriodicalIF":6.7,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105237","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":"Multimodal and immersive systems for skills development and education","authors":"Daniele Di Mitri,&nbsp;Bibeg Limbu,&nbsp;Jan Schneider,&nbsp;Deniz Iren,&nbsp;Michail Giannakos,&nbsp;Roland Klemke","doi":"10.1111/bjet.13483","DOIUrl":"10.1111/bjet.13483","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1456-1464"},"PeriodicalIF":6.6,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975559","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":"An exploratory study on practising listening comprehension skills in high-immersion virtual reality","authors":"Yongluan Ye,&nbsp;Regina Kaplan-Rakowski","doi":"10.1111/bjet.13481","DOIUrl":"10.1111/bjet.13481","url":null,"abstract":"<p>Holding learners' attention is challenging, especially when they are asked to listen to long passages. High-immersion virtual reality (VR) can immerse learners in listening tasks, even in such complex languages as Chinese. This exploratory study examined the effect of VR on 43 Chinese language learners' listening comprehension, enjoyment, sense of presence, and cognitive load. Participants were self-selected into two groups without knowing the purpose of the study or the details of their activity. The experimental group (<i>n</i>₁ = 23) experienced an interactive multimedia story in VR, and the comparison group (<i>n</i>₂ = 20) watched a screencast video recording of the same story. Multivariate analysis of covariance (MANCOVA) indicated that VR may have a positive effect on the development of listening skills. Compared with the video group, the VR group had significantly higher listening comprehension scores, reported significantly more enjoyment and sense of presence, and reported experiencing less cognitive load. Thus, the findings suggest that VR could be used as a pedagogical tool to enhance foreign language listening skills.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1651-1672"},"PeriodicalIF":6.6,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937712","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":"Comparing quality and engagement in face-to-face and online teacher professional development","authors":"Nina Mulaimović,&nbsp;Eric Richter,&nbsp;Rebecca Lazarides,&nbsp;Dirk Richter","doi":"10.1111/bjet.13480","DOIUrl":"10.1111/bjet.13480","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face-to-face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face-to-face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face-to-face or 54 online PD courses. Although participants rated face-to-face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face-to-face courses. Implications for practice and research are derived to help ensure high-quality PD offerings in the future.&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;Face-to-face and online PD have the potential to be similarly effective.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;PD quality and participants' engagement can be assumed to be predictors of PD effectiveness.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Engagement is a three-dimensional construct composed of behavioural, cognitive and affective components.&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;PD quality was rated very positively for online and face-to-face courses.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Participants rated the quality of online PD lower compared to face-to-face PD.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Participants rated their engagement in online PD lower compared to face-to-face PD.&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;PD format should always be chosen with which a higher benefit can be achieved.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Quality assurance should take place before PD is conducted.","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"61-79"},"PeriodicalIF":6.7,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937656","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":"Your body tells how you engage in collaboration: Machine-detected body movements as indicators of engagement in collaborative math knowledge building","authors":"Hanall Sung,&nbsp;Mitchell J. Nathan","doi":"10.1111/bjet.13473","DOIUrl":"10.1111/bjet.13473","url":null,"abstract":"<p>Collaborative learning, driven by knowledge co-construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine-detected body movements during the learning process relate to their verbal and nonverbal contributions to the co-construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine-detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"1950-1973"},"PeriodicalIF":6.7,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937662","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":"Transitioning to blended learning during COVID-19: Exploring instructors and adult learners' experiences in three Ghanaian universities","authors":"Esinam Afi Kayi","doi":"10.1111/bjet.13475","DOIUrl":"10.1111/bjet.13475","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Teaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non-traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID-19 and their first-time experiences with blended learning. Between October 2021 and July 2022, semi-structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor-quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post-pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning.&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;The COVID-19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The educational experiences of educators and learners differ in blended learning contexts.&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;Instructors and adult learners' positive experiences with navigating a variety of web-based technologies during the educational process are negatively impacted by technological difficulties during online instruction.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 6","pages":"2760-2786"},"PeriodicalIF":6.7,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937603","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":"Examining students' acceptance of the large-scale HyFlex course: An empirical study","authors":"Harrison Hao Yang,&nbsp;Zhongyue Yin,&nbsp;Sha Zhu","doi":"10.1111/bjet.13477","DOIUrl":"10.1111/bjet.13477","url":null,"abstract":"<p>The HyFlex course has been widely adopted in higher education settings. However, there is a paucity of empirical studies examining students' acceptance of large-scale HyFlex courses, as well as factors influencing their acceptance. To fill this research gap, the present study investigated students' acceptance of a large-scale HyFlex course and the variations in their acceptance according to different participation modes (ie, on-site, synchronously online and mixed attendance), based on a total of 160 valid samples from a large-scale HyFlex course at a normal university in central China during the fall semester of 2022. The results indicated that students' overall HyFlex course acceptance was generally high, and the students who alternately engaged in on-site and synchronously online learning had the highest level of acceptance. Furthermore, this study employed structural equation modelling to validate a model integrating the unified theory of acceptance and use of technology with connected classroom climate (CCC). The findings showed that performance expectancy (PE), effort expectancy, facilitating conditions and CCC directly influenced students' acceptance, with performance expectancy having the strongest direct effect. However, social influence only had an indirect effect on students' acceptance, while CCC had both direct and indirect effects. This study carries substantial theoretical and practical implications, enhancing our understanding of students' acceptance of the HyFlex learning approach.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"42-60"},"PeriodicalIF":6.7,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937605","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":"Bridging large language model disparities: Skill tagging of multilingual educational content","authors":"Yerin Kwak,&nbsp;Zachary A. Pardos","doi":"10.1111/bjet.13465","DOIUrl":"10.1111/bjet.13465","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;The adoption of large language models (LLMs) in education holds much promise. However, like many technological innovations before them, adoption and access can often be inequitable from the outset, creating more divides than they bridge. In this paper, we explore the magnitude of the country and language divide in the leading open-source and proprietary LLMs with respect to knowledge of K-12 taxonomies in a variety of countries and their performance on tagging problem content with the appropriate skill from a taxonomy, an important task for aligning open educational resources and tutoring content with state curricula. We also experiment with approaches to narrowing the performance divide by enhancing LLM skill tagging performance across four countries (the USA, Ireland, South Korea and India–Maharashtra) for more equitable outcomes. We observe considerable performance disparities not only with non-English languages but with English and non-US taxonomies. Our findings demonstrate that fine-tuning GPT-3.5 with a few labelled examples can improve its proficiency in tagging problems with relevant skills or standards, even for countries and languages that are underrepresented during training. Furthermore, the fine-tuning results show the potential viability of GPT as a multilingual skill classifier. Using both an open-source model, Llama2-13B, and a closed-source model, GPT-3.5, we also observe large disparities in tagging performance between the two and find that fine-tuning and skill information in the prompt improve both, but the closed-source model improves to a much greater extent. Our study contributes to the first empirical results on mitigating disparities across countries and languages with LLMs in an educational context.&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;Recent advances in generative AI have led to increased applications of LLMs in education, offering diverse opportunities.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;LLMs excel predominantly in English and exhibit a bias towards the US context.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Automated content tagging has been studied using English-language content and taxonomies.&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;Investigates the country and language disparities in LLMs concerning knowledge of educational taxonomies and their performance in tagging content.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Presents the firs","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2039-2057"},"PeriodicalIF":6.7,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13465","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937667","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}