British Journal of Educational Technology最新文献

{"title":"Human-AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners","authors":"Justin Edwards, Andy Nguyen, Joni Lämsä, Marta Sobocinski, Ridwan Whitehead, Belle Dang, Anni-Sofia Roberts, Sanna Järvelä","doi":"10.1111/bjet.13534","DOIUrl":"10.1111/bjet.13534","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their group-level metacognitive awareness with the aim of facilitating SSRL. We present the methodology we used to design MAI, drawing on the Echeloned DSR (eDSR) Methodological Framework and making use of the Wizard of Oz prototyping paradigm. We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL.</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>Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group-level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress.</li>\u0000 \u0000 <li>Supporting SSRL in face-to-face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human-AI collaboration for supporting and augmenting SSRL processes.</li>\u0000 \u0000 <li>Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhan","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"712-733"},"PeriodicalIF":8.1,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13534","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455951","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":"Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes","authors":"Katy Jordan, Christina Myers, Kalifa Damani, Phoebe Khagame, Albina Mumbi, Lydia Njuguna","doi":"10.1111/bjet.13533","DOIUrl":"10.1111/bjet.13533","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid-19 pandemic. Mobile phones often have high levels of ownership in low-income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data-heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy-focused initiative for primary-aged learners carried out in Kenya as part of the Tusome programme and through the SMS-based M-Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost-effective in comparison with educational technology interventions in similar contexts. The findings show that this low-connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low-connectivity contexts.</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>Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low-connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes.</li>\u0000 \u0000 <li>Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low-income contexts.</li>\u0000 \u0000 <li>Software applications which adapt to the learners' level have shown good potential for gender-equitable learning outcomes in low-income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>There is a lack of contextually relevant evidence of ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1530-1552"},"PeriodicalIF":8.1,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273279","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":"Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings","authors":"Xiaofei Li, Yu-Ju Lan, Zhongling Pi, Grace Yue Qi, Scott Grant, Jinmei Sun","doi":"10.1111/bjet.13531","DOIUrl":"10.1111/bjet.13531","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>English academic presentation (EAP) is an indispensable skill set of academic communication for university students. With the rapid development of desktop virtual reality (DVR), its application in language learning is worth exploring. The present study aimed to examine whether there is an improvement and difference in students' EAP by learning from the DVR with an in-video pedagogical agent (PA) or an out-of-video PA. Adopting a between-subject experimental design, a total of 64 students were randomly assigned to one of two group conditions depending on whether the PA was inside or outside the lecture video embedded in DVR. Participants' EAP performance, attention allocation and behavioural patterns were measured and analysed. As hypothesized, <i>t</i>-tests, repeated ANOVA and lag sequence analysis showed that the participants who learned from the DVR with an out-of-video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in-video PA. Overall, our findings suggest that in a VR educational environment of video lectures, instructors should consider using an out-of-video PA to increase their social presence and improve students' learning experience.</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>EAP is an indispensable skill set of academic communication for university students.</li>\u0000 \u0000 <li>PA is an effective social cue in video lectures to promote learning.</li>\u0000 \u0000 <li>VR has been widely applied in language learning.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Reveals the relationship between the PA's positioning and the learners' EAP performance and deepens the understanding of the PA's positioning in video lectures of a DVR learning environment.</li>\u0000 \u0000 <li>Provides empirical analysis of natural eye-tracking during the video learning in DVR scene and EAP data during the experimental condition.</li>\u0000 \u0000 <li>Students who learned from the DVR with an out-of-video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in-video PA.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Designers are encouraged to use DVR with an out-of-video PA to enhance students' social presen","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1507-1529"},"PeriodicalIF":8.1,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273479","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":"Do help options facilitate computer-based L2 listening comprehension? Evidence from an activity theory perspective","authors":"Rui Li","doi":"10.1111/bjet.13532","DOIUrl":"10.1111/bjet.13532","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Despite the proliferation of help options for computer-based second language (L2) listening comprehension, little attention has been given to a comprehensive understanding of the pedagogical effects. To gain a thorough understanding of the overall and moderator effects, drawing on the activity theory (AT), this study conducted a meta-analysis of 33 valid independent studies on help options for computer-based L2 listening comprehension with 3697 participants involved. Results demonstrated that (a) compared with those traditional methods, help options are found to be more facilitative for L2 listening comprehension with a small-to-moderate effect of <i>g</i> = 0.449, 95% CI [0.303, 0.596]; and (b) the effects of help options for computer-based L2 listening comprehension are moderated by option types, feedback types, language distance types, intervention durations and learning activity types. Motivated by the results obtained, this study also discussed pedagogical implications for future studies.</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 improved pedagogical effects of help options for computer-based second language (L2) listening comprehension have been well-documented.</li>\u0000 \u0000 <li>A large number of studies on the use of help options for computer-based L2 listening comprehension have been published.</li>\u0000 \u0000 <li>There has been no research aggregating the overall effects of help options for computer-based L2 listening comprehension.</li>\u0000 \u0000 <li>Some potential factors that may moderate the effects of help options for computer-based L2 listening comprehension remain underexplored.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper aims to aggregate the overall and moderator effects from the existing publications of help options for computer-based L2 listening comprehension.</li>\u0000 \u0000 <li>Compared with those traditional methods, help options are found to be more facilitative for L2 listening comprehension with a small-to-moderate effect of <i>g</i> = 0.449.</li>\u0000 \u0000 <li>The effects of help options for computer-based L2 listening are moderated by option types, feedback types, language distance types, intervention durations and learning activity types.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1488-1506"},"PeriodicalIF":8.1,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273217","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":"From recorded to AI-generated instructional videos: A comparison of learning performance and experience","authors":"Tao Xu, Yuan Liu, Yaru Jin, Yueyao Qu, Jie Bai, Wenlan Zhang, Yun Zhou","doi":"10.1111/bjet.13530","DOIUrl":"10.1111/bjet.13530","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Generative AI (GAI) and AI-generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI-generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre-trained Transformer), text-to-speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy-six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings.</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>Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning.</li>\u0000 \u0000 <li>Producing instructional videos is costly and burdensome.</li>\u0000 \u0000 <li>Generative AI has great potential for generating educational content.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>An AI-generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video.</li>\u0000 \u0000 <li>Students perceived no significant differences between the AI-generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI-generated instructional video group reported slightly lower values.</li>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1463-1487"},"PeriodicalIF":8.1,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13530","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273163","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":"Enhancing legal writing skills: The impact of formative feedback in a hybrid intelligence learning environment","authors":"Florian Weber, Thiemo Wambsganss, Matthias Söllner","doi":"10.1111/bjet.13529","DOIUrl":"10.1111/bjet.13529","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Recent developments in artificial intelligence (AI) have significantly influenced educational technologies, reshaping the teaching and learning landscape. However, the notion of fully automating the teaching process remains contentious. This paper explores the concept of hybrid intelligence (HI), which emphasizes the synergistic collaboration between AI and humans to optimize learning outcomes. Despite the potential of AI-enhanced learning systems, their application in a human-AI collaboration system often fails to meet anticipated standards, and there needs to be more empirical evidence showcasing their effectiveness. To address this gap, this study investigates whether formative feedback in an HI learning environment helps law students learn from their errors and write more structured and persuasive legal texts. We conducted a field experiment in a law course to analyse the impact of formative feedback on the exam results of 43 law students, as well as on the writer (students), the writing product and the writing process. In the control group, students received feedback conforming to the legal common practice, where they solved legal problems and subsequently received general feedback from a lecturer based on a sample solution. Students in the treatment group were provided with formative feedback that specifically targeted their individual errors, thereby stimulating internal cognitive processes within the students. Our investigation revealed that participants who were provided with formative feedback rooted in their errors within structured and persuasive legal writing outperformed the control group in producing qualitative, better legal text during an exam. Furthermore, the analysed qualitative student statements also suggest that formative feedback promotes students' self-efficacy and self-regulated learning. Our findings indicate that integrating formative feedback rooted in individual errors enhances students' legal writing skills. This underscores the hybrid nature of AI, empowering students to identify their errors and improve in a more self-regulated manner.</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>Collaboration between humans and AI in educational settings advances learning mutually, fostering a unified developmental process.</li>\u0000 \u0000 <li>Collaborative education models advocate leveraging human and AI strengths for adaptive learning.</li>\u0000 \u0000 <li>Despite abundant theoretical research, empirical studies in HI remain limited. This gap underscor","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"650-677"},"PeriodicalIF":8.1,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455873","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":"Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience","authors":"Giulia Cosentino, Jacqueline Anton, Kshitij Sharma, Mirko Gelsomini, Michail Giannakos, Dor Abrahamson","doi":"10.1111/bjet.13525","DOIUrl":"10.1111/bjet.13525","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>As AI increasingly enters classrooms, educational designers have begun investigating students' learning processes vis-à-vis simultaneous feedback from active sources—AI and the teacher. Nevertheless, there is a need to delve into a more comprehensive understanding of the orchestration of interactions between teachers and AI systems in educational settings. The research objective of this paper is to identify the challenges and opportunities when AI intertwines with instruction and examine how this hybrid teaching intelligence is being perceived by the students. The insights of this paper are extracted by analysing a case study that utilizes an AI-driven system (MOVES-NL) in the context of learning integer arithmetic. MOVES-NL is an advanced interactive tool that deploys whole-body movement and immediate formative feedback in a room-scale environment designed to enhance students' learning of integer arithmetic. In this paper, we present an in-situ study where 29 students in grades 6–8 interacted individually with MOVES-NL for approximately 1 hour each with the support of a facilitator/instructor. Mixed-methods analyses of multimodal data sources enabled a systematic multifaceted account of students' cognitive–affective experiences as they engaged with MOVES-NL while receiving human support (eg, by asking students to elaborate on their digital actions/decisions). Finally, we propose design insights for instructional and technology design in support of student hybrid learning. The findings of this research contribute to the ongoing discourse on the role of hybrid intelligence in supporting education by offering practical insights and recommendations for educators and designers seeking to optimize the integration of technology in classrooms.</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>Students and teachers develop different relations with and through AI, beyond just interacting with it.</li>\u0000 \u0000 <li>AI can support and augment the teachers' capabilities.</li>\u0000 \u0000 <li>Hybrid intelligence (HI) has already demonstrated promising potential to advance current educational theories and practices.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This research identifies the important learning opportunities and adversities emerging when AI intertwines with instruction and examines how learners perceive those moments.</li>\u0000 \u0000 <li","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"621-649"},"PeriodicalIF":8.1,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455723","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":"Enhancing AR-based learning environments for STEM education: A design-based study on design features, kinematics learning and mathematics self-efficacy","authors":"Shuhui Li, Xinyue Jiao, Su Cai, Yihua Shen","doi":"10.1111/bjet.13528","DOIUrl":"10.1111/bjet.13528","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This design-based research project explored how various design features of AR-based learning environments (ARLE) influence students' mathematics self-efficacy and learning of kinematics. Specifically, five ARLEs with different design features were developed and implemented with 136 seventh-grade students in two rounds. Data were gathered from pre- and post-mathematics self-efficacy tests, interviews, classroom observation records and reflective journals, to identify which design features promote or hinder students' learning and self-efficacy. Results revealed that adopting a well-designed ARLE is a viable way to promote students' learning and mathematics self-efficacy, and the success of ARLE lies in (1) coherent tasks with proper time for self-exploration, progressive levels, useful problem contexts and a certain degree of open-endedness, and (2) sufficient technological affordances with strengthened authenticity, clarity and integrated media presentation, as well as engaging interactions with decent flexibility, embodied actions and feedback. These results validated the applicability of the proposed checklist for ARLE designers and practitioners in their design and implementation of ARLEs, within the domain of mathematics, physics and beyond.</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>AR-based learning environments (ARLEs) have demonstrated substantial advantages in STEM education, but ARLEs can be a drawback if they are not adequately designed.</li>\u0000 \u0000 <li>ARLE may facilitate students' mathematics self-efficacy, and relevant design features are underexplored.</li>\u0000 \u0000 <li>Design-based research sustains interventions combining empirical research and theory-driven design of innovative learning environments, for example, ARLEs.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Demonstrates the potential of ARLEs that can be used in classrooms to support STEM learning.</li>\u0000 \u0000 <li>Identifies a collection of effective and ineffective design features of ARLEs that promote or hinder students' STEM learning and mathematics self-efficacy.</li>\u0000 \u0000 <li>Tackles the challenges for the design of ARLEs for classrooms by taking AR technological affordances and the pedagogical perspective together.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1438-1462"},"PeriodicalIF":8.1,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273329","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 student experience and learning with iterative design in an intelligent educational game","authors":"Ryan Hare, Sarah Ferguson, Ying Tang","doi":"10.1111/bjet.13526","DOIUrl":"10.1111/bjet.13526","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>With increasing interest in computer-assisted educa- tion, AI-integrated systems become highly applicable with their ability to adapt based on user interactions. In this context, this paper focuses on understanding and analysing first-year undergraduate student responses to an intelligent educational system that applies multi-agent reinforcement learning as an AI tutor. With human–computer interaction at the centre, we discuss principles of interface design and educational gamification in the context of multiple years of student observations, student feedback surveys and focus group interviews. We show positive feedback from the design methodology we discuss as well as the overall process of providing automated tutoring in a gamified virtual environment. We also discuss students' thinking in the context of gamified educational systems, as well as unexpected issues that may arise when implementing such systems. Ultimately, our design iterations and analysis both offer new insights for practical implementation of computer-assisted educational systems, focusing on how AI can augment, rather than replace, human intelligence in the classroom.</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-integrated systems show promise for personalizing learning and improving student education.</li>\u0000 \u0000 <li>Existing research has shown the value of personalized learner feedback.</li>\u0000 \u0000 <li>Engaged students learn more effectively.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Student opinions of and responses to an HCI-based personalized educational system.</li>\u0000 \u0000 <li>New insights for practical implementation of AI-integrated educational systems informed by years of student observations and system improvements.</li>\u0000 \u0000 <li>Qualitative insights into system design to improve human–computer interaction in educational systems.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Actionable design principles for computer-assisted tutoring systems derived from first-hand student feedback and observations.</li>\u0000 \u0000 <li>Encourage new directions for human–computer interaction in educational systems.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"551-568"},"PeriodicalIF":8.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455892","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":"Timing matters: Effects of augmented reality game on students' learning achievement, satisfaction and acceptance","authors":"Peng Zhang, Jiangxu Li, Su Cai","doi":"10.1111/bjet.13524","DOIUrl":"10.1111/bjet.13524","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Augmented reality (AR) games offer significant potential to enhance learning experiences, yet the impact of when these games are introduced during the educational process remains underexplored. This study explored how the timing of providing the AR game influenced learners' achievement, satisfaction and acceptance. Using a quasi-experimental design, 68 second-graders engaged with the AR game <i>AR Easy Sign Language: Grams and Kilograms</i>, either before class or in class. Additionally, perspectives from eight students, one teacher and 24 parents (from the before-class group) were collected. Results indicated that providing the AR game in class significantly improved learners' achievement and acceptance compared to providing it before class. While overall satisfaction was unaffected by timing, students' cognitive focus differed: in-class participants emphasised the game's educational value, whereas those using it before class viewed it more as an entertaining tool with educational functionality. Both the teacher and parents acknowledged the educational value of AR games but expressed concerns regarding the cost and potential health issues. This study contributes to theoretical understanding and practical implementation strategies for AR games in education, particularly in optimising their timing for maximal impact.</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 </p><ul>\u0000 \u0000 <li>AR games integrate the advantages of augmented reality and games, enabling learners to interact with virtual and physical objects in a fun way, bringing a new dynamic to education.</li>\u0000 \u0000 <li>Prior research has shown that AR games contribute to the improved learning process and learning outcomes.</li>\u0000 \u0000 <li>However, applying technologies such as AR games to authentic educational contexts is still challenging, as it involves many decision-making issues to be investigated. One key issue that remains unresolved is determining the optimal timing of providing AR games.</li>\u0000 </ul>\u0000 \u0000 <p>What this paper adds\u0000 </p><ul>\u0000 \u0000 <li>Providing AR games in class significantly enhanced students' learning achievement and acceptance, emphasising the need to carefully time such interventions.</li>\u0000 \u0000 <li>The timing of providing AR games influenced students' cognition, with in-class use promoting a focus on learning, while before-class use emphasised entertainment.</li>\u0000 \u0000 <li>Teachers and parents a","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 3","pages":"1273-1293"},"PeriodicalIF":8.1,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143809540","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}