British Journal of Educational Technology最新文献

{"title":"Enhancing students' learning outcomes in self-regulated virtual reality learning environment with learning aid mechanisms","authors":"Wei-Sheng Wang, Hsin-Yu Lee, Chia-Ju Lin, Pin-Hui Li, Yueh-Min Huang, Ting-Ting Wu","doi":"10.1111/bjet.13512","DOIUrl":"10.1111/bjet.13512","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Virtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low-achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self-regulating their learning progress and becoming disoriented in the lack of guidance. This study aims to explore the improvement of self-regulated VR learning environment based on the Cognitive Theory of Multimedia Learning and enhance the performance of low-achieving students. We designed a VR course on electronic circuit hardware and programming, providing participants with a series of learning aids in the VR learning environment, including feedback, hints and guidance. Feedback aids provide correct or incorrect feedback after each task or test, guidance aids display progress following each task or test and hint aids offer guidance when inactivity is detected. A quasi-experiment was conducted by using questionnaires and practical tasks to assess the participants' cognitive levels, practical hands-on skills, self-regulated learning abilities and learning engagement after VR learning. The results demonstrated significant improvements in all learning indicators for low-achieving 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>Virtual Reality (VR) presents itself as a promising tool for self-regulated learning (SRL).</li>\u0000 \u0000 <li>SRL abilities are of paramount importance within the learning environment of VR.</li>\u0000 \u0000 <li>In the context of the self-regulated Virtual Reality (SRVR) learning environment, low-achieving students have received little attention.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>It examines the effectiveness of learning aid mechanisms within the SRVR learning environment.</li>\u0000 \u0000 <li>These mechanisms support cognitive levels and increase engagement in SRVR learning.</li>\u0000 \u0000 <li>Low-achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Providing learning aid mechanisms within the SRVR learning environment can potentially augme","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"366-387"},"PeriodicalIF":8.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141865436","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":"Integrating a movement-based learning platform as core curriculum tool in kindergarten classrooms","authors":"Valeria Aloizou, Stavey Linardatou, Michael Boloudakis, Symeon Retalis","doi":"10.1111/bjet.13511","DOIUrl":"10.1111/bjet.13511","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Incorporating immersive technologies in education has become increasingly popular due to their ability to facilitate active learning and engage students in the acquisition of concepts and skills. One form of immersive technology includes educational games that incorporate movement interaction, allowing children to engage with in-game elements by either immersing their own image within the game environment or by controlling an avatar using their hand and body gestures. Nonetheless, successfully incorporating these technologies into classrooms with sizable student populations presents a challenge, necessitating the implementation of a well-considered design approach. This paper introduces a systematic learning design approach facilitating the integration of a movement-based learning platform as a core curriculum tool in multimodal learning stations within authentic Kindergarten classroom settings. The design approach was evaluated in a case study involving three kindergarten teachers and 49 students conducted over a full school year. Progress data were gathered utilizing a combination of quantitative and qualitative evaluation tools. Analysis of the data suggests that integrating multimodal learning activities led to improvements in overall academic performance, particularly in critical mathematical skills compared to pre-test scores. Teachers expressed a positive attitude towards the integration of movement-based games using the learning design approach, finding it to be beneficial and effective for student learning. The study emphasizes the importance of purposeful design in creating immersive learning experiences and underscores the significance of utilizing multiple representations to enhance student motivation and engagement. The proposed systematic learning design approach has the potential to be applied to a broad range of grade levels, academic subjects and educational contexts to facilitate the integration of immersive technologies.</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>Immersive technologies are becoming popular in education.</li>\u0000 \u0000 <li>Immersive technologies have been shown to enhance skills and enable the collection of multimodal data to better understand learning processes.</li>\u0000 \u0000 <li>The movement-based learning games fall under the category of immersive technologies that merge real and virtual worlds.</li>\u0000 \u0000 <li>Designing effective immersive learning experiences for these new technology-enh","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"339-365"},"PeriodicalIF":8.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881475","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":"Vulnerable student digital well-being in AI-powered educational decision support systems (AI-EDSS) in higher education","authors":"Paul Prinsloo, Mohammad Khalil, Sharon Slade","doi":"10.1111/bjet.13508","DOIUrl":"10.1111/bjet.13508","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Students' physical and digital lives are increasingly entangled. It is difficult to separate students' <i>digital</i> well-being from their offline well-being given that artificial intelligence increasingly shapes both. Within the context of education's fiduciary and moral duty to ensure safe, appropriate and effective digital learning spaces for students, the continuing merger between artificial intelligence and learning analytics not only opens up many opportunities for more responsive teaching and learning but also raises concerns, specifically for previously disadvantaged and vulnerable students. While digital well-being is a well-established research focus, it is not clear how AI-Powered Educational Decision Support Systems (AI-EDSS) might impact on the inherent, situational and pathogenic vulnerability of students. In this conceptual paper, we map the digital well-being of previously disadvantaged and vulnerable students in four overlapping fields, namely (1) digital well-being research; (2) digital well-being research in education; (3) digital well-being research in learning analytics; and (4) digital well-being in AI-informed educational contexts. With this as the basis, we engage with six domains from the <i>IEEE standard 7010–2020</i>—<i>IEEE Recommended Practice for Assessing the Impact of Autonomous and Intelligent Systems on Human Well-Being</i> and provide pointers for safeguarding and enhancing disadvantaged and vulnerable student digital well-being in AI-EDSS.</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>Digital well-being research is a well-established focus referring to the impact of digital engagement on human well-being.</li>\u0000 \u0000 <li>Digital well-being is effectively inseparable from general well-being as it is increasingly difficult to disentangle our online and offline lives and, as such, inherently intersectional.</li>\u0000 \u0000 <li>Artificial Intelligence shows promise for enhancing human digital well-being, but there are concerns about issues such as privacy, bias, transparency, fairness and accountability.</li>\u0000 \u0000 <li>The notion of ‘vulnerable individuals’ includes individuals who were previously disadvantaged, and those with inherent, situational and/or pathogenic vulnerabilities.</li>\u0000 \u0000 <li>While current advances in AI-EDSS may support identification of digital wellness, proxies for digital wellness should be used with care.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2075-2092"},"PeriodicalIF":8.1,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640531","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":"A systematic review of immersive technologies for education: Learning performance, cognitive load and intrinsic motivation","authors":"Matisse Poupard, Florian Larrue, Hélène Sauzéon, André Tricot","doi":"10.1111/bjet.13503","DOIUrl":"10.1111/bjet.13503","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Immersive technologies are assumed to have many benefits for learning due to their potential positive impact on optimizing learners' cognitive load and fostering intrinsic motivation. However, despite promising results, the findings regarding the actual impact on learning remain inconclusive, raising questions about the determinants of efficacy. To address these gaps, we conducted a PRISMA systematic review to investigate the contributions and limitations of virtual reality (VR) and augmented reality (AR) in learning, specifically by examining their effects on cognitive load and intrinsic motivations. Through the application of an analytical grid, we systematically classified the impact of VR/AR on the causal relationship between learning performance (ie, objective learning improvement) and cognitive load or motivation, while respecting the fundamental assumptions of the main theories related to these factors. Analysing 36 studies, the findings reveal that VR, often causing extraneous load, hinders learning, particularly among novices. In contrast, AR optimizes cognitive load, proving beneficial for novice learners but demonstrating less effectiveness for intermediate learners. The effects on intrinsic motivation remain inconclusive, likely due to variations in measurement methods. The review underscores the need for detailed, sophisticated evaluations and comprehensive frameworks that consider both cognitive load and intrinsic motivation to improve understanding of the impact of immersive technologies on learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is know\u0000\u0000 </p><ul>\u0000 \u0000 <li>Virtual and augmented reality show promise for education, but findings are inconsistent.</li>\u0000 \u0000 <li>Existing studies suggest that augmented reality optimizes learners' cognitive load.</li>\u0000 \u0000 <li>The literature often asserts that VR and AR are expected to enhance learning motivation.</li>\u0000 </ul>\u0000 <p>Adding\u0000\u0000 </p><ul>\u0000 \u0000 <li>VR introduces unnecessary cognitive load, while AR proves effective for learning performance and cognitive load, particularly for novice learners.</li>\u0000 \u0000 <li>The impact of AR and VR on motivation to learn is unclear.</li>\u0000 \u0000 <li>Our analytical grid offers a comprehensive framework for assessing the effects of AR and VR on learning outcomes.</li>\u0000 </ul>\u0000 <p>Implications\u0000\u0000 </p><ul>\u0000 \u0000 <li>AR is more suitable th","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"5-41"},"PeriodicalIF":8.1,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643326","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":"Timing of information presentation matters: Effects on secondary school students' cognition, motivation and emotion in game-based learning","authors":"Yuanyuan Hu, Pieter Wouters, Marieke van der Schaaf, Liesbeth Kester","doi":"10.1111/bjet.13510","DOIUrl":"10.1111/bjet.13510","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Learning with games requires two types of information, namely domain-specific information and game-specific information. Presenting these two types of information together with gameplay may pose a heavy demand on cognitive resources. This study investigates how timing of information presentation affects cognition (ie, mental effort and performance), motivation (ie, achievement goals) and emotion (ie, achievement emotions). Participants were secondary school students (<i>N</i> = 145). Participants participated in a 2 × 2 factorial experiment with two factors—timing of domain-specific information presentation and timing of game-specific information presentation, either before or during gameplay. We measured mental effort, chemistry knowledge, time on task, achievement goals and achievement emotions. Multiple regression and robust regression revealed that presenting domain-specific information before gameplay promoted higher approach goals, higher avoidance goals and more enjoyment than presenting it during gameplay. There was no difference between presenting game-specific information before gameplay and during gameplay except for performance-avoidance goals. We conclude that timing of information presentation affects motivational and emotional processes and outcomes and that students feel more motivated and enjoyed when domain-specific information is presented before learning than during learning. Educators may change the timing of domain-specific information presentation accordingly.</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>Well-designed game-based learning can increase learning.</li>\u0000 \u0000 <li>Game-based learning needs effective instructional design features.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>One instructional design feature, timing of information presentation, affects motivation and emotion in game-based learning.</li>\u0000 \u0000 <li>Students feel more motivated and enjoyed when domain-specific information is presented before learning than during learning.</li>\u0000 \u0000 <li>This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections.</li>\u0000 </ul>\u0000 <p>Implications for practice and policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Educators wou","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"318-338"},"PeriodicalIF":8.1,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649438","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":"The life cycle of large language models in education: A framework for understanding sources of bias","authors":"Jinsook Lee, Yann Hicke, Renzhe Yu, Christopher Brooks, René F. Kizilcec","doi":"10.1111/bjet.13505","DOIUrl":"10.1111/bjet.13505","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Large language models (LLMs) are increasingly adopted in educational contexts to provide personalized support to students and teachers. The unprecedented capacity of LLM-based applications to understand and generate natural language can potentially improve instructional effectiveness and learning outcomes, but the integration of LLMs in education technology has renewed concerns over algorithmic bias, which may exacerbate educational inequalities. Building on prior work that mapped the traditional machine learning life cycle, we provide a framework of the LLM life cycle from the initial development of LLMs to customizing pre-trained models for various applications in educational settings. We explain each step in the LLM life cycle and identify potential sources of bias that may arise in the context of education. We discuss why current measures of bias from traditional machine learning fail to transfer to LLM-generated text (eg, tutoring conversations) because text encodings are high-dimensional, there can be multiple correct responses, and tailoring responses may be pedagogically desirable rather than unfair. The proposed framework clarifies the complex nature of bias in LLM applications and provides practical guidance for their evaluation to promote educational equity.</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 life cycle of traditional machine learning (ML) applications which focus on predicting labels is well understood.</li>\u0000 \u0000 <li>Biases are known to enter in traditional ML applications at various points in the life cycle, and methods to measure and mitigate these biases have been developed and tested.</li>\u0000 \u0000 <li>Large language models (LLMs) and other forms of generative artificial intelligence (GenAI) are increasingly adopted in education technologies (EdTech), but current evaluation approaches are not specific to the domain of education.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>A holistic perspective of the LLM life cycle with domain-specific examples in education to highlight opportunities and challenges for incorporating natural language understanding (NLU) and natural language generation (NLG) into EdTech.</li>\u0000 \u0000 <li>Potential sources of bias are identified in each step of the LLM life cycle and discussed in the context of education.</li>\u0000 \u0000 <li>A framework for understanding where to expect potential harms of LLMs for ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"1982-2002"},"PeriodicalIF":8.1,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614158","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":"Co-creating an equality diversity and inclusion learning analytics dashboard for addressing awarding gaps in higher education","authors":"Vaclav Bayer, Paul Mulholland, Martin Hlosta, Tracie Farrell, Christothea Herodotou, Miriam Fernandez","doi":"10.1111/bjet.13509","DOIUrl":"10.1111/bjet.13509","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Educational outcomes from traditionally underrepresented groups are generally worse than for their more advantaged peers. This problem is typically known as the awarding gap (we use the term awarding gap over ‘attainment gap’ as attainment places the responsibility on students to attain at equal levels) and continues to pose a challenge for educational systems across the world. While Learning Analytics (LA) dashboards help identify patterns contributing to the awarding gap, they often lack stakeholder involvement, offering very little support to institutional Equality, Diversity and Inclusion (EDI) leads or educators to pinpoint and address these gaps. This paper introduces an innovative EDI LA dashboard, co-created with diverse stakeholders. Rigorously evaluated, the dashboard provides fine-grained insights and course-level analysis, empowering institutions to effectively address awarding gaps and contribute to a diverse and inclusive higher education landscape.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioners notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Traditionally underrepresented groups face educational disparities, commonly known as the awarding gap.</li>\u0000 \u0000 <li>Underachievement is a complex multi-dimensional problem and cannot be solely attributable to individual student deficiencies.</li>\u0000 \u0000 <li>LA dashboards targeting this specific problem are often not public, there is little research about them, and are frequently designed with little involvement of educational stakeholders.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Pioneers the introduction of a dashboard specifically designed to address the awarding gap problem.</li>\u0000 \u0000 <li>Emphasises the significant data needs of educational stakeholders in tackling awarding gaps.</li>\u0000 \u0000 <li>Expands the design dimensions of Learning Analytics (LA) by introducing a specific design approach rooted in established user experience (UX) design methods.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Insights from this study will guide practitioners, designers, and developers in creating AI-based educational systems to effectively target the awarding gap problem.</li>\u0000 </ul>\u0000 </","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2058-2074"},"PeriodicalIF":8.1,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614031","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":"Advancing equity and inclusion in educational practices with AI-powered educational decision support systems (AI-EDSS)","authors":"Olga Viberg,&nbsp;René F. Kizilcec,&nbsp;Alyssa Friend Wise,&nbsp;Ioana Jivet,&nbsp;Nia Nixon","doi":"10.1111/bjet.13507","DOIUrl":"10.1111/bjet.13507","url":null,"abstract":"<p>A key goal of educational institutions around the world is to provide inclusive, equitable quality education and lifelong learning opportunities for all learners. Achieving this requires contextualized approaches to accommodate diverse global values and promote learning opportunities that best meet the needs and goals of all learners as individuals and members of different communities. Advances in learning analytics (LA), natural language processes (NLP), and artificial intelligence (AI), especially generative AI technologies, offer potential to aid educational decision making by supporting analytic insights and personalized recommendations. However, these technologies also raise serious risks for reinforcing or exacerbating existing inequalities; these dangers arise from multiple factors including biases represented in training datasets, the technologies' abilities to take autonomous decisions, and processes for tool development that do not centre the needs and concerns of historically marginalized groups. To ensure that Educational Decision Support Systems (EDSS), particularly AI-powered ones, are equipped to promote equity, they must be created and evaluated holistically, considering their potential for both targeted and systemic impacts on all learners, especially members of historically marginalized groups. Adopting a socio-technical and cultural perspective is crucial for designing, deploying, and evaluating AI-EDSS that truly advance educational equity and inclusion. This editorial introduces the contributions of five papers for the special section on advancing equity and inclusion in educational practices with AI-EDSS. These papers focus on (i) a review of biases in large language models (LLMs) applications offers practical guidelines for their evaluation to promote educational equity, (ii) techniques to mitigate disparities across countries and languages in LLMs representation of educationally relevant knowledge, (iii) implementing equitable and intersectionality-aware machine learning applications in education, (iv) introducing a LA dashboard that aims to promote institutional equality, diversity, and inclusion, and (v) vulnerable student digital well-being in AI-EDSS. Together, these contributions underscore the importance of an interdisciplinary approach in developing and utilizing AI-EDSS to not only foster a more inclusive and equitable educational landscape worldwide but also reveal a critical need for a broader contextualization of equity that incorporates the socio-technical questions of what kinds of decisions AI is being used to support, for what purposes, and whose goals are prioritized in this process.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"1974-1981"},"PeriodicalIF":8.1,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614159","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":"Evidence-based learning analytics: Reusing and reapplying successful methods and techniques in real learning settings","authors":"Cristian Cechinel,&nbsp;Jorge Maldonado-Mahauad,&nbsp;Roberto Munoz,&nbsp;Xavier Ochoa","doi":"10.1111/bjet.13506","DOIUrl":"10.1111/bjet.13506","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"1837-1840"},"PeriodicalIF":8.1,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614029","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":"Examining cognitive processes of spatial thinking in university students: Insights from a web-based geographic information systems study","authors":"Xi Xiang,&nbsp;Di Xi","doi":"10.1111/bjet.13502","DOIUrl":"10.1111/bjet.13502","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;Spatial thinking is essential for nurturing spatially literate graduates in tertiary education. However, there is limited research on individual differences in cognitive processes and their impact on spatial problem solving in disciplinary contexts. This study aimed to investigate cognitive processes involved in spatial thinking in geography majors using a web-based geographic information systems (GIS) mapping tool. The results revealed three clusters characterised by distinctive cognitive processes: &lt;i&gt;spatial analytic&lt;/i&gt;, &lt;i&gt;spatial diagrammatic&lt;/i&gt; and &lt;i&gt;alternative&lt;/i&gt;. Each cluster adopted unique spatial strategies to solve problems with web-based GIS. Notably, &lt;i&gt;spatial analytic&lt;/i&gt; learners demonstrated the most optimal profile, resulting in high spatial task performance. These findings have implications for maximising students' learning potential in spatial thinking in the tertiary classroom, optimising performance outcomes in spatial problem solving and building intelligent tutoring systems for adaptive 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;There are individual differences in spatial reasoning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The processes of spatial thinking may have an impact on learners' spatial performance outcomes.&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;Three clusters characterised by distinctive processes of spatial thinking were identified: &lt;i&gt;spatial analytic&lt;/i&gt;, &lt;i&gt;spatial diagrammatic&lt;/i&gt; and &lt;i&gt;alternative&lt;/i&gt;.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Each cluster adopted unique spatial strategies to solve problems with web-based GIS.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;&lt;i&gt;Spatial analytic&lt;/i&gt; learners demonstrated the optimal profile, resulting in high-level spatial performance, whereas &lt;i&gt;alternative&lt;/i&gt; learners exhibited the maladaptive profile, which was associated with low task outcomes.&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;Web-based GIS mapping tools make it possible to track the processes of spatial thinking that have remained largely unexplored.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Cluster analysis and lag sequential analysis reveal differences in spatial reasoning, aiding educators in maximising the potential for university students to learn spatial thinking and optimising performance outcomes in spatial problem solving.&lt;/li&gt;\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 1","pages":"296-317"},"PeriodicalIF":8.1,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574770","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}