IEEE Transactions on Learning Technologies最新文献

Cybersecurity Matters for Primary School Students: A Scoping Review of the Trends, Challenges, and Opportunities 小学生网络安全问题：趋势、挑战和机遇的范围审查

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-25 DOI: 10.1109/TLT.2025.3564610

Yukun Xu;Hui Li

{"title":"Cybersecurity Matters for Primary School Students: A Scoping Review of the Trends, Challenges, and Opportunities","authors":"Yukun Xu;Hui Li","doi":"10.1109/TLT.2025.3564610","DOIUrl":"https://doi.org/10.1109/TLT.2025.3564610","url":null,"abstract":"Primary school students, despite their vulnerability to cyberattacks, lack targeted cybersecurity education. Using Scopus and Google Scholar, this scoping review analyzed 15 articles (2014–2024) following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews guidelines to examine the landscape of cybersecurity education for this age group. Four key themes emerged: educational tools and methods, theoretical perspectives on online risks, parental engagement, and children's online behaviors and risks. Findings revealed that while students possess some awareness, their understanding is often superficial, leading to overconfidence and risky online practices. A disconnect was observed between parents and teachers regarding responsibility and effective safety practices. Furthermore, limited implementation and outdated resources hinder the effectiveness of promising pedagogical approaches such as digital games and interactive platforms. This review highlights the urgent need for comprehensive cybersecurity education fostering critical thinking and stakeholder collaboration. It provides practical implications for educators, parents, and policymakers to promote a culture of online safety alongside recommendations for future research.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"513-529"},"PeriodicalIF":2.9,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143949341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is ChatGPT a Competent Teacher? Systematic Evaluation of Large Language Models on the Competency Model ChatGPT是称职的老师吗？基于胜任力模型的大型语言模型系统评价

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-24 DOI: 10.1109/TLT.2025.3564177

Liuying Gong;Jingyuan Chen;Fei Wu

{"title":"Is ChatGPT a Competent Teacher? Systematic Evaluation of Large Language Models on the Competency Model","authors":"Liuying Gong;Jingyuan Chen;Fei Wu","doi":"10.1109/TLT.2025.3564177","DOIUrl":"https://doi.org/10.1109/TLT.2025.3564177","url":null,"abstract":"The capabilities of large language models (LLMs) in language comprehension, conversational interaction, and content generation have led to their widespread adoption across various educational stages and contexts. Given the fundamental role of education, concerns are rising about whether LLMs can serve as competent teachers. To address the challenge of comprehensively evaluating the competencies of LLMs as teachers, a systematic quantitative evaluation based on the competency model has emerged as a valuable approach. Our study, grounded in the teacher competency model and drawing from 14 existing scales, constructed an evaluation framework called TeacherComp. Based on TeacherComp, we evaluated six LLMs from OpenAI across four dimensions: knowledge, skills, values, and traits. Through comparisons between LLMs’ responses and human norms, we found that: 1) with each successive update, LLMs have shown overall improvements in knowledge, while their skills dimension scores have increasingly aligned with human norms; 2) there are both commonalities and differences in the performance of various LLMs regarding values and traits. For instance, while they all tend to exhibit more negative traits than humans, their morals can vary; and 3) LLMs with reduced security, constructed using jailbreak techniques, exhibit values and traits more closely aligned with human norms. Building on these findings, we provided interpretations and suggestions for the application of LLMs in various educational contexts. Overall, this study helps teachers and students use LLMs in appropriate contexts and provides developers with guidance for future iterations, thereby advancing the role of LLMs in empowering education.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"530-541"},"PeriodicalIF":2.9,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Discovery to Design and Implementation: A Guide on Integrating Immersive Technologies in Public Safety Training 从发现到设计和实施：将沉浸式技术融入公共安全培训的指南

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-21 DOI: 10.1109/TLT.2025.3555649

Ronak R. Mohanty;Peter Selly;Lindsey Brenner;Shantanu Vyas;Cassidy R. Nelson;Jason B. Moats;Joseph L. Gabbard;Ranjana K. Mehta

{"title":"From Discovery to Design and Implementation: A Guide on Integrating Immersive Technologies in Public Safety Training","authors":"Ronak R. Mohanty;Peter Selly;Lindsey Brenner;Shantanu Vyas;Cassidy R. Nelson;Jason B. Moats;Joseph L. Gabbard;Ranjana K. Mehta","doi":"10.1109/TLT.2025.3555649","DOIUrl":"https://doi.org/10.1109/TLT.2025.3555649","url":null,"abstract":"Immersive extended reality (XR) technologies, including augmented reality (AR), virtual reality, and mixed reality, are transforming the landscape of education and training through experiences that promote skill acquisition and enhance memory retention. These technologies have notably improved decision making and situational awareness in public safety training. Despite the promise of these advancements, XR adoption for emergency response has been slow. This hesitancy can be partially attributed to a lack of guidance for integrating these novel technologies into existing curricula. This work aims to guide instructional designers, curriculum developers, and technologists in seamlessly integrating immersive technologies into public safety training curricula. This work provides a comprehensive account of our collaboration with instructional designers, public safety personnel, and subject matter experts in developing an AR-based training curriculum for the Sort, Assess, Life-saving Interventions, Treatment/Transport triage technique used in mass casualty incidents (MCIs). In addition, we introduce a systematic framework for public safety curriculum development based on the Analyze, Design, Develop, Implement, Evaluate instructional design model. Leveraging a human-centered design approach, we first analyze the necessity for immersive learning in public safety. Next, we identify the obstacles in developing XR training experiences and outline our construct of a training prototype through iterative evaluations based on stakeholder feedback. Finally, we share qualitative insights through iterative evaluations with firefighters and emergency medical technicians performing MCI triage tasks in AR, supplemented by survey questionnaires and semistructured interviews. Our goal is to provide a blueprint for a successful integration of immersive technologies into public safety training curricula.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"387-401"},"PeriodicalIF":2.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Capturing Activities and Interactions in Makerspaces Using Monocular Computer Vision 利用单目计算机视觉捕捉创客空间中的活动和互动

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-18 DOI: 10.1109/TLT.2025.3562298

Sohail Ahmed Soomro;Halar Haleem;Bertrand Schneider;Georgi V. Georgiev

{"title":"Capturing Activities and Interactions in Makerspaces Using Monocular Computer Vision","authors":"Sohail Ahmed Soomro;Halar Haleem;Bertrand Schneider;Georgi V. Georgiev","doi":"10.1109/TLT.2025.3562298","DOIUrl":"https://doi.org/10.1109/TLT.2025.3562298","url":null,"abstract":"This study presents a monocular approach for capturing students' prototyping activities and interactions in digital-fabrication-based makerspaces. The proposed method uses images from a single camera and applies object reidentification, tracking, and depth estimation algorithms to track and uniquely label participants in the space, extracting both spatial and temporal information. A case study was conducted by recording a lab session in a digital-fabrication-based makerspace where students from a university undergraduate program turned their product ideas into tangible prototypes using digital fabrication. Moreover, a creativity test was conducted to assess individual creative competence. The findings reveal that the monocular approach effectively captures interactions among team members and instructors. It also identifies prototyping activities at individual and team levels. Furthermore, results demonstrate that the students with high and low creativity scores exhibit distinct patterns of interaction with instructors and teammates. Those with high creativity scores worked more independently and less collaboratively. Students with low creativity scores worked more collaboratively and less independently. The proposed monocular approach can be used in formal educational settings for student evaluation and prototyping activities. In addition, instructors can use this approach to assess and tailor teaching methods by promptly intervening and providing structures and scaffolding support to assist struggling students.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"470-483"},"PeriodicalIF":2.9,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10970091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowering Instructors With AI: Evaluating the Impact of an AI-Driven Feedback Tool in Learning Analytics 用人工智能授权教师：评估人工智能驱动的反馈工具在学习分析中的影响

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-18 DOI: 10.1109/TLT.2025.3562379

Cleon Xavier;Luiz Rodrigues;Newarney Costa;Rodrigues Neto;Gabriel Alves;Taciana Pontual Falcão;Dragan Gašević;Rafael Ferreira Mello

{"title":"Empowering Instructors With AI: Evaluating the Impact of an AI-Driven Feedback Tool in Learning Analytics","authors":"Cleon Xavier;Luiz Rodrigues;Newarney Costa;Rodrigues Neto;Gabriel Alves;Taciana Pontual Falcão;Dragan Gašević;Rafael Ferreira Mello","doi":"10.1109/TLT.2025.3562379","DOIUrl":"https://doi.org/10.1109/TLT.2025.3562379","url":null,"abstract":"Providing timely and personalized feedback on open-ended student responses is a challenge in education due to the increased workloads and time constraints educators face. While existing research has explored how learning analytic approaches can support feedback provision, previous studies have not sufficiently investigated educators' perspectives of how these strategies affect the assessment process. This article reports on the findings of a study that aimed to evaluate the impact of an artificial intelligence (AI)-driven platform designed to assist educators in the assessment and feedback process. Leveraging large language models and learning analytics, the platform supports educators by offering tag-based recommendations and AI-generated feedback to enhance the quality and efficiency of open-response evaluations. A controlled experiment involving 65 higher education instructors assessed the platform's effectiveness in real-world environments. Using the technology acceptance model, this study investigated the platform's usefulness and relevance from the instructors' perspectives. Moreover, we collected data from the platform's usage to identify partners in instructors' behavior for different scenarios. Results indicate that AI-driven feedback significantly improved instructors' ability to provide detailed personalized feedback in less time. This study contributes to the growing research on AI applications in educational assessment and highlights key considerations for adopting AI-driven tools in instructional settings.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"498-512"},"PeriodicalIF":2.9,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10970108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143949241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

EduPlanner: LLM-Based Multiagent Systems for Customized and Intelligent Instructional Design EduPlanner：基于法学硕士的定制智能教学设计多代理系统

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-16 DOI: 10.1109/TLT.2025.3561332

Xueqiao Zhang;Chao Zhang;Jianwen Sun;Jun Xiao;Yi Yang;Yawei Luo

{"title":"EduPlanner: LLM-Based Multiagent Systems for Customized and Intelligent Instructional Design","authors":"Xueqiao Zhang;Chao Zhang;Jianwen Sun;Jun Xiao;Yi Yang;Yawei Luo","doi":"10.1109/TLT.2025.3561332","DOIUrl":"https://doi.org/10.1109/TLT.2025.3561332","url":null,"abstract":"Large language models (LLMs) have significantly advanced smart education in the artificial general intelligence era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: 1) <italic>customized generation: generating niche-targeted teaching content based on students' varying learning abilities and states and 2) <italic>intelligent optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multiagent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. In addition, we introduce the CIDDP, an LLM-based 5-D evaluation module encompassing <bold>Clarity, <bold>Integrity, <bold>Depth, <bold>Practicality, and <bold>Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"416-427"},"PeriodicalIF":2.9,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Digital Teacher Appearance Anthropomorphism Impacts Digital Learning Satisfaction and Intention to Use: Interaction With Knowledge Type 数字教师外表拟人化如何影响数字学习满意度和使用意愿：与知识类型的互动

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-11 DOI: 10.1109/TLT.2025.3560032

Biao Gao;Jun Yan;Ronghui Zhong

{"title":"How Digital Teacher Appearance Anthropomorphism Impacts Digital Learning Satisfaction and Intention to Use: Interaction With Knowledge Type","authors":"Biao Gao;Jun Yan;Ronghui Zhong","doi":"10.1109/TLT.2025.3560032","DOIUrl":"https://doi.org/10.1109/TLT.2025.3560032","url":null,"abstract":"Digital teachers represent an innovative fusion of media and artificial intelligence (AI) within online educational environments. However, the specific ways in which the appearance anthropomorphism of digital teachers influences the delivery of different knowledge types remain insufficiently understood. Drawing on Embodied Learning Theory and Parasocial Interaction Theory, this study investigates how digital teachers' appearance (cartoonish versus realistic) interacts with knowledge types (explicit versus tacit) to affect digital learning satisfaction and usage intention, exploring the mediating roles of physical and social presence. Initially, we implemented a 2 × 2 experimental design using a large language model application, collecting data from 475 participants to empirically test our hypotheses. Subsequently, in-depth interviews were conducted with 21 Chinese university students to further validate and clarify the underlying mechanisms behind these interactions. The results indicate that digital teachers with a cartoonish appearance are more effective for delivering explicit knowledge, whereas digital teachers with a realistic appearance excel in conveying tacit knowledge. Both physical presence and social presence were found to significantly mediate these effects. This research enriches our understanding of AI-enhanced online education by highlighting the alignment effect between digital teacher appearance and the type of knowledge delivered and by uncovering the underlying psychological mechanisms. In addition, it offers practical insights for the design of digital human appearances in educational interfaces and broader AI–human interaction scenarios.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"438-457"},"PeriodicalIF":2.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

OrientaTree: A Mobile Tool for Geolocated Educational Orienteering

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-10 DOI: 10.1109/TLT.2025.3559623

Juan A. Muñoz-Cristóbal;Vanesa Gallego-Lema;Higinio F. Arribas-Cubero;Gabriel Rodríguez-González;Felipe Hermida-Arias;Alejandra Martínez-Monés

{"title":"OrientaTree: A Mobile Tool for Geolocated Educational Orienteering","authors":"Juan A. Muñoz-Cristóbal;Vanesa Gallego-Lema;Higinio F. Arribas-Cubero;Gabriel Rodríguez-González;Felipe Hermida-Arias;Alejandra Martínez-Monés","doi":"10.1109/TLT.2025.3559623","DOIUrl":"https://doi.org/10.1109/TLT.2025.3559623","url":null,"abstract":"Orienteering has long been used in physical education due to its recognized benefits for perceptual-motor capacity, as a tool for safe and efficient movement and as a recreational activity. It also helps in the acquisition of skills in multiple domains besides physical education, such as geography, mathematics, or biology. Many teachers use this interdisciplinary nature of orienteering, complementing it with educational tasks at each control point, and using geolocation and mobile devices to avoid the cumbersome tasks related to the setting up and dismantling of physical circuits. However, the systems that allow this kind of geolocated educational orienteering activities have some limitations in their implementation of the elements of orienteering or in the educational possibilities for teachers to configure and monitor learning situations that can adapt to their learning goals. To address these challenges, this article proposes a set of design requirements to create geolocated educational orienteering systems and a mobile tool, OrientaTree, created following the said requirements. A prototype of OrientaTree has been evaluated by means of a feature analysis and a pilot study involving five teachers and 115 students. The results of the evaluation provide evidence that OrientaTree overcomes the limitations of alternative reviewed approaches to conduct geolocated educational orienteering activities. However, it could be improved to allow more configuration capabilities to permit teachers to better adapt activities to their learning goals.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"484-497"},"PeriodicalIF":2.9,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10960751","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143943942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing Student Teachers for Professional Development: Mentoring Generative Artificial Intelligence (AI) Learners in Mathematical Problem Solving 培养学生教师的专业发展：指导生成式人工智能（AI）学习者解决数学问题

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-04-03 DOI: 10.1109/TLT.2025.3557037

Xiuling He;Ruijie Zhou;Qiong Fan;Xiong Xiao;Ying Yu;Zhonghua Yan

{"title":"Preparing Student Teachers for Professional Development: Mentoring Generative Artificial Intelligence (AI) Learners in Mathematical Problem Solving","authors":"Xiuling He;Ruijie Zhou;Qiong Fan;Xiong Xiao;Ying Yu;Zhonghua Yan","doi":"10.1109/TLT.2025.3557037","DOIUrl":"https://doi.org/10.1109/TLT.2025.3557037","url":null,"abstract":"Rapid technological advancements are reshaping pedagogical expertise development, offering novel pathways to equip educators with 21st-century professional competencies. This study proposes an innovative artificial intelligence (AI)-driven professional development approach and investigates its impact on student teachers’ competence development. In total, 28 third-year student teachers participated in tasks to mentor AI learners, applying mentor-acquired knowledge and skills. Task performance and task processes were used to delineate teacher knowledge and teaching practices, respectively, while data from professional development surveys were thoroughly analyzed to gain in-depth insights into teacher perspectives. Findings reveal that AI teaching practice significantly enhanced participants’ knowledge acquisition. Notably, high-performance groups demonstrated complex mentoring patterns emphasizing procedural mentoring. Conversely, the low-performance group preferred a more directive and factual approach, whose behavioral patterns appeared less significant. Furthermore, AI teaching practice also had a positive effect on student teachers’ perspectives toward professional knowledge and AI literacy. The findings of this study contribute to the theoretical and practical understanding of integrating AI-based learning activities into teacher education.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"458-469"},"PeriodicalIF":2.9,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating the Impact of Lightboard Videos on College Students' Performance in a Mathematical Optimization Course 评价光板视频对大学生数学优化课程学习成绩的影响

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-03-31 DOI: 10.1109/TLT.2025.3556527

Jingjing Chen;Rao Muhammad Aqib Hassan;Shuai Sun;Yilin Mo;Dan Zhang

{"title":"Evaluating the Impact of Lightboard Videos on College Students' Performance in a Mathematical Optimization Course","authors":"Jingjing Chen;Rao Muhammad Aqib Hassan;Shuai Sun;Yilin Mo;Dan Zhang","doi":"10.1109/TLT.2025.3556527","DOIUrl":"https://doi.org/10.1109/TLT.2025.3556527","url":null,"abstract":"The lightboard, an affordable and readily accessible tool, has become a promising approach for enhancing engagement in instructional videos. Despite its potential, previous studies have primarily highlighted the benefits of lightboard videos by evaluating learners' subjective experiences, with limited empirical research examining their impact on learning outcomes. Moreover, the psychological factors underlying the potential advantages of lightboard videos have remained largely unexplored. To address these gaps, the present study conducted an online learning task in a mathematical optimization course, randomly assigning 78 college students to three groups: lightboard, whiteboard, and no-instructor. Learning outcomes and experiences during the learning process were measured and analyzed. The results showed that the lightboard group experienced significantly lower cognitive load while achieving learning outcomes comparable to the other two groups, suggesting that lightboard videos can reduce students' cognitive load without compromising learning outcomes. Further analysis of the psychological factors revealed that cognitive load played a more critical role than perceived social presence or learning motivation in explaining learning outcomes. These findings underscore the positive impact of lightboard videos on online learning, provide insights into the underlying psychological mechanisms, and offer implications for their integration into educational practices.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"428-437"},"PeriodicalIF":2.9,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0