IEEE Transactions on Learning Technologies最新文献

Editorial: Journey to the Future: Extended Reality and Intelligence Augmentation 社论：未来之旅：扩展现实和智能增强

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-01-15 DOI: 10.1109/TLT.2024.3513373

Minjuan Wang;John Chi-Kin Lee

引用次数: 0

Children's AI Design Platform for Making and Deploying ML-Driven Apps: Design, Testing, and Development

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-01-15 DOI: 10.1109/TLT.2025.3529994

Nicolas Pope;Juho Kahila;Henriikka Vartiainen;Matti Tedre

{"title":"Children's AI Design Platform for Making and Deploying ML-Driven Apps: Design, Testing, and Development","authors":"Nicolas Pope;Juho Kahila;Henriikka Vartiainen;Matti Tedre","doi":"10.1109/TLT.2025.3529994","DOIUrl":"https://doi.org/10.1109/TLT.2025.3529994","url":null,"abstract":"The rapid advancement of artificial intelligence and its increasing societal impacts have turned many computing educators' focus toward early education in machine learning (ML). Limited options for educational tools for teaching novice learners about the mechanisms of ML and data-driven systems presents a recognized challenge in K–12 computing education. In response, we introduce “GenAI Teachable Machine,” a visual, data-driven design platform aimed at introducing novice learners to fundamental ML concepts and workflows, particularly in the context of classifiers. Following the design science research (DSR) method, this study presents the prior recommendations, standards, codevelopment, and extensive field testing that resulted in a platform enabling young learners to express their own interest-driven ideas through codesigning and sharing personally meaningful apps. The platform improves on the design of Google's popular Teachable Machine 2 by its ability to create a standalone app by defining one or more actions to be triggered by each classifier result, and deploy that app to other devices. It also enables one to distribute the collection of training data among many users. In addition to the DSR process, this article presents findings from usability lab tests (<italic>N = 8) and 6-h classroom projects involving fourth and seventh grade children (<italic>N = 213). The results show that children who had no experience of ML were able to navigate through the workflow and turn their own ideas into concrete ML-based apps. The majority of children were able to reflect and present, in their own words, their working process using data-driven (design) thinking concepts and insights.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"130-144"},"PeriodicalIF":2.9,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10842355","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143361071","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

A Collaborative Virtual Reality Flight Simulator: Efficacy, Challenges, and Potential

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-01-10 DOI: 10.1109/TLT.2025.3526863

Jamie I. Cross;Christine C. Boag-Hodgson

{"title":"A Collaborative Virtual Reality Flight Simulator: Efficacy, Challenges, and Potential","authors":"Jamie I. Cross;Christine C. Boag-Hodgson","doi":"10.1109/TLT.2025.3526863","DOIUrl":"https://doi.org/10.1109/TLT.2025.3526863","url":null,"abstract":"The incorporation of immersive technologies into student pilot training has been hindered by a lack of empirical evidence to support their efficacy. Existing research on virtual reality flight simulators is limited in scope, predominantly focused on single-users in small, piston-engine aircraft, with little concern for its application to commercial pilot operations. This article initiates the process of evaluating a virtual reality flight simulator to train ab-initio pilots in a multicrew environment using a complex jet aircraft (a Boeing 737-800). An experimental design-based research methodology was initially employed to identify and address any methodological issues. To demonstrate proof of concept, the study evaluated two different scenarios and assessed the performance of two head-mounted displays. Additionally, the research included measures of situational awareness and workload. The setup was configured to allow the evaluation of various combinations of virtual reality and desktop flight simulators within a multicrew environment. Valuable insights have been gained in creating a reliable environment for further research on collaborative virtual reality flight simulators. Proof of concept was demonstrated through satisfactory usability and fidelity in a two-pilot virtual reality simulator. The study confirmed that participants can effectively collaborate in a virtual environment during simulator sessions modeled on a typical initial First Officer airline training program for complex commercial aircraft. Participants in the virtual environment exhibited reduced workload (effort) in comparison to a desktop flight simulator, indicating a potential decrease in cognitive processing. This, in turn, suggests enhanced spatial memory, corroborated by measures of heightened team situational awareness in the virtual environment. The benefits of these findings are numerous, including the potential for a virtual reality flight simulator to supplement traditional pilot training methods.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"119-129"},"PeriodicalIF":2.9,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143361070","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 to Design Immersive Virtual Learning Environments Based on Real-World Processes for the Edu-Metaverse—A Design Process Framework

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-01-06 DOI: 10.1109/TLT.2025.3525949

Malte Rolf Teichmann

{"title":"How to Design Immersive Virtual Learning Environments Based on Real-World Processes for the Edu-Metaverse—A Design Process Framework","authors":"Malte Rolf Teichmann","doi":"10.1109/TLT.2025.3525949","DOIUrl":"https://doi.org/10.1109/TLT.2025.3525949","url":null,"abstract":"Due to the rise of virtual reality and the—at least now—hypothetical construct of the <italic>Metaverse, learning processes are increasingly transferred to <italic>immersive virtual learning environments. While the literature provides few design guidelines, most papers miss an application and evaluation description of the design and development processes. As a result, few standardized design processes and related design frameworks exist that meaningfully integrate existing stand-alone design theories and resulting approaches for developing <italic>immersive virtual learning environments. The article tackles this challenge with a research procedure based on the design science research method to outline and communicate a <italic>Design process framework to create virtual learning environments based on real-world processes for the Edu-Metaverse. The simply applicable artifact represents a comprehensive five-step solution to a well-defined problem by combining interdisciplinary perspectives. It contributes to the concretization of the hypothetical term <italic>Metaverse in its intended domain. As a result, practitioners and researchers with different experience levels can use the low-threshold framework.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"100-118"},"PeriodicalIF":2.9,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10824930","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143106036","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

Developing and Usability Testing of an Augmented Reality Tool for Online Engineering Education 面向在线工程教育的增强现实工具的开发与可用性测试

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-12-26 DOI: 10.1109/TLT.2024.3520413

Saurav Shrestha;Yongwei Shan;Robert Emerson;Zahrasadat Hosseini

{"title":"Developing and Usability Testing of an Augmented Reality Tool for Online Engineering Education","authors":"Saurav Shrestha;Yongwei Shan;Robert Emerson;Zahrasadat Hosseini","doi":"10.1109/TLT.2024.3520413","DOIUrl":"https://doi.org/10.1109/TLT.2024.3520413","url":null,"abstract":"This article introduces the development process of social presence-enabled augmented reality (SPEAR) tool, an innovative augmented reality (AR) based learning application tailored for online engineering education. SPEAR focuses on a learning module of structural beam-bending, empowering users to seamlessly integrate 3-D virtual beams into their real-world environment, using the AR Foundation framework within the Unity game engine. Learners can explore structural mechanics by manipulating loads and positions. SPEAR leverages a custom C# script based on the finite element method to offer a real-time simulation of beam deformation, accompanied by visualizations of the moment/shear diagrams and bending stresses. In addition, the integration of a cloud-based voice chat feature, photon unity networking 2, enhances social presence, fostering collaborative learning. Usability testing conducted with extended reality developers and structural engineers, utilizing the system usability scale, confirmed SPEAR's user-friendliness and intuitive interface. Results indicate high levels of participant satisfaction, validating its design and functionality. This study contributes to the field by highlighting SPEAR's pedagogical potential to enhance online engineering education through immersive AR experiences and social interaction. It offers a promising avenue for improving student engagement, comprehension, and performance. In addition, SPEAR facilitates future research into new learning theories and materials design strategies. Its versatility makes it a valuable tool for innovative online education approaches, potentially revolutionizing the learning experiences for students worldwide.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"13-24"},"PeriodicalIF":2.9,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142937842","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

Facilitating Online Self-Regulated Learning and Social Presence Using Chatbots: Evidence-Based Design Principles 使用聊天机器人促进在线自我调节学习和社交存在：基于证据的设计原则

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-12-26 DOI: 10.1109/TLT.2024.3523199

Weijiao Huang;Khe Foon Hew

{"title":"Facilitating Online Self-Regulated Learning and Social Presence Using Chatbots: Evidence-Based Design Principles","authors":"Weijiao Huang;Khe Foon Hew","doi":"10.1109/TLT.2024.3523199","DOIUrl":"https://doi.org/10.1109/TLT.2024.3523199","url":null,"abstract":"In an online learning environment, both instruction and assessments take place virtually where students are primarily responsible for managing their own learning. This requires a high level of self-regulation from students. Many online students, however, lack self-regulation skills and are ill-prepared for autonomous learning, which can cause students to feel disengaged from online activities. In addition, students tend to feel isolated during online activities due to limited social interaction. To address these challenges, this study explores the use of chatbots to facilitate students’ self-regulated learning strategies and promote social presence to alleviate their feelings of isolation. Using a two-phase mixed-methods design, this study evaluates students’ behavioral engagement, perceived self-regulated learning strategies, and social presence in chatbot-supported online learning. In the first phase (Stage I Study), 39 students engaged in a goal-setting chatbot activity that employed the SMART framework and social presence indicators. The findings served as the basis for improving the chatbot design in the second phase (Stage II Study), in which 25 students interacted with the revised chatbot, focusing on goal-setting, help-seeking, self-evaluation, and social interaction with instructor's presence. The results show that the students in both studies had positive online learning experiences with the chatbots. Follow-up interviews with students and instructors provide valuable insights and suggestions for refining the chatbot design, such as chatbots for ongoing monitoring of self-regulation habits and personalized social interaction. Drawing from the evidence, we discuss a set of chatbot design principles that support students’ self-regulated learning and social presence in online settings.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"56-71"},"PeriodicalIF":2.9,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142992954","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

AAKT: Enhancing Knowledge Tracing With Alternate Autoregressive Modeling 用交替自回归建模增强知识跟踪

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-12-25 DOI: 10.1109/TLT.2024.3521898

Hao Zhou;Wenge Rong;Jianfei Zhang;Qing Sun;Yuanxin Ouyang;Zhang Xiong

{"title":"AAKT: Enhancing Knowledge Tracing With Alternate Autoregressive Modeling","authors":"Hao Zhou;Wenge Rong;Jianfei Zhang;Qing Sun;Yuanxin Ouyang;Zhang Xiong","doi":"10.1109/TLT.2024.3521898","DOIUrl":"https://doi.org/10.1109/TLT.2024.3521898","url":null,"abstract":"Knowledge tracing (KT) aims to predict students' future performances based on their former exercises and additional information in educational settings. KT has received significant attention since it facilitates personalized experiences in educational situations. Simultaneously, the autoregressive (AR) modeling on the sequence of former exercises has been proven effective for this task. One of the primary challenges in AR modeling for KT is effectively representing the anterior (preresponse) and posterior (postresponse) states of learners across exercises. Existing methods often employ complex model architectures to update learner states using question and response records. In this study, we propose a novel perspective on KT task by treating it as a generative process, consistent with the principles of AR models. We demonstrate that knowledge states can be directly represented through AR encodings on a question–response alternate sequence, where model generate the most probable representation in hidden state space by analyzing history interactions. This approach underpins our framework, termed alternate autoregressive KT (AAKT). In addition, we incorporate supplementary educational information, such as question-related skills, into our framework through an auxiliary task, and include extra exercise details, such as response time, as additional inputs. Our proposed framework is implemented using advanced AR technologies from Natural Language Generation for both training and prediction. Empirical evaluations on four real-world KT datasets indicate that AAKT consistently outperforms all baseline models in terms of area under the receiver operating characteristic curve, accuracy, and root mean square error. Furthermore, extensive ablation studies and visualized analysis validate the effectiveness of key components in AAKT.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"25-38"},"PeriodicalIF":2.9,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142937840","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

Using RoblockLLy in the Classroom: Bridging the Gap in Computer Science Education Through Robotics Simulation 在课堂上使用roblockly：通过机器人模拟弥合计算机科学教育的差距

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-12-19 DOI: 10.1109/TLT.2024.3520329

Rafael Herrero-Álvarez;Rafael Arnay;Eduardo Segredo;Gara Miranda;Coromoto León

{"title":"Using RoblockLLy in the Classroom: Bridging the Gap in Computer Science Education Through Robotics Simulation","authors":"Rafael Herrero-Álvarez;Rafael Arnay;Eduardo Segredo;Gara Miranda;Coromoto León","doi":"10.1109/TLT.2024.3520329","DOIUrl":"https://doi.org/10.1109/TLT.2024.3520329","url":null,"abstract":"RoblockLLy is an educational robotics simulator designed for primary and secondary school students, whose goal is to increase their interest in science, technology, engineering, and mathematics. In the particular case of computer science, it allows developing computational thinking skills. It has been designed with ease of use in mind. This free tool is available through a web browser and does not need a complex installation or specific hardware requirements, allowing educational robotics to be introduced to a wide range of users by working on practical projects that will help them understand key concepts of robotics and programming. The effectiveness of RoblockLLy has been validated based on motivation, usability, and user experience criteria. The tool was validated with 212 secondary school students (12–16 years old). Specifically, motivation was measured with the Intrinsic Motivation Inventory, usability with the System Usability Scale, and user experience with the User Experience Questionnaire. Generally speaking, the results demonstrate that students perceived RoblockLLy as a novel and interesting tool. The ratings for usability were predominantly positive, although a few students indicated a preference for expert assistance. The overall rating of the user experience was positive as well, yet notable differences in attitudes toward motivation and usability were observed between genders.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"39-52"},"PeriodicalIF":2.9,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10807249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142937841","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

IEEE Transactions on Learning Technologies IEEE学习技术汇刊

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-12-19 DOI: 10.1109/TLT.2024.3370428

引用次数: 0

Investigating Culture and Resource-Sensitive Technology-Enabled Learning

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-12-17 DOI: 10.1109/TLT.2024.3514832

Philemon Yalamu;Abdullah Al Mahmud;Caslon Chua

{"title":"Investigating Culture and Resource-Sensitive Technology-Enabled Learning","authors":"Philemon Yalamu;Abdullah Al Mahmud;Caslon Chua","doi":"10.1109/TLT.2024.3514832","DOIUrl":"https://doi.org/10.1109/TLT.2024.3514832","url":null,"abstract":"Cultural differences can impact how learning is delivered in higher education. Past studies have overlooked the impacts of specific cultures on learning and technology integration, and therefore, this article explores aspects of culture and resource implications for technology-enabled learning. The study collected data from students, lecturers, and university administrators at the University of Papua New Guinea via questionnaire (<italic>n = 58), focus group (<italic>n = 15), and interview (<italic>n = 2). Descriptive statistics of questionnaire responses supplemented by conventional content analysis of interview and focus group responses revealed perceptions of higher education and teaching in Papua New Guinea (PNG). Often, learning technologies are adopted without careful consideration of the users’ requirements, especially their cultural influences, which sometimes hinder the effective implementation of chosen technologies for learning. This article discusses the key findings related to technology limitations, cultural influences, communication issues, and other challenges unique to PNG. It highlights that students and lecturers are keen to embrace technology in teaching and learning; however, institutional constraints hinder the successful implementation of technology that would allow them to advance learning. This, coupled with cultural influences such as traditional customs, practices, and belief systems, also affects how Western education is delivered. The article concludes with recommendations for implementing culturally sensitive learning management systems that can accommodate infrastructure and social challenges.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"85-99"},"PeriodicalIF":2.9,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143106035","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