IEEE Transactions on Learning Technologies最新文献

Collaborative Human–AI Research Practices: Identifying Critical Touchpoints for Human Intervention in Educational Research 人机协作研究实践：确定教育研究中人类干预的关键接触点

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-07-10 DOI: 10.1109/TLT.2025.3587488

Ecem Kopuz;Galip Kartal

{"title":"Collaborative Human–AI Research Practices: Identifying Critical Touchpoints for Human Intervention in Educational Research","authors":"Ecem Kopuz;Galip Kartal","doi":"10.1109/TLT.2025.3587488","DOIUrl":"https://doi.org/10.1109/TLT.2025.3587488","url":null,"abstract":"This study investigates how educational researchers integrate artificial intelligence (AI) tools into their workflows, with a focus on balancing automation and human judgment. The study, which provides a mixed method approach with a survey and interview questions, utilized an international sample of 65 educational research fields. The findings reveal that AI-supported tools help reduce the burden while carrying out research processes, so that more time can be spent on basic and innovative activities. In addition, ethical and practical guidelines have emerged on how to optimize human–AI collaboration. It has been determined which tools researchers use and how. This study attempts to explain how AI can be effectively integrated with human intelligence. Considering this, it emphasizes the need to create strong policies and standards on the use of AI, to raise awareness of users about technology use, and to ensure that ethical practices are observed. This article offers a roadmap outlining which AI tools can be used and in what ways. It also makes significant contributions to the literature in this field by emphasizing the indispensable importance of human intervention in intelligence-supported education research.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"732-740"},"PeriodicalIF":2.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144680846","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

Science Education in the Age of Artificial Intelligence: Opportunities, Challenges, and Research 人工智能时代的科学教育：机遇、挑战与研究

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-07-01 DOI: 10.1109/TLT.2025.3575030

May Hung May Cheng;Zhi Hong Wan

引用次数: 0

Augmentation of Learning Content With Knowledge Components: Automatic Unit Labeling for Various Forms of Japanese Math Materials 以知识成分扩充学习内容：多种形式日语数学教材的自动单元标注

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-06-30 DOI: 10.1109/TLT.2025.3584038

Taisei Yamauchi;Ryosuke Nakamoto;Brendan Flanagan;Yiling Dai;Isanka Wijerathne;Hiroaki Ogata

{"title":"Augmentation of Learning Content With Knowledge Components: Automatic Unit Labeling for Various Forms of Japanese Math Materials","authors":"Taisei Yamauchi;Ryosuke Nakamoto;Brendan Flanagan;Yiling Dai;Isanka Wijerathne;Hiroaki Ogata","doi":"10.1109/TLT.2025.3584038","DOIUrl":"https://doi.org/10.1109/TLT.2025.3584038","url":null,"abstract":"As the use of learning contents on educational platforms increases, it is desirable to augmentation these contents with unit information representing skills and knowledge in accordance with the curriculum. However, in many cases, there is a heavy burden placed on domain matter experts to manually label the unit information to such contents. Against this background, the demand for automatic labeling of unit information to learning contents is increasing. In previous research, classification using <italic>n-gram and random forest yielded high performance for automatic unit labeling. These findings were only found for homogeneous learning contents because the method analyzed common words in the content text. In this study, we conducted an experiment to find the best-performing methods that can be used to label unit information in various forms of textual math learning contents. The experimental results showed that a perceptron method using bigram as a vectorization method performed well for all combinations of prediction datasets. Our proposed method outperforms others when labeling contents even in situations where only a small number of different types of learning contents are available. Implementation of this system will enable the analysis of student behaviors from a content-based perspective, assist teachers in efficiently organizing uploaded materials by unit, and help students identify relevant content for targeted review.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"716-731"},"PeriodicalIF":2.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623867","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

Enhancing Students’ Metacognition With Innovative IA-Based Metacognitive Reflective Learning Tool 创新基于人工智能的元认知反思性学习工具增强学生的元认知

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-06-17 DOI: 10.1109/TLT.2025.3580536

Fulan Fan;Siyu Wang;Mai Dinuer · Mai Hemuti;Xin Nie;Laurence T. Yang

{"title":"Enhancing Students’ Metacognition With Innovative IA-Based Metacognitive Reflective Learning Tool","authors":"Fulan Fan;Siyu Wang;Mai Dinuer · Mai Hemuti;Xin Nie;Laurence T. Yang","doi":"10.1109/TLT.2025.3580536","DOIUrl":"https://doi.org/10.1109/TLT.2025.3580536","url":null,"abstract":"Intelligence augmentation can offer personalized learning resources and pathways tailored to each student’s unique characteristics and needs. Among these advancements, the large language model (LLM) agent has ushered in a new revolution in education. In this study, we constructed a metacognitive reflective learning scaffold (MRLS) grounded in metacognitive theory and reflective learning principles to provide conceptual support for students during their reflective practices. In addition, we developed a metacognitive reflective learning agent (MRLA) on the Coze platform designed to deliver personalized guidance and assistance throughout the reflective learning process. We conducted a 16-week <inline-formula><tex-math>$2 times 2$</tex-math></inline-formula> quasi-experiment study at Z University in China, where participants were randomly assigned to four groups. Throughout the research process, we collected dialogue data from students using the Coze platform, as well as reflection reports submitted via the XueXiTong platform for quantitative analysis. Empirical results demonstrated that both the MRLS and MRLA significantly enhanced students’ metacognition, indicated that the MRLS offers precise guidance for students’ reflective learning processes, enabling them to better comprehend and articulate their reflections. The MRLA equips students with more convenient, efficient, and intelligent resources, significantly augmenting the provision of metacognitive training support that would otherwise be provided by teachers. This study emphasizes the validity and necessity of MRLS and MRLA for the cultivation of students’ metacognitive ability and provides insights for the future application of LLM agent and learning scaffolds for optimizing students’ learning process.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"699-715"},"PeriodicalIF":2.9,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597648","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

The Use of Interactive Narratives in Educational Games to Assess Vocational Interests: An Application of the RIASEC Test Integrated With OpenAI 在教育游戏中使用交互式叙述来评估职业兴趣：RIASEC测试与OpenAI集成的应用

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-06-12 DOI: 10.1109/TLT.2025.3579226

Rommel Gutierrez;Alexandra Maldonado Navarro;William Villegas-Ch;Aracely Mera-Navarrete

引用次数: 0

The Effects of Cognitive Engagement and Humanness of Chatbots on Learning Outcomes and Motivation 聊天机器人的认知参与和人性化对学习效果和学习动机的影响

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-06-06 DOI: 10.1109/TLT.2025.3577950

Jiwon Lai Kim;Gahgene Gweon;Muhsin Menekse

{"title":"The Effects of Cognitive Engagement and Humanness of Chatbots on Learning Outcomes and Motivation","authors":"Jiwon Lai Kim;Gahgene Gweon;Muhsin Menekse","doi":"10.1109/TLT.2025.3577950","DOIUrl":"https://doi.org/10.1109/TLT.2025.3577950","url":null,"abstract":"According to the interactive–constructive–active–passive (ICAP) framework, engaging in <italic>constructive cognitive modes yields better learning outcomes than <italic>active modes. Also, prior studies on educational chatbots suggest that enhancing chatbot humanness can improve learning. However, these two ideas have not been fully explored together, especially within the context of text-based, disembodied chatbots. This study investigates the impact of the cognitive engagement modes (<italic>constructive versus <italic>active) and chatbot humanness (humanized versus nonhumanized) on learning outcomes and five dimensions of learning motivation. We conducted a two-by-two factorial user experiment with 55 chatbot users. Data were analyzed through a mixed-method approach to examine the main and interaction effects of the two independent variables. Regarding learning outcomes, our data showed that learners who interacted with <italic>constructive chatbots showed higher learning outcomes than those who interacted with <italic>active chatbots. In addition, learners who interacted with nonhumanized chatbots reported higher learning outcomes than those who interacted with humanized chatbots. Lastly, we observed a significant interaction effect between the two independent variables on tension-pressure and perceived competence, which are two dimensions of learning motivation. Our study extended the applicability of the ICAP framework to the domain of chatbot-based learning, challenged the assumption that the humanness of chatbots can lead to improved learning outcomes, and underscored the importance of exploring both the cognitive engagement modes and the humanness of chatbots when designing chatbots to enhance users’ learning motivation.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"652-665"},"PeriodicalIF":2.9,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144550407","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

Co-Design and Field Testing of a Platform to Support the Screening of Learning Difficulties 一个支持学习困难筛选的平台的共同设计和现场测试

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2025-06-02 DOI: 10.1109/TLT.2025.3575936

Linda Greta Dui;Chiara Piazzalunga;Simone Toffoli;Milad Malavolti;Francesca Lunardini;Nicola Basilico;Matteo Luperto;Michele Antonazzi;N. Alberto Borghese;Luca Maggi;Arso Savanovic;Andrej Krpic;Stefania Fontolan;Marisa Bortolozzo;Sandro Franceschini;Stefano Bonometti;Cristiano Termine;Simona Ferrante

{"title":"Co-Design and Field Testing of a Platform to Support the Screening of Learning Difficulties","authors":"Linda Greta Dui;Chiara Piazzalunga;Simone Toffoli;Milad Malavolti;Francesca Lunardini;Nicola Basilico;Matteo Luperto;Michele Antonazzi;N. Alberto Borghese;Luca Maggi;Arso Savanovic;Andrej Krpic;Stefania Fontolan;Marisa Bortolozzo;Sandro Franceschini;Stefano Bonometti;Cristiano Termine;Simona Ferrante","doi":"10.1109/TLT.2025.3575936","DOIUrl":"https://doi.org/10.1109/TLT.2025.3575936","url":null,"abstract":"The screening of specific learning disabilities faces many challenges, such as: 1) the lack of an educational alliance between schools, families, and clinicians; 2) the lack of quantitative data about children’s difficulties and their progression over time; or 3) the inefficiency of access to care when it is truly needed. To address these issues, this work presents ESSENCE, a platform aimed at supporting schools throughout the entire process, from identifying children with difficulties to reporting cases to child neuropsychiatrists. Following an iterative co-design process with all relevant stakeholders, several system components were defined, developed, and refined with users’ feedback. The final prototype was field-tested over one year by approximately 70 children, their teachers, and some clinicians. Compliance, the System Usability Scale, and custom satisfaction questionnaires were used to evaluate the system. Compliance was high, with at least five sessions conducted in 80% of the weeks. 82% of children reported good usability, and 92% were satisfied with the experience. The quantitative data collected through ESSENCE enhance the process of identifying specific learning disabilities, making it more targeted and beneficial for both children in need and the health-care system.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"684-698"},"PeriodicalIF":2.9,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11021399","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597740","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

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