IEEE Transactions on Learning Technologies最新文献

{"title":"Serious Video Games for Agricultural Learning: Scoping Review","authors":"Ismael E. Espinosa-Curiel;Carlos A. García de Alba-Chávez","doi":"10.1109/TLT.2024.3364086","DOIUrl":"10.1109/TLT.2024.3364086","url":null,"abstract":"Serious video games provide a immersive learning environment for agriculture by simulating real-life challenges scenarios. However, empirical evidence of their effectiveness is sparse. This scoping review follows PRISMA-ScR guidelines to summarize literature on serious video games for agricultural learning, highlighting research trends and identifying gaps. We systematically searched nine prominent research databases for papers on serious video games for agriculture learning published between January 2000 and July 2022. Two independent reviewers conducted screening, data extraction, and synthesized the collected data using a narrative approach. The initial search identified 3,297 articles, of which 0.58% (\u0000<italic>n</i>\u0000 = 19) were included in the review. Most reviewed games were released in the last five years, with a predominant presence in the mobile platform. They commonly employed a simulation-based approach, featuring 2-D graphics and designed for single-player experiences. These games mainly target students, focusing on crop production and sustainable agriculture. Educational theories were often unspecified in the studies. Evaluation protocols primarily consisted of pilot studies, emphasizing user experience and knowledge enhancement. Positive outcomes, such as improved user experiences, knowledge, and attitude and behavior changes, were commonly observed in these studies. This study highlights advancements in using serious video games for agricultural learning over 20 years. However, it stresses the need for deeper exploration of game elements' impact on user experience and effectiveness. Creating games for underrepresented players and specific agricultural challenges is essential, as is enhancing theoretical foundations and learning approaches. Rigorous research designs are vital for assessing game effectiveness across short, medium, and long terms.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1155-1169"},"PeriodicalIF":3.7,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956845","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}

{"title":"Blended Laboratory Design Using Raspberry Pi Pico for Digital Circuits and Systems","authors":"Zoe C. M. Davidson;Shuping Dang;Xenofon Vasilakos","doi":"10.1109/TLT.2024.3363230","DOIUrl":"10.1109/TLT.2024.3363230","url":null,"abstract":"Raspberry Pi Pico, based on chip RP2040, is an easy-to-use development microcontroller board that can provide flexible input/output functions and meets the teaching needs of basic electronics to first-year university undergraduates. This article presents our blended laboratory design using Raspberry Pi Pico for the course unit Digital Circuits and Systems. Considering the impacts of Coronavirus Disease 2019 (COVID-19) and the reduced number of students attending the in-person laboratory, we provide an alternative approach using an online Raspberry Pi Pico simulator produced by Wokwi for those students who cannot attend the physical laboratory. The entire laboratory is designed by design-based learning pedagogical methodology and consists of three dependent sessions. Throughout the three laboratory sessions, first-year undergraduates are expected to understand the basic digital logic and electronic circuits by building a simplified interactive traffic light controller system using Raspberry Pi Pico and Python programming. The intended learning outcomes, full details of the blended laboratory design, and the laboratory design evaluation results are given and discussed in this article to verify the effectiveness of the blended laboratory design using Raspberry Pi Pico. By analyzing the empirical data collected from laboratory participants, the effectiveness of the proposed blended laboratory design can be well supported, and all intended learning outcomes are successfully achieved subject to the impacts of COVID-19.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1170-1183"},"PeriodicalIF":3.7,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945555","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}

{"title":"How Can Self-Evaluation and Self-Efficacy Skills of Young Learners be Scaffolded in a Web Application?","authors":"Thomas Sergent;Morgane Daniel;François Bouchet;Thibault Carron","doi":"10.1109/TLT.2024.3360121","DOIUrl":"10.1109/TLT.2024.3360121","url":null,"abstract":"Self-regulated learning (SRL) skills are critical for students of all ages to maximize their learning. Two key processes of SRL are being aware of one's performance (self-evaluation) and believing in one's capabilities to produce given attainments (self-efficacy). To assess and improve these capabilities in young children (5–8), we use a literacy web application, where we introduced two randomly triggered prompts to evaluate perceived difficulty and desired difficulty. Comparing students' actual performance with their responses to self-regulatory prompts provides information about their ability to self-regulate their learning, in particular their self-evaluation and self-efficacy. The novelty of this work resides in studying the SRL of young children (5–8) in digital learning environments while learning another task (reading in our case), measuring and improving some SRL abilities themselves and not only measuring and improving academic results in other tasks, and the large number of students on which the studies were carried (over 400 000). Using 15 982 994 responses from 467 116 students, we first measured two types of SRL deficits, and then, we assessed how a scaffolding and remediation strategy can reduce these deficits. In Study 1, we compare a group receiving remediation feedback to a control group, whereas in Study 2, we determine the impact of age and level on the remediation efficiency. Our contribution is twofold: a method to address on the long term a deficit in self-evaluation or in self-efficacy in a digital learning environment, and a corroboration of the fact that students who are academically at risk lack self-efficacy and avoid tackling challenging exercises compared with their level. We, therefore, recommend that digital learning environments integrate an overlay of SRL, such as self-evaluation and self-efficacy remediation loops, especially for younger students and students who are struggling academically. We included notes for educational practitioners in this article for this purpose.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1184-1197"},"PeriodicalIF":3.7,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945561","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}

{"title":"Advancing Education Through Extended Reality and Internet of Everything Enabled Metaverses: Applications, Challenges, and Open Issues","authors":"Senthil Kumar Jagatheesaperumal;Kashif Ahmad;Ala Al-Fuqaha;Junaid Qadir","doi":"10.1109/TLT.2024.3358859","DOIUrl":"10.1109/TLT.2024.3358859","url":null,"abstract":"Metaverse has evolved as one of the popular research agenda that let users learn, socialize, and collaborate in a networked 3-D immersive virtual world. Due to the rich multimedia streaming capability and immersive user experience with high-speed communication, the metaverse is an ideal model for education, training, and skill development tasks. To facilitate research in this area, we provide a comprehensive review of the various educational use cases and explore how enabling technologies, such as extended reality and the Internet of Everything will play a major role in educational services in future metaverses. Then, we provide an overview of metaverse-based educational applications focusing on education, training, and skill development and analyze the technologies they are built upon. We identify common research problems and future research directions in the domain. This article also identifies core ethical considerations of metaverse for education and potential pitfalls. We believe this survey can fully demonstrate the versatility of metaverse-driven education, which could serve as a potential guideline for the researchers.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1120-1139"},"PeriodicalIF":3.7,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10415252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945439","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}

{"title":"A Flipped Remote Lab: Using a Peer-Assessment Tool for Learning 3-D Modeling","authors":"Mario Vallarino;Saverio Iacono;Edoardo Bellanti;Gianni V. Vercelli","doi":"10.1109/TLT.2024.3358800","DOIUrl":"10.1109/TLT.2024.3358800","url":null,"abstract":"This article introduces a novel approach to remote laboratory instruction, specifically designed for teaching three-dimensional modeling using Blender software. The lab uses virtual machines to provide students with the necessary computational power to carry out the course activities, along with the correct version of the software. The flipped remote lab approach combines the elements of flipped classroom and peer assessment, making it suitable for face-to-face, totally online, or hybrid classes. Prior to each of the two lectures, students begin to practice by replicating the instructor's demonstrations in a set of concise tutorials. Upon completion of the assigned tasks, students carry out self-assessments of their own modeling, in addition to assessing two models created by their peers. A rubric comprising three questions facilitates the assessment process and allows providing feedback on each response. During the subsequent lecture, students work together with the instructor to address challenges encountered in their modeling, exploring also the advanced aspects of software usage that time constraints preclude in a traditional setting. The analysis of the flipped remote lab results reveals that student responses in peer-assessment activities are relevant to the posed questions. Moreover, the students who realized the models demonstrated a comparable level of rigor in self-assessment as their mates who reviewed their works. While students express a high degree of appreciation for the laboratory activities, a notable concern is the highlighted heavy workload. Increasing the allocated time for task completion can help mitigate the workload impact. The article concludes with insights gained from the implementation of the flipped remote lab approach.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1140-1154"},"PeriodicalIF":3.7,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945546","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}

{"title":"Learning Style Identification Using Semisupervised Self-Taught Labeling","authors":"Hani Y. Ayyoub;Omar S. Al-Kadi","doi":"10.1109/TLT.2024.3358864","DOIUrl":"https://doi.org/10.1109/TLT.2024.3358864","url":null,"abstract":"Education is a dynamic field that must be adaptable to sudden changes and disruptions caused by events like pandemics, war, and natural disasters related to climate change. When these events occur, traditional classrooms with traditional or blended delivery can shift to fully online learning, which requires an efficient learning environment that meets students’ needs. While learning management systems support teachers’ productivity and creativity, they typically provide the same content to all learners in a course, ignoring their unique learning styles. To address this issue, we propose a semisupervised machine learning approach that detects students’ learning styles using a data mining technique. We use the commonly used Felder-Silverman learning style model and demonstrate that our semisupervised method can produce reliable classification models with few labeled data. We evaluate our approach on two different courses and achieve an accuracy of 88.83% and 77.35%, respectively. Our work shows that educational data mining and semisupervised machine learning techniques can identify different learning styles and create a personalized learning environment.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1093-1106"},"PeriodicalIF":3.7,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139738982","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}

{"title":"Supporting Collaborative Writing Tasks in Large-Scale Distance Education","authors":"Marc Burchart;Joerg M. Haake","doi":"10.1109/TLT.2024.3355791","DOIUrl":"https://doi.org/10.1109/TLT.2024.3355791","url":null,"abstract":"In distance education courses with a large number of students and groups, the organization and facilitation of collaborative writing tasks are challenging. Teachers need support for planning, specification, execution, monitoring, and evaluation of collaborative writing tasks in their course. This requires a collaborative learning platform for coordinating all of the different phases in the writing process. In order to enable the design of such a platform, we created a process model of collaborative writing tasks that is based on the identification of participants, activities, phases, and orchestration from the literature. This model may serve as a basis for teachers to specify the instances for such tasks and can be used to determine the functional requirements needed for supporting model-compliant tasks on a collaborative learning platform. We present a general architecture for a platform of this kind that is independent of a concrete learning management systerm (LMS) system or shared editor and demonstrate its implementation using Moodle, Etherpad Lite, and Docker. The platform makes it easier for teachers to create groups and automatically assign members to collaborative workspaces. It enables asynchronous as well as synchronous text editing and communication. It also respects the European information security and data protection requirements and helps teachers monitor both the writing and reviewing activities. The platform was evaluated over a period of three semesters in distance learning courses with more than 4500 students. It proved a scalable and robust environment for coordinating the collaborative writing process of teachers and students and enables analysis of collaborative writing behavior by teachers and researchers.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1051-1068"},"PeriodicalIF":3.7,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139676134","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}

{"title":"Assessment of Kinematic and Kinetic Attributes of Graphic Execution of Children With Autism and Typically Developing Children Using a Digitized Platform","authors":"Pragya Verma;Niravkumar Patel;Prachi Sharma;Manasi Anand Kanetkar;Madhu Singh;Uttama Lahiri","doi":"10.1109/TLT.2024.3355793","DOIUrl":"https://doi.org/10.1109/TLT.2024.3355793","url":null,"abstract":"Intact graphic execution ability is considered an important gateway to one's academic success. It is often reported that the graphic execution ability of neurotypical children and those having autism, i.e., children with autism spectrum disorder (ASD) is differentiated. Although insightful, these reports had been mostly for text handwriting task that is not language agnostic (with observations related to a writer's language skills), thereby emphasizing the importance of assessing graphic execution ability during language-agnostic graphic task. The assessment can be carried out in terms of kinetic (e.g., grip force exerted on the pen barrel, in-hand manipulation of the pen, etc.) and kinematic (e.g., speed of the pen-tip, pen-tip pressure, etc.) attributes. Given the importance of assessing one's graphic execution ability and the use of language-agnostic platform, in our study, we present the design of a language-agnostic digitized platform that can assess the kinematic and kinetic attributes of one's graphic execution ability. We included shape drawing (with varying turns) as the graphic task. Also, we carried out a study in which 25 neurotypical children and 25 children with ASD took part. Results indicated that, irrespective of the shape being drawn, the kinematic and kinetic attributes of graphic execution were differentiated between the two participant groups. Our system has the potential to help teachers, therapists, etc., to assess one's graphic execution ability and adopt timely strategies addressing the difficulties (if any) faced by a child.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1082-1092"},"PeriodicalIF":3.7,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700457","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}

{"title":"Student Perceptions of ChatGPT Use in a College Essay Assignment: Implications for Learning, Grading, and Trust in Artificial Intelligence","authors":"Chad C. Tossell;Nathan L. Tenhundfeld;Ali Momen;Katrina Cooley;Ewart J. de Visser","doi":"10.1109/TLT.2024.3355015","DOIUrl":"https://doi.org/10.1109/TLT.2024.3355015","url":null,"abstract":"This article examined student experiences before and after an essay writing assignment that required the use of ChatGPT within an undergraduate engineering course. Utilizing a pre–post study design, we gathered data from 24 participants to evaluate ChatGPT's support for both completing and grading an essay assignment, exploring its educational value and impact on the learning process. Our quantitative and thematic analyses uncovered that ChatGPT did not simplify the writing process. Instead, the tool transformed the student learning experience yielding mixed responses. Participants reported finding ChatGPT valuable for learning, and their comfort with its ethical and benevolent aspects increased postuse. Concerns with ChatGPT included poor accuracy and limited feedback on the confidence of its output. Students preferred instructors to use ChatGPT to help grade their assignments, with appropriate oversight. They did not trust ChatGPT to grade by itself. Student views of ChatGPT evolved from a perceived “cheating tool” to a collaborative resource that requires human oversight and calibrated trust. Implications for writing, education, and trust in artificial intelligence are discussed.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1069-1081"},"PeriodicalIF":3.7,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10400910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700502","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}

{"title":"Student-Facing Learning Analytics Dashboard for Remote Lab Practical Work","authors":"David P. Reid;Timothy D. Drysdale","doi":"10.1109/TLT.2024.3354128","DOIUrl":"https://doi.org/10.1109/TLT.2024.3354128","url":null,"abstract":"The designs of many student-facing learning analytics (SFLA) dashboards are insufficiently informed by educational research and lack rigorous evaluation in authentic learning contexts, including during remote laboratory practical work. In this article, we present and evaluate an SFLA dashboard designed using the principles of formative assessment to provide feedback to students during remote lab activities. Feedback is based upon graphical visualizations of student actions performed during lab tasks and comparison to expected procedures using TaskCompare—our custom, asymmetric graph dissimilarity measure that distinguishes students who miss expected actions from those who perform additional actions, a capability missing in existing graph distance (symmetrical dissimilarity) measures. Using a total of \u0000<inline-formula><tex-math>$N = 235$</tex-math></inline-formula>\u0000 student graphs collected during authentic learning in two different engineering courses, we describe the validation of TaskCompare and evaluate the impact of the SFLA dashboard on task completion during remote lab activities. In addition, we use components of the motivated strategies for learning questionnaire as covariates for propensity score matching to account for potential bias in self-selection of use of the dashboard. We find that those students who used the SFLA dashboard achieved significantly better task completion rate (nearly double) than those who did not, with a significant difference in TaskCompare score between the two groups (Mann–Whitney \u0000<inline-formula><tex-math>$U = 453.5$</tex-math></inline-formula>\u0000, \u0000<inline-formula><tex-math>$p &lt; 0.01$</tex-math></inline-formula>\u0000 and Cliff's \u0000<inline-formula><tex-math>$delta = 0.43$</tex-math></inline-formula>\u0000, large effect size). This difference remains after accounting for self-selection. We also report that students' positive rating of the usefulness of the SFLA dashboard for completing lab work is significantly above a neutral response (\u0000<inline-formula><tex-math>$S = 21.0$</tex-math></inline-formula>\u0000 and \u0000<inline-formula><tex-math>$p &lt; 0.01$</tex-math></inline-formula>\u0000). These findings provide evidence that our SFLA dashboard is an effective means of providing formative assessment during remote laboratory activities.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1037-1050"},"PeriodicalIF":3.7,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139676214","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}