IEEE Transactions on Learning Technologies最新文献

{"title":"A Survey of Knowledge Tracing: Models, Variants, and Applications","authors":"Shuanghong Shen;Qi Liu;Zhenya Huang;Yonghe Zheng;Minghao Yin;Minjuan Wang;Enhong Chen","doi":"10.1109/TLT.2024.3383325","DOIUrl":"10.1109/TLT.2024.3383325","url":null,"abstract":"Modern online education has the capacity to provide intelligent educational services by automatically analyzing substantial amounts of student behavioral data. Knowledge tracing (KT) is one of the fundamental tasks for student behavioral data analysis, aiming to monitor students' evolving knowledge state during their problem-solving process. In recent years, a substantial number of studies have concentrated on this rapidly growing field, significantly contributing to its advancements. In this survey, we will conduct a thorough investigation of these progressions. First, we present three types of fundamental KT models with distinct technical routes. Subsequently, we review extensive variants of the fundamental KT models that consider more stringent learning assumptions. Moreover, the development of KT cannot be separated from its applications, so we present typical KT applications in various scenarios. To facilitate the work of researchers and practitioners in this field, we have developed two open-source algorithm libraries: EduData that enables the downloading and preprocessing of KT-related datasets, and EduKTM that provides an extensible and unified implementation of existing mainstream KT models. Finally, we discuss potential directions for future research in this rapidly growing field. We hope that the current survey will assist both researchers and practitioners in fostering the development of KT, thereby benefiting a broader range of students.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1898-1919"},"PeriodicalIF":2.9,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570861","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":"Determinants of Teacher Attitudes and Innovative Use of Wearable Technology","authors":"Hashem A. Almusawi;Christopher M. Durugbo","doi":"10.1109/TLT.2024.3386464","DOIUrl":"10.1109/TLT.2024.3386464","url":null,"abstract":"Digital technologies, such as wearables, offer immense potential for active and enhanced interactive, collaborative, and immersive learning. Wearable technologies are digital devices that can be worn on or near the human body as accessories or clothing. Interest and innovativeness in the educational use of such technologies depend on teacher attitudes, and a significant challenge for education and technology research is examining the factors that relate to these attitudes. The aim of this study is to examine the determinants of teacher attitudes toward wearables and their influence on personal innovativeness in the use of wearable technology. The study involves a cross-sectional survey of 346 physical education teachers. Using partial least squared structural equation modeling, the study provides new analytical insights into affectiveness, teacher beliefs, and perceived mattering, as a triad of determining factors for teacher attitudes and personal innovativeness in wearable technology use. Results reflect the need for institutional initiatives to foster positive attitudes and perceptions toward wearables and for teacher upskilling through training and development in innovative use of digital technologies.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1428-1439"},"PeriodicalIF":3.7,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570612","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":"ChatGPT for Learning HCI Techniques: A Case Study on Interviews for Personas","authors":"Jose Barambones;Cristian Moral;Angélica de Antonio;Ricardo Imbert;Loïc Martínez-Normand;Elena Villalba-Mora","doi":"10.1109/TLT.2024.3386095","DOIUrl":"10.1109/TLT.2024.3386095","url":null,"abstract":"Before interacting with real users, developers must be proficient in human–computer interaction (HCI) so as not to exhaust user patience and availability. For that, substantial training and practice are required, but it is costly to create a variety of high-quality HCI training materials. In this context, chat generative pretrained transformer (ChatGPT) and other chatbots based on large language models (LLMs) offer an opportunity to generate training materials of acceptable quality without foregoing specific human characteristics present in real-world scenarios. Personas is a user-centered design method that encompasses fictitious but believable user archetypes to help designers understand and empathize with their target audience during product design. We conducted an exploratory study on the Personas technique, addressing the validity and believability of interviews designed by HCI trainers and answered by ChatGPT-simulated users, which can be used as training material for persona creation. Specifically, we employed ChatGPT to respond to interviews designed by user experience (UX) experts. Two groups, HCI professors and professionals, then evaluated the validity of the generated materials considering quality, usefulness, UX, and ethics. The results show that both groups rated the interviews as believable and helpful for Personas training. However, some concerns about response repetition and low response variability suggested the need for further research on improved prompt design in order to generate more diverse and well-developed responses. The findings of this study provide insight into how HCI trainers can use ChatGPT to help their students master persona creation skills before working with real users in real-world scenarios for the first time.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1486-1501"},"PeriodicalIF":3.7,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10494570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570856","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":"3D-Printing Virtual Simulation Lab","authors":"Ishant Singhal;Guru Ratan Satsangee;Lakshya Bhardwaj;Gaurang S. Sharma;Anand Swarup Chandrakar;Hritav Gupta;Gargi Malik;Bobby Tyagi;Ankit Sahai;Rahul Swarup Sharma","doi":"10.1109/TLT.2024.3384556","DOIUrl":"10.1109/TLT.2024.3384556","url":null,"abstract":"3D-printing (3DP) is a rapidly evolving sector and is advancing at an unmatched pace. Integrating digital-based approaches to disseminate knowledge within institutional curricula is crucial for mainstreaming knowledge. This work explores the development of a virtual lab (VL) for additive manufacturing (AM), using an interactive VL simulator. The VL's experiments encompass anatomy, assembly, techniques, preprocessing, and postprocessing modules on AM. The aim of this dedicated AM VL is to facilitate digital education on 3DP among educational institutions. A case study compares the efficacy of VL to physical experimentation. Two groups of 30 students each provided feedback before and after conducting experiments in the physical laboratory and on the VL, respectively. The comparison elucidates how integrating the VL with traditional teaching pedagogy can be a progressive step in teaching AM in educational institutions. The teaching pedagogy approach is both cost-effective and time efficient. The developed VL offers unlimited access and availability for students to learn at their own pace. The design of the 3DP virtual simulation lab incorporates an inclusive align–act–assess approach, wherein each module includes related theory, aim, procedure, simulator interface, pretest, and posttest to align with this approach.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1530-1543"},"PeriodicalIF":3.7,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570321","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":"Exploring Manifestations of Learners’ Self-Regulated Tactics and Strategies Across Blended Learning Courses","authors":"Esteban Villalobos;Mar Pérez-Sanagustín;Roger Azevedo;Cédric Sanza;Julien Broisin","doi":"10.1109/TLT.2024.3385641","DOIUrl":"10.1109/TLT.2024.3385641","url":null,"abstract":"Blended learning (BL) has become increasingly popular in higher education institutions. Despite its popularity and the advances in methodologies for the detection of learning tactics and strategies from trace data, little is known about how they apply to BL settings and, therefore, how students use them to plan, organize, monitor, and regulate their learning in these settings. To address this gap, we analyzed the manifestations of learning tactics and strategies of 267 students across three undergraduate-level BL courses with different course designs, instructional activities, and learning contexts. We employed a data-driven method that incorporates hidden Markov models to determine students’ learning tactics. Then, we employed optimal matching to identify the students’ strategies based on the sequences of tactics they deployed and how they relate to their self-reported self-regulated learning (SRL) skills. Our results indicate that students’ tactics and strategies varied significantly depending on the course design and learning context. Tactics with regard to the use of time management resources were common across courses. In contrast, tactics deployed when revisiting old material and interacting with an SRL support tool were course-specific. We identified strategies related to surface and deep learning and found that surface-level strategies manifested consistently across all courses. These findings contribute to a better understanding of student learning mechanisms in BL environments and have implications for instructional design and SRL support.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1544-1557"},"PeriodicalIF":3.7,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570615","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":"Challenges and Opportunities for the Web 3.0 Metaverse Turn in Education","authors":"Shujia Fan;Brian Yecies;Zeyang Ivy Zhou;Jun Shen","doi":"10.1109/TLT.2024.3385505","DOIUrl":"10.1109/TLT.2024.3385505","url":null,"abstract":"The metaverse, along with its various Web 3.0 subdomains, represents a ground-breaking extension of both the physical and digital worlds. In this emerging landscape, the real and virtual worlds are integrating in a way that allows for seamless interactions, creating an immersive experience. This integration has significant implications for diverse fields, particularly in reshaping both online and traditional education methods. By analyzing 417 comprehensive white papers released in 2022 and 2023 from leading consulting firms and think tanks, and incorporating insights from academic articles, we have extracted key information about how metaverse technologies are influencing education over time. Our investigation unveils the key impacts of metaverse technologies on the educational landscape, contributing to a more profound understanding of the transformative effects of the metaverse on the educational terrain in flux. Moreover, our study provides a holistic perspective on the advantages and disadvantages associated with metaverse education, offering in-depth insights into the challenges involved in seamlessly integrating the metaverse into educational practices. Furthermore, our research also highlights the challenges and opportunities presented by the metaverse and its impact on new educational paradigms.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1989-2004"},"PeriodicalIF":2.9,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570865","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":"Revolutionizing Word Clouds for Teaching and Learning With Generative Artificial Intelligence: Cases From China and Singapore","authors":"Elizabeth Koh;Lishan Zhang;Alwyn Vwen Yen Lee;Hongye Wang","doi":"10.1109/TLT.2024.3385009","DOIUrl":"10.1109/TLT.2024.3385009","url":null,"abstract":"Generative artificial intelligence (AI) has the potential to revolutionize teaching and learning applications. This article examines the word cloud, a toolkit often used to scaffold teaching and learning for reflection, critical thinking, and content learning. Addressing the issues in traditional word clouds, semantic word clouds have been developed but they are technically challenging to develop and still problematic. However, generative AI has the potential to develop efficient, accurate, creative, and accessible word clouds. Three different methods representing three major approaches of word cloud generation were developed, implemented, and user evaluated—traditional (baseline), semantic (natural language processing enhanced), and generative AI (generative pretrained transformer based)—in two different language contexts—Chinese (China case) and English (Singapore case). The findings of the study show the technical robustness of the methods, as well as provide key pedagogical insights from the user perspective of instructors of higher education courses in China and Singapore. Implications to the design of word clouds and their application in teaching and learning are discussed.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1416-1427"},"PeriodicalIF":3.7,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570307","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":"Teaching Plan Generation and Evaluation With GPT-4: Unleashing the Potential of LLM in Instructional Design","authors":"Bihao Hu;Longwei Zheng;Jiayi Zhu;Lishan Ding;Yilei Wang;Xiaoqing Gu","doi":"10.1109/TLT.2024.3384765","DOIUrl":"10.1109/TLT.2024.3384765","url":null,"abstract":"This study explores and analyzes the specific performance of large language models (LLMs) in instructional design, aiming to unveil their potential strengths and possible weaknesses. Recently, the influence of LLMs has gradually increased in multiple fields, yet exploratory research on their application in education remains relatively scarce. In response to this situation, our research, grounded in pedagogical content knowledge theory, initially formulated an instructional design framework based on mathematical problem chains and corresponding prompt instructions. Subsequently, a comprehensive tool for assessing LLM's instructional design capabilities was developed. Utilizing Generative Pretrained Transformer 4, a high school mathematics teaching plan dataset was generated. Finally, the performance of LLMs in instructional design was evaluated. The evaluation results revealed that the teaching plans generated by LLMs excel in setting instructional objectives, identifying teaching priorities, organizing problem chains and teaching activities, articulating subject content, and selecting methods and strategies. Particularly commendable performance was noted in the modules of statistics and functions. However, there is room for improvement in aspects related to mathematical culture and interdisciplinary assessment, as well as in the geometry and algebra modules. Lastly, this study proposes initiatives, such as LLM prompt-based teacher training and the integration of mathematics-focused LLMs. These suggestions aim to advance personalized instructional design and professional development of teachers, offering educators new insights into the in-depth application of LLMs.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1471-1485"},"PeriodicalIF":3.7,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570320","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":"ADPS—A Prescreening Tool for Students With Dyslexia in Learning Traditional Chinese","authors":"Ka-Yan Fung;Kit-Yi Tang;Tze Leung Rick Lui;Kuen-Fung Sin;Lik-Hang Lee;Huamin Qu;Shenghui Song","doi":"10.1109/TLT.2024.3384290","DOIUrl":"10.1109/TLT.2024.3384290","url":null,"abstract":"Prescreening children for specific learning disabilities, e.g., dyslexia, is essential for effective intervention. With a quick and reliable prescreening result, special education coordinators (SENCOs) can provide students with early intervention and relieve their learning pressure. Unfortunately, due to the limited resources, many students in Hong Kong receive dyslexia assessments beyond the golden period, i.e., under the age of six. To this end, information technology could establish automatic prescreening tools to address this issue. However, dyslexia prescreening for children learning Chinese is challenging due to the lack of sound–script correlation in Chinese. In this article, an automatic dyslexia prescreening system (ADPS) is developed to provide a quick test to identify at-risk children. Through a two-stage approach, we first develop a gamified tool based on linguistic characteristics and then evaluate the result by a comparison study. Results from a pilot test on 30 students with dyslexia and 32 students without dyslexia indicate that the ADPS can effectively distinguish between two groups of students. Furthermore, the interactive design elements can motivate students to conduct the prescreening independently.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1454-1470"},"PeriodicalIF":3.7,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570310","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":"ChatGPT for Educational Purposes: Investigating the Impact of Knowledge Management Factors on Student Satisfaction and Continuous Usage","authors":"Thi Thuy An Ngo;Thanh Tu Tran;Gia Khuong An;Phuong Thy Nguyen","doi":"10.1109/TLT.2024.3383773","DOIUrl":"https://doi.org/10.1109/TLT.2024.3383773","url":null,"abstract":"The growing prevalence of advanced generative artificial intelligence chatbots, such as ChatGPT, in the educational sector has raised considerable interest in understanding their impact on student knowledge and exploring effective and sustainable implementation strategies. This research investigates the influence of knowledge management factors on the continuous usage of ChatGPT for educational purposes while concurrently evaluating student satisfaction with its use in learning. Using a quantitative approach, a structured questionnaire was administered to 513 Vietnamese university students via Google Forms for data collection. The partial least squares structural equation modeling statistical technique was employed to examine the relationships between identified factors and evaluate the research model. The results provided strong support for several hypotheses, revealing significant positive effects of expectation confirmation on perceived usefulness and satisfaction, as well as perceived usefulness on user satisfaction and continuous usage of ChatGPT. These findings suggest that when students recognize the usefulness of ChatGPT for their learnings, they experience higher satisfaction and are more likely to continue using it. In addition, knowledge acquisition significantly impacts both satisfaction and continuous usage of ChatGPT, while knowledge sharing and application influence satisfaction exclusively. This indicates that students prioritize knowledge acquisition over sharing and applying knowledge through ChatGPT. The study has theoretical and practical implications for ChatGPT developers, educators, and future research. Theoretically, it contributes to understanding satisfaction and continuous usage in educational settings, utilizing the expectation confirmation model and integrating knowledge management factors. Practically, it provides insights into comprehension and suggestions for enhancing user satisfaction and continuous usage of ChatGPT in education.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1367-1378"},"PeriodicalIF":3.7,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140550172","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}