IEEE Transactions on Learning Technologies最新文献_第6页

A Tutorial-Generating Method for Autonomous Online Learning 自主在线学习的教程生成方法

IF 3.7 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-17 DOI: 10.1109/TLT.2024.3390593

Xiang Wu;Huanhuan Wang;Yongting Zhang;Baowen Zou;Huaqing Hong

{"title":"A Tutorial-Generating Method for Autonomous Online Learning","authors":"Xiang Wu;Huanhuan Wang;Yongting Zhang;Baowen Zou;Huaqing Hong","doi":"10.1109/TLT.2024.3390593","DOIUrl":"10.1109/TLT.2024.3390593","url":null,"abstract":"Generative artificial intelligence has become the focus of the intelligent education field, especially in the generation of personalized learning resources. Current learning resource generation methods recommend customized courses based on learning styles and interests, improving learning efficiency. However, these methods cannot generate personalized tutorials according to learners’ preferences, nor can they adjust tutorial content as moods or levels of knowledge change. Therefore, this study develops an intelligent tutorial-generating system (Self-GT) for self-aid learning, integrating cognitive computing and generative learning to capture learners’ dynamic preferences. The critical components of Self-GT are the tutorial-generating model based on cyclic deep reinforcement learning (RL) and the multimodal knowledge graph containing complex relationships. Specifically, the proposed RL model dynamically explores learners’ preferences from the temporal dimension, enabling RL agents to express learning behavior characteristics accurately and generate personalized tutorials. Then, relying on the internal self-developed education base and external Internet sources, a multimodal knowledge graph with multiple self-defined relationships is designed to enhance the precision of tutorial generation. Finally, the experimental results indicate that the Self-GT performs well in generating tutorials and has been successfully applied in the generating tutorial for “Hospital Network Architecture Planning and Design.”","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1558-1567"},"PeriodicalIF":3.7,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140614469","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

Reconceptualizing Self-Directed Learning in the Era of Generative AI: An Exploratory Analysis of Language Learning 在生成式人工智能时代重新认识自主学习：对语言学习的探索性分析

IF 3.7 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-10 DOI: 10.1109/TLT.2024.3386098

Belle Li;Curtis J. Bonk;Chaoran Wang;Xiaojing Kou

{"title":"Reconceptualizing Self-Directed Learning in the Era of Generative AI: An Exploratory Analysis of Language Learning","authors":"Belle Li;Curtis J. Bonk;Chaoran Wang;Xiaojing Kou","doi":"10.1109/TLT.2024.3386098","DOIUrl":"10.1109/TLT.2024.3386098","url":null,"abstract":"This exploratory analysis investigates the integration of ChatGPT in self-directed learning (SDL). Specifically, this study examines YouTube content creators’ language-learning experiences and the role of ChatGPT in their SDL, building upon Song and Hill's conceptual model of SDL in online contexts. Thematic analysis of interviews with 19 YouTubers and relevant video contents reveals distinct constructs of ChatGPT-integrated SDL, suggesting a reconceptualization and refinement of the SDL framework in the consideration of generative artificial intelligence (AI). This framework emphasizes critical aspects of utilizing ChatGPT as an SDL tool on two distinct levels: 1) the interactive relationships and interplay between learners’ personal traits and their ongoing learning processes (local) and 2) the evolving nature of SDL in the rapidly advancing landscape of generative AI, with socio-political-cultural foundations of AI constantly shaping the learning environment where SDL occurs (global). The study highlights the potential of ChatGPT as a tool for promoting self-directed language learning (SDLL) and provides implications for the development of learning technologies and research on AI-facilitated SDL.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1515-1529"},"PeriodicalIF":3.7,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570306","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

New Scenarios and Trends in Nontraditional Laboratories From 2000 to 2020 2000 至 2020 年非传统实验室的新设想和新趋势

IF 3.7 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-10 DOI: 10.1109/TLT.2024.3387280

Ricardo Martin Fernandez;Felix Garcia-Loro;Gustavo R. Alves;Africa López-Rey;Russ Meier;Manuel Castro

引用次数: 0

CoSKT: A Collaborative Self-Supervised Learning Method for Knowledge Tracing CoSKT：用于知识追踪的协作式自我监督学习方法

IF 3.7 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-09 DOI: 10.1109/TLT.2024.3386750

Chunyun Zhang;Hebo Ma;Chaoran Cui;Yumo Yao;Weiran Xu;Yunfeng Zhang;Yuling Ma

{"title":"CoSKT: A Collaborative Self-Supervised Learning Method for Knowledge Tracing","authors":"Chunyun Zhang;Hebo Ma;Chaoran Cui;Yumo Yao;Weiran Xu;Yunfeng Zhang;Yuling Ma","doi":"10.1109/TLT.2024.3386750","DOIUrl":"10.1109/TLT.2024.3386750","url":null,"abstract":"Knowledge tracing (KT) aims to trace students' evolving knowledge states based on their learning sequences. Recently, some deep learning based models have been proposed to incorporate the historical information of individuals to trace students' knowledge states and achieve encouraging progress. However, these works ignore the collaborative information among those students who have similar exercise–answering experiences, which may contain some valuable information. In this article, we present a novel collaborative self-supervised learning method for KT (CoSKT), which exploits both similar students' collaborative information and individual information to improve KT. We first use the overlap rate of students' learning experiences to retrieve similar students. Based on similar students' exercise–answering sequences, we leverage attention mechanism to learn the representation of their common knowledge state and expected response to the target exercise. Then, we introduce self-supervised learning by encouraging the consistency between the common knowledge state and individual knowledge state. Finally, we integrate collaborative information and individual knowledge state with a gate mechanism to conduct the response prediction of the target exercise. We compare CoSKT with nine existing KT methods on three public datasets, and the results show that CoSKT achieves the state-of-the-art performance.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"1502-1514"},"PeriodicalIF":3.7,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570592","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

A Survey of Knowledge Tracing: Models, Variants, and Applications 知识追踪调查：模型、变体和应用

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-08 DOI: 10.1109/TLT.2024.3383325

Shuanghong Shen;Qi Liu;Zhenya Huang;Yonghe Zheng;Minghao Yin;Minjuan Wang;Enhong Chen

{"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}

引用次数: 0

Determinants of Teacher Attitudes and Innovative Use of Wearable Technology 教师对可穿戴技术的态度和创新使用的决定因素

IF 3.7 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-08 DOI: 10.1109/TLT.2024.3386464

Hashem A. Almusawi;Christopher M. Durugbo

{"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}

引用次数: 0

ChatGPT for Learning HCI Techniques: A Case Study on Interviews for Personas 学习人机交互技术的 ChatGPT：角色访谈案例研究

IF 3.7 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-08 DOI: 10.1109/TLT.2024.3386095

Jose Barambones;Cristian Moral;Angélica de Antonio;Ricardo Imbert;Loïc Martínez-Normand;Elena Villalba-Mora

{"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}

引用次数: 0

3D-Printing Virtual Simulation Lab 3d 打印虚拟仿真实验室

IF 3.7 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-08 DOI: 10.1109/TLT.2024.3384556

Ishant Singhal;Guru Ratan Satsangee;Lakshya Bhardwaj;Gaurang S. Sharma;Anand Swarup Chandrakar;Hritav Gupta;Gargi Malik;Bobby Tyagi;Ankit Sahai;Rahul Swarup Sharma

{"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}

引用次数: 0

Exploring Manifestations of Learners’ Self-Regulated Tactics and Strategies Across Blended Learning Courses 探索混合式学习课程中学习者自我调节策略的表现形式

IF 3.7 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-05 DOI: 10.1109/TLT.2024.3385641

Esteban Villalobos;Mar Pérez-Sanagustín;Roger Azevedo;Cédric Sanza;Julien Broisin

{"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}

引用次数: 0

Challenges and Opportunities for the Web 3.0 Metaverse Turn in Education 教育领域 Web 3.0 Metaverse 转型的挑战与机遇

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-04-05 DOI: 10.1109/TLT.2024.3385505

Shujia Fan;Brian Yecies;Zeyang Ivy Zhou;Jun Shen

{"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}

引用次数: 0