Educational Technology Research and Development最新文献_第4页

The efficacy of animation and visualization in teaching data structures: a case study 动画和可视化在数据结构教学中的功效：案例研究

Educational Technology Research and Development Pub Date : 2024-06-07 DOI: 10.1007/s11423-024-10382-w

Genady Kogan, Hadas Chassidim, Irina Rabaev

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Correction: Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design 更正：纠缠不清的折衷主义：学习体验设计的社会技术-教学系统理论方法

Educational Technology Research and Development Pub Date : 2024-06-06 DOI: 10.1007/s11423-024-10387-5

Matthew Schmidt, Yvonne Earnshaw, Isa Jahnke, Andrew A. Tawfik

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Development and validation of the online learner satisfaction instrument 开发和验证在线学习者满意度工具

Educational Technology Research and Development Pub Date : 2024-06-05 DOI: 10.1007/s11423-024-10384-8

D. Bolliger, Florence Martin, S. Kim

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The effect of augmented reality on K-12 students’ motivation: a meta-analysis 增强现实对 K-12 学生学习动机的影响：荟萃分析

Educational Technology Research and Development Pub Date : 2024-06-03 DOI: 10.1007/s11423-024-10385-7

Hunhui Na, Saeyan Yun

{"title":"The effect of augmented reality on K-12 students’ motivation: a meta-analysis","authors":"Hunhui Na, Saeyan Yun","doi":"10.1007/s11423-024-10385-7","DOIUrl":"https://doi.org/10.1007/s11423-024-10385-7","url":null,"abstract":"Augmented Reality (AR) has been continuously adopted in K-12 settings, showing its beneficial impact. Despite numerous studies highlighting the benefit of AR that can enhance students’ motivation, no meta-analysis providing an in-depth look into AR’s impact on students’ motivation has been conducted, particularly in K-12 settings. In this meta-analysis, we meta-analyzed 45 experimental studies using AR in K-12 settings from 2010 to 2022, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis procedure. We also conducted a moderator analysis considering diverse instructional considerations and study features, to offer a more focused and comprehensive understanding of AR’s effect on K-12 students’ motivation. The results showed a large effect of AR on enhancing K-12 students’ motivation (g = 0.803). Furthermore, we found that marker-based AR and collaborative learning significantly promoted K-12 students’ motivation, compared to location-based AR and non-collaborative learning experiences. The results indicated AR in K-12 settings needs to be carefully designed, considering how it is integrated within pedagogical practice. The implications and future research direction for researchers, educational practitioners, and AR developers are also discussed.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141258768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Contribution of self-determining theory to K–12 students’ online learning engagements: research on the relationship among teacher support dimensions, students’ basic psychological needs satisfaction, and online learning engagements 自我决定理论对 K-12 学生在线学习参与的贡献：教师支持维度、学生基本心理需求满足与在线学习参与之间的关系研究

Educational Technology Research and Development Pub Date : 2024-05-24 DOI: 10.1007/s11423-024-10383-9

Xuemei Bai, Xiaoqing Gu

引用次数: 0

Evaluation of the digital teacher professional development TARGET-tool for optimizing the motivational climate in secondary school physical education 评估数字化教师专业发展工具 TARGET，优化中学体育教学的激励氛围

Educational Technology Research and Development Pub Date : 2024-05-15 DOI: 10.1007/s11423-024-10379-5

Gwen Weeldenburg, M. Slingerland, L. Borghouts, Len Kromkamp, Bart van Dijk, Eva van der Born, Steven Vos

引用次数: 0

Influences of immersive virtual reality (IVR)-based science, technology, religion, engineering, art, and mathematics (STREAM) instructional approach on students’ learning performances 基于沉浸式虚拟现实（IVR）的科学、技术、宗教、工程、艺术和数学（STREAM）教学方法对学生学习成绩的影响

Educational Technology Research and Development Pub Date : 2024-05-15 DOI: 10.1007/s11423-024-10381-x

Melese Astatke, Cathy Weng, Abebayehu Yohannes, Matere M. Isaac, Wei-Kai Liou

引用次数: 0

Linking self-regulated learning to community of inquiry in online undergraduate courses: A person-centered approach 在在线本科课程中将自我调节学习与探究社区联系起来：以人为本的方法

Educational Technology Research and Development Pub Date : 2024-05-13 DOI: 10.1007/s11423-024-10380-y

Chungsoo Na, Soojeong Jeong, Jody Clarke-Midura, Youngin Shin

{"title":"Linking self-regulated learning to community of inquiry in online undergraduate courses: A person-centered approach","authors":"Chungsoo Na, Soojeong Jeong, Jody Clarke-Midura, Youngin Shin","doi":"10.1007/s11423-024-10380-y","DOIUrl":"https://doi.org/10.1007/s11423-024-10380-y","url":null,"abstract":"The Community of Inquiry (CoI) framework has gained widespread recognition as a theoretical model for understanding student learning in online environments. Despite its prevalence, CoI has been critiqued for its limited emphasis on learners’ proactive roles in self-regulating their own learning. To address this, researchers have suggested integrating self-regulated learning (SRL) into the CoI framework. This integration calls for empirical research to explore the relationship between SRL and the three established CoI presences: teaching, social, and cognitive. Using a person-centered approach, this study examines how varying SRL skills among 750 undergraduate students in an online introductory mathematics course are related to the three CoI components. Latent profile analyses identified five distinct SRL profiles: minimal regulators, low regulators with limited social skills, low regulators, moderate regulators, and competent regulators. We found that students in higher SRL profiles demonstrated higher perception of CoI, whereas those in relatively lower SRL profiles showed lower levels of perceived CoI. Our findings underscore the importance of incorporating self-regulation in the CoI framework for a more comprehensive understanding of online learning.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140929762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers 探索数字自我调节学习的新方法：关于波兰和土耳其 EFL 职前教师使用移动应用程序的研究

Educational Technology Research and Development Pub Date : 2024-04-26 DOI: 10.1007/s11423-024-10374-w

Joanna Kic-Drgas, Ferit Kılıçkaya

{"title":"Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers","authors":"Joanna Kic-Drgas, Ferit Kılıçkaya","doi":"10.1007/s11423-024-10374-w","DOIUrl":"https://doi.org/10.1007/s11423-024-10374-w","url":null,"abstract":"This study explores the digital self-regulatory practices of English as a Foreign Language (EFL) pre-service teachers via mobile applications in the post-pandemic era. The research is motivated by the need to address the absence of literature on the self-regulatory learning behaviours of EFL pre-service teachers in the aftermath of the pandemic-induced shift to online learning. The study participants were Polish and Turkish EFL students aged between 19 and 23, enrolled at state universities in Poland and Turkey. A validated online survey tool was developed and utilised for data collection based on the piloting phase of the study. The survey employed a combination of multiple-choice and 5-point Likert scale questions to examine participants’ interaction with different types of self-regulated applications after the pandemic. The findings revealed that Duolingo was the most widely used application. This underscored the importance of listening as the most frequently used language skill. The study also revealed a shift in learning patterns among participants following the pandemic as evidenced by the technologies available. Overall, the main findings of this study may serve as significant impetus for further research on pandemic-related changes in digital self-regulated learning practices among EFL learners globally. The results of the study might find broad implications for example for development of a new generation of MOOCs responding various needs of learners as well as incorporating elements of self-regulation into the traditional EFL class to increase its efficiency.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140801230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Connecting sustainability and computer science curricula through website learning projects embedding different types of student-generated content 通过嵌入不同类型学生生成内容的网站学习项目，将可持续发展和计算机科学课程联系起来

Educational Technology Research and Development Pub Date : 2024-04-25 DOI: 10.1007/s11423-024-10376-8

J. Blanco, César Domínguez, A. Jaime, Imanol Usandizaga

引用次数: 0