Educational Technology Research and Development最新文献_第5页

Knowledge check-based concept mapping in digital games: impacts on students’ learning performance and behaviors 数字游戏中基于知识检查的概念图：对学生学习成绩和行为的影响

Educational Technology Research and Development Pub Date : 2024-04-24 DOI: 10.1007/s11423-024-10378-6

Kuan-Fu Chen, Gwo‐Jen Hwang, Mei-Rong Alice Chen

引用次数: 0

Dimensions of scale: Connected Learning Initiative (CLIx)—a case study of educational technology initiative in India 规模：互联学习倡议（CLIx）--印度教育技术倡议案例研究

Educational Technology Research and Development Pub Date : 2024-04-22 DOI: 10.1007/s11423-024-10372-y

Omkar Balli, Ekta Singla

引用次数: 0

Could virtual reality be the next approach for international students learning Maltese? 虚拟现实能否成为留学生学习马耳他语的下一个途径？

Educational Technology Research and Development Pub Date : 2024-04-22 DOI: 10.1007/s11423-024-10375-9

Jacqueline Żammit

{"title":"Could virtual reality be the next approach for international students learning Maltese?","authors":"Jacqueline Żammit","doi":"10.1007/s11423-024-10375-9","DOIUrl":"https://doi.org/10.1007/s11423-024-10375-9","url":null,"abstract":"This study examines the potential of virtual reality (VR) technology in language learning, specifically for the Maltese language. Despite the popularity and advancement of VR, its use in teaching minor languages like Maltese has not been extensively explored. The concern is that the lack of technological resources may lead to the extinction of the Maltese language in the digital world. The study utilizes a primarily qualitative research methodology, with a minor quantitative component, to collect data from twenty-five teachers regarding the use of VR in Maltese language learning contexts. The findings reveal both the potential benefits and challenges of using VR in teaching Maltese as a second language (ML2). Although the participants have not used VR for teaching Maltese due to the absence of Maltese VR apps, they have experience with VR in English. They praise VR for its ability to create an immersive and engaging learning environment with entertaining features. However, the study also highlights several challenges associated with VR, including high costs, the bulkiness of headsets, and technical issues. It underscores the pressing need for additional research and development in this field to ensure the preservation of the Maltese language in the digital era.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636843","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

Integrating immersive virtual reality technology in scaffolded game-based learning to enhance low motivation students’ multimodal science learning 将沉浸式虚拟现实技术融入支架式游戏学习，提高低学习动机学生的多模态科学学习能力

Educational Technology Research and Development Pub Date : 2024-04-18 DOI: 10.1007/s11423-024-10369-7

Ai-Chu Elisha Ding, Kuo-Ting Tim Huang, Jessica DuBois, Huali Fu

{"title":"Integrating immersive virtual reality technology in scaffolded game-based learning to enhance low motivation students’ multimodal science learning","authors":"Ai-Chu Elisha Ding, Kuo-Ting Tim Huang, Jessica DuBois, Huali Fu","doi":"10.1007/s11423-024-10369-7","DOIUrl":"https://doi.org/10.1007/s11423-024-10369-7","url":null,"abstract":"Secondary science students still struggle to master scientific concepts and apply content-based knowledge. The instructional design behind the incorporation of innovative technology and the use of game-based learning (GBL) could be a key to increasing student acquisition of science knowledge. Using a mixed methods design, this study examined the effects of a scaffolded Game-based Learning (GBL) science unit using a virtual reality (VR) game component. The VR game focused on the scientific method, lab safety, and equipment, and purposefully embedded instructional scaffolds to support the needs of diverse learners. The quasi-experimental study (pre- and post-test design) investigated the acquisition of targeted science knowledge with student groups of differing motivation levels and under two different game modes (immersive and non-immersive). With a mixed methods embedded design, quantitative data (student pre- and post-tests) was analyzed first followed by qualitative data (classroom video observations and student focus groups). Statistical analysis revealed: (1) students demonstrate an overall improvement on the post-test of targeted science knowledge in a scaffolded GBL learning design, (2) students using the immersive VR mode showed greater improvement in targeted science knowledge than students using the non-immersive desktop game, and (3) students with low intrinsic motivation performed better in the immersive VR than the desktop version. Further examination of qualitative data uncovered the GBL curricular activities and scaffolds may have also contributed to students’ science learning gains through reflection and discussion after gameplay experiences. The repeated multimodal learning opportunities and the opportunities to learn through whole-body movements were also found to be the potential reasons why the immersive VR group outperformed the non-immersive group.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140608831","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

Analysis of a chatbot as a dialogic reading facilitator: its influence on learning interest and learner interactions 分析聊天机器人作为对话式阅读辅助工具：对学习兴趣和学习者互动的影响

Educational Technology Research and Development Pub Date : 2024-04-15 DOI: 10.1007/s11423-024-10370-0

Chen-Chung Liu, Chen Wei Chiu, Chia-Hui Chang, Fang-ying Lo

{"title":"Analysis of a chatbot as a dialogic reading facilitator: its influence on learning interest and learner interactions","authors":"Chen-Chung Liu, Chen Wei Chiu, Chia-Hui Chang, Fang-ying Lo","doi":"10.1007/s11423-024-10370-0","DOIUrl":"https://doi.org/10.1007/s11423-024-10370-0","url":null,"abstract":"Educational chatbots are gaining momentum due to their distinctive affordances of interactivity, immediacy, ease of use, and individualized experience. However, a fairly limited body of literature discusses how a chatbot can facilitate collaborative learning among peers in extensive reading contexts to encourage more vibrant interactions supporting further interest development. Therefore, this research aimed to analyze the affordances and limitations of a chatbot to facilitate human–human interactions by incorporating the refined Academically Productive Talk framework for nurturing a learning community, forming accurate knowledge, fostering rigorous thinking, and encouraging affective responses for elementary school learners. Specifically, the purpose of the research was to observe the situational interest of the learners, their interaction patterns, and their social learning behaviors. This research developed a chatbot stored with 64 children’s storybooks to initiate and facilitate peer dialogues. A group of 30 learners were paired up to conduct two chatbot-facilitated dialogic reading activities. A total of 30 discourse logs and students’ feedback on a survey of situational interest were analyzed. The discourse analysis of this research supports the affordances of the chatbot acting as an effective dialogue initiator and discussion facilitator to support both human-chatbot and human–human social learning. The chatbot encourages a diverse interactive dialogic climate, and four interaction patterns were identified. The situational interest of the initial encounter with the chatbot was boosted; however, their interest was unable to be sustained. The implications for the affordances and limitations of educational chatbots are discussed.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140566918","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

Advancing understanding of learning experience design: refining and clarifying definitions using an eDelphi study approach 促进对学习体验设计的理解：利用 eDelphi 研究方法完善和澄清定义

Educational Technology Research and Development Pub Date : 2024-04-15 DOI: 10.1007/s11423-024-10355-z

Andrew Tawfik, Matthew Schmidt, Linda Payne, Rui Huang

引用次数: 0

Spotlighting spectatorship: elevating observation-based learning in the design and evaluation of body-scale learning environments 聚焦旁观：在人体尺度学习环境的设计和评估中提升基于观察的学习

Educational Technology Research and Development Pub Date : 2024-04-15 DOI: 10.1007/s11423-024-10373-x

Leah F. Rosenbaum

{"title":"Spotlighting spectatorship: elevating observation-based learning in the design and evaluation of body-scale learning environments","authors":"Leah F. Rosenbaum","doi":"10.1007/s11423-024-10373-x","DOIUrl":"https://doi.org/10.1007/s11423-024-10373-x","url":null,"abstract":"Research on the educational value of play tends to focus on active players, especially when evaluating novel interaction technologies. However, a long history of scholarship underscores observing communal practice as a primary means of enculturation and learning. This paper demonstrates learning opportunities available within a range of participation forms—from spectator to player and some in between—that emerge around Geometris, a collaborative, body-scale geometry game, as installed in a children’s science museum. Considering learning as participation in communal practice, I present frequency analysis of roughly 350 participants followed by thick narrative descriptions of 3 focal groups to characterize the learning opportunities available within diverse forms of participation in this technologically enabled gameplay. I also identify particular design elements—namely the user-agnostic input mechanism and certain crowd control measures—that inadvertently enabled these participation forms. Theoretical implications include the pedagogically relevant range of action–perception possibilities available across participation forms. Additionally, proposed design heuristics could facilitate these diverse forms of participation in other educational designs.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140566830","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

Integrating the engineering design process into the conceive-design-implement-operate model for promoting high school students’ STEM competence 将工程设计过程纳入 "构思-设计-实施-操作 "模式，提高高中生的 STEM 能力

Educational Technology Research and Development Pub Date : 2024-04-15 DOI: 10.1007/s11423-024-10377-7

Feifei Xi, Hongliang Ma, Zhongling Pi, Yuhan Dong, Junmei Sun, Rucheng Jin

{"title":"Integrating the engineering design process into the conceive-design-implement-operate model for promoting high school students’ STEM competence","authors":"Feifei Xi, Hongliang Ma, Zhongling Pi, Yuhan Dong, Junmei Sun, Rucheng Jin","doi":"10.1007/s11423-024-10377-7","DOIUrl":"https://doi.org/10.1007/s11423-024-10377-7","url":null,"abstract":"Recently, integrated science, technology, engineering, and mathematics (STEM) education has gained sustained attention in K-12 settings, and engineering design-based pedagogy has become a key issue. Compared with rich research in higher education, relatively few studies are performed on engineering education in K-12 schools. In this study, we combined Conceive-Design-Implement-Operate (CDIO) model with the engineering design process (EDP), naming EDP-CDIO, aiming to promote high school students’ STEM competence and compare its effects with the conventional CDIO approach. A pretest–posttest nonequivalent group design was conducted among 64 eleventh-grade students with eleven lessons. Quantitative data were collected via a pretest and posttest, and qualitative data were collected via artifacts and semistructured interviews. The repeated-measures analysis of variance and epistemic network analysis revealed that, compared with the conventional CDIO approach, the EDP-CDIO model significantly improved students’ STEM knowledge, skills, and attitudes and developed more comprehensive epistemic networks in STEM competence. These findings provide a reference for K-12 STEM teachers, encouraging them to implement the EDP-CDIO model more frequently in the classroom, especially with the iterative design process.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140567328","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

Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts 通过教学提示促进职前教师跨领域整合多种文本来源的知识

Educational Technology Research and Development Pub Date : 2024-04-10 DOI: 10.1007/s11423-024-10363-z

Inka Sara Hähnlein, Pablo Pirnay-Dummer

{"title":"Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts","authors":"Inka Sara Hähnlein, Pablo Pirnay-Dummer","doi":"10.1007/s11423-024-10363-z","DOIUrl":"https://doi.org/10.1007/s11423-024-10363-z","url":null,"abstract":"Multiple document comprehension and knowledge integration across domains are particularly important for pre-service teachers, as integrated professional knowledge forms the basis for teaching expertise and competence. This study examines the effects of instructional prompts and relevance prompts embedded in pre-service teachers’ learning processes on the quality their knowledge integration in multiple document comprehension across domains. 109 pre-service teachers participated in an experimental study. They read four texts on “competencies” from different knowledge domains and wrote a text on a given scenario. Experimental group 1 was aided with instructional and relevance prompts, while experimental group 2 received only relevance prompts. The control group received no prompting. Perceived relevance of knowledge integration was assessed in a pre-post-test. Pre-service teachers’ separative and integrative learning, epistemological beliefs, metacognition, study-specific self-concept, and post-experimental motivation were assessed as control variables. Participants’ texts were analyzed concerning knowledge integration by raters and with computer linguistic measures. A key finding is that combined complex prompting enhances pre-service teachers perceived relevance of knowledge integration. This study found effects of prompting types on the pre-service teachers’ semantic knowledge structures. Implications for transfer are discussed.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140603173","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

How does gamification bring long-term sustainable effects on children’s learning? Implications from a crossover quasi-experimental study 游戏化如何为儿童学习带来长期可持续的影响？一项交叉准实验研究的启示

Educational Technology Research and Development Pub Date : 2024-04-09 DOI: 10.1007/s11423-023-10341-x

Xiuhan Li, Yuqin Yang, Samuel Kai Wah Chu

引用次数: 0