Educational Technology Research and Development最新文献_第6页

Peer technical support in preservice teacher education: A mixed methods social network analysis and phenomenological study to understand relative expertise 职前教师教育中的同伴技术支持：通过社会网络分析和现象学混合方法研究了解相对专业知识

Educational Technology Research and Development Pub Date : 2024-04-08 DOI: 10.1007/s11423-024-10368-8

Michael M. Rook, Simon R. Hooper

{"title":"Peer technical support in preservice teacher education: A mixed methods social network analysis and phenomenological study to understand relative expertise","authors":"Michael M. Rook, Simon R. Hooper","doi":"10.1007/s11423-024-10368-8","DOIUrl":"https://doi.org/10.1007/s11423-024-10368-8","url":null,"abstract":"This study investigated preservice teachers’ experiences of helping peers with technical support. Considering college-aged students prefer to seek help from relative experts rather than instructors, the rationale for the study was to contribute to the literature on relative expertise by exploring how preservice teachers supported peers. A mixed methods approach was employed using (1) social network analysis to find and identify the preservice teachers who assisted the greatest number of peers and (2) phenomenological interviewing and thematic analysis to understand how they helped their peers with technical support. Findings show that prior to serving as a relative expert around technical support, a preservice teacher explores tools and becomes comfortable with offering support. Findings also show how relative experts are approached by peers, how they offer support, and what changes they exhibit in confidence and comfort as a result of offering support. The findings in this study could be leveraged by teacher education programs to increase outcomes related to technology use and relative expertise. Implications and future research directions are noted including the potential value of peer technical support to help preservice teachers more easily transition to inservice teaching.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595587","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

Serious games in high-stakes assessment contexts: a systematic literature review into the game design principles for valid game-based performance assessment 高风险评估背景下的严肃游戏：对基于游戏的有效绩效评估的游戏设计原则的系统性文献综述

Educational Technology Research and Development Pub Date : 2024-04-08 DOI: 10.1007/s11423-024-10362-0

Aranka Bijl, Bernard P. Veldkamp, Saskia Wools, Sebastiaan de Klerk

{"title":"Serious games in high-stakes assessment contexts: a systematic literature review into the game design principles for valid game-based performance assessment","authors":"Aranka Bijl, Bernard P. Veldkamp, Saskia Wools, Sebastiaan de Klerk","doi":"10.1007/s11423-024-10362-0","DOIUrl":"https://doi.org/10.1007/s11423-024-10362-0","url":null,"abstract":"The systematic literature review (1) investigates whether ‘serious games’ provide a viable solution to the limitations posed by traditional high-stakes performance assessments and (2) aims to synthesize game design principles for the game-based performance assessment of professional competencies. In total, 56 publications were included in the final review, targeting knowledge, motor skills and cognitive skills and further narrowed down to teaching, training or assessing professional competencies. Our review demonstrates that serious games are able to provide an environment and task authentic to the target competency. Collected in-game behaviors indicate that serious games are able to elicit behavior that is related to a candidates’ ability level. Progress feedback and freedom of gameplay in serious games can be implemented to provide an engaging and enjoyable environment for candidates. Few studies examined adaptivity and some examined serious games without an authentic environment or task. Overall, the review gives an overview of game design principles for game-based performance assessment. It highlights two research gaps regarding authenticity and adaptivity and concludes with three implications for practice.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595449","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

Innovation and diffusion of blended synchronous classroom in Chinese primary and junior middle schools 中国中小学混合式同步课堂的创新与推广

Educational Technology Research and Development Pub Date : 2024-04-08 DOI: 10.1007/s11423-024-10365-x

Jia Sun, Mingwen Tong, Taotao Long, Qiyun Wang

引用次数: 0

Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices 数字时代的计算思维：工具、教学策略和评估实践的系统回顾

Educational Technology Research and Development Pub Date : 2024-04-05 DOI: 10.1007/s11423-024-10364-y

Toluchuri Shalini Shanker Rao, Kaushal Kumar Bhagat

{"title":"Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices","authors":"Toluchuri Shalini Shanker Rao, Kaushal Kumar Bhagat","doi":"10.1007/s11423-024-10364-y","DOIUrl":"https://doi.org/10.1007/s11423-024-10364-y","url":null,"abstract":"Computational thinking (CT) has received growing interest as a research subject in the last decade, with research contributions attempting to capitalize on the benefits that CT may provide. This study included a systematic analysis aimed at revealing current trends in the CT subject, identifying educational interventions, and emerging assessment instruments. It also gave an overview of how teachers learned CT skills and how they integrated the CT curriculum into classroom practices. We searched the data in the Web of Science database and identified 360 articles. Most importantly, it emphasized the following points: (a) the most popular subject areas in CT literature; (b) CT intervention tools; (c) CT assessment practices used so far within educational courses; and (d) effective CT approaches to influence pre-service teachers. Results from this review revealed that CT’s promotion in education had achieved significant progress in recent years. Along with the growth in the number of CT studies, the number of subjects, research questions, and teaching approaches also increased in recent years. It was also found that CT was mostly used in science, mathematics, programming, and computer science tasks, with little work in artificial intelligence (AI) and non-STEM areas. The essence of this paper implicated the researchers in designing the curriculum based on different subject domains. Furthermore, we recommended integrating augmented reality-based games using CT methodologies into the curriculum.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595568","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

Leveraging employment with micro-credentials: policy and practice of the Middle East and North African Universities 利用微型证书促进就业：中东和北非大学的政策与实践

Educational Technology Research and Development Pub Date : 2024-04-04 DOI: 10.1007/s11423-024-10367-9

Talal Alasmari, Abdulrahman Alzahrani

{"title":"Leveraging employment with micro-credentials: policy and practice of the Middle East and North African Universities","authors":"Talal Alasmari, Abdulrahman Alzahrani","doi":"10.1007/s11423-024-10367-9","DOIUrl":"https://doi.org/10.1007/s11423-024-10367-9","url":null,"abstract":"The purpose of this study is to explore the current status of micro-credentialing policies and practices in Middle Eastern and North African universities. Using a quantitative approach and a comprehensive questionnaire based on recent work by the Australasian Council on Open, Distance, and e-Learning (as reported by ACODE, Survey of micro-credentialing practice in Australasian universities 2021: An ACODE Whitepaper—October 2021, 2021), the study investigates areas such as standards, policies, adoption rates, integration into the curriculum, credentialing engines, and professional development. The findings indicate that micro-credentialing is still in its early stages in the region, with most universities initiating micro-credentialing within the past four years. The lack of a favorable policy ecosystem and standards for learning design, content, delivery, assessment, sizing, and issuance are identified as significant hindrances to the adoption of micro-credentials. To advance the micro-credential market, the study recommends that stakeholders collaborate and create quality standards, accountability mechanisms, financing strategies, and documentation frameworks that promote interoperability. The study suggests that improving policies for micro-credentials could help legitimize them and promote a more unified vision of micro-credentials as a crucial component of the national educational strategy.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595452","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

Transfer of responsibility from scaffolding to preservice early childhood teachers learning to debug 从脚手架到学习调试的职前幼儿教师的责任转移

Educational Technology Research and Development Pub Date : 2024-04-03 DOI: 10.1007/s11423-024-10347-z

引用次数: 0

A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT 应用自我决定理论，利用生成式人工智能促进自律学习的分类工具：以 ChatGPT 为例

Educational Technology Research and Development Pub Date : 2024-04-01 DOI: 10.1007/s11423-024-10366-w

Thomas K. F. Chiu

{"title":"A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT","authors":"Thomas K. F. Chiu","doi":"10.1007/s11423-024-10366-w","DOIUrl":"https://doi.org/10.1007/s11423-024-10366-w","url":null,"abstract":"Generative AI such as ChatGPT provides an instant and individualized learning environment, and may have the potential to motivate student self-regulated learning (SRL), more effectively than other non-AI technologies. However, the impact of ChatGPT on student motivation, SRL, and needs satisfaction is unclear. Motivation and the SRL process can be explained using self-determination theory (SDT) and the three phases of forethought, performance, and self-reflection, respectively. Accordingly, a Delphi design was employed in this study to determine how ChatGPT-based learning activities satisfy students’ each SDT need, and foster each SRL phase from a teacher perspective. We involved 36 SDT school teachers with extensive expertise in technology enhanced learning to develop a classification tool for learning activities that affect student needs satisfaction and SRL phases using ChatGPT. We collaborated with the teachers in three rounds to investigate and identify the activities, and we revised labels, descriptions, and explanations. The major finding is that a classification tool for 20 learning activities using ChatGPT was developed. The tool suggests how ChatGPT better satisfy SDT-based needs, and fosters the three SRL phrases. This classification tool can assist researchers in replicating, implementing, and integrating successful ChatGPT in education research and development projects. The tool can inspire teachers to modify the activities using generative AI for their own teaching, and inform policymakers on how to develop guidelines for AI in education.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595342","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

Effects of a VR-based collaborative painting approach on primary students’ creativity and collaborative quality in art courses 基于虚拟现实的合作绘画方法对小学生在美术课程中的创造力和合作素质的影响

Educational Technology Research and Development Pub Date : 2024-04-01 DOI: 10.1007/s11423-024-10371-z

Jue‐Qi Guan, Wen‐Zhuo Wang, Xiao‐Feng Wang, Jiong Zhu, Gwo-Jen Hwang

引用次数: 0

Unlocking the Everdoor: analyzing the serious game Spiritfarer 打开 Everdoor：分析严肃游戏 Spiritfarer

Educational Technology Research and Development Pub Date : 2024-03-20 DOI: 10.1007/s11423-024-10357-x

Noah Glaser, Lucas Jensen, Tina Riedy, Maggie Center, Jim Shifflett, Joseph Griffin

引用次数: 0

Instructional design students’ design judgment development 教学设计专业学生的设计判断能力培养

Educational Technology Research and Development Pub Date : 2024-03-20 DOI: 10.1007/s11423-024-10361-1

Muruvvet Demiral-Uzan, Elizabeth Boling

引用次数: 0