Educational Technology Research and Development最新文献_第7页

Teachers’ use of data from digital learning platforms for instructional design: a systematic review 教师利用数字学习平台数据进行教学设计：系统性综述

Educational Technology Research and Development Pub Date : 2024-03-20 DOI: 10.1007/s11423-024-10356-y

Alina Hase, Poldi Kuhl

引用次数: 0

A systematic review of educational online peer-review and assessment systems: charting the landscape 对教育在线同行评审和评估系统的系统审查：绘制图表

Educational Technology Research and Development Pub Date : 2024-03-19 DOI: 10.1007/s11423-024-10349-x

Dmytro Babik, Edward Gehringer, Jennifer Kidd, Kristine Sunday, David Tinapple, Steven Gilbert

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Effects of robot-based multiple low-stakes assessments on students’ oral presentation performance, collective efficacy, and learning attitude 基于机器人的多重低风险评估对学生口头表达能力、集体效能和学习态度的影响

Educational Technology Research and Development Pub Date : 2024-03-19 DOI: 10.1007/s11423-024-10360-2

Darmawansah Darmawansah, Gwo-Jen Hwang

{"title":"Effects of robot-based multiple low-stakes assessments on students’ oral presentation performance, collective efficacy, and learning attitude","authors":"Darmawansah Darmawansah, Gwo-Jen Hwang","doi":"10.1007/s11423-024-10360-2","DOIUrl":"https://doi.org/10.1007/s11423-024-10360-2","url":null,"abstract":"Low-stakes assessment has gained attention in recent years due to its link to enhancing learning effects and its essential role in learning evaluation. Unlike high-stakes assessments, low-stakes assessments have little or no consequences for learners’ academic performance, and are designed to support the feedback-oriented learning process. Providing multiple low-stakes assessments to students yields significantly greater long-term retention of knowledge and skills. However, learners may not give their best efforts when taking low-stakes assessments, which could lead to poorer learning outcomes. Using emerging technologies such as social robots in the learning environment could foster interactive learning, engagement, and motivation for learning assessments. Therefore, integrating low-stakes assessments and robots might encourage students to exert greater effort while performing learning tasks. This study aimed to discover the impacts of robot-based multiple low-stakes assessments on students’ oral presentation performance, collective efficacy, and learning attitude. A quasi-experiment was conducted in two sixth-grade classes of elementary students. The Robot-based Multiple Low-Stakes Assessment (Robot-MLSA) was randomly assigned to one class, while the Computer-based Multiple Low-Stakes Assessment (C-MLSA) was assigned to another class. The findings showed that the Robot-MLSA could enhance students’ oral presentation performance, support their collective efficacy, and improve their learning attitude toward robots. Furthermore, an in-depth discussion of students’ learning perceptions and experience is provided to explore the effectiveness of the Robot-MLSA.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170478","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

Virtual reality and gamification in education: a systematic review 教育中的虚拟现实和游戏化：系统综述

Educational Technology Research and Development Pub Date : 2024-03-19 DOI: 10.1007/s11423-024-10351-3

Georgios Lampropoulos, Kinshuk

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A meta-analysis of technology-delivered literacy instruction for elementary students 对以技术为手段的小学生扫盲教学的荟萃分析

Educational Technology Research and Development Pub Date : 2024-03-18 DOI: 10.1007/s11423-024-10354-0

Katlynn Dahl-Leonard, Colby Hall, Delanie Peacott

{"title":"A meta-analysis of technology-delivered literacy instruction for elementary students","authors":"Katlynn Dahl-Leonard, Colby Hall, Delanie Peacott","doi":"10.1007/s11423-024-10354-0","DOIUrl":"https://doi.org/10.1007/s11423-024-10354-0","url":null,"abstract":"Technology to support student learning has become increasingly prevalent in schools and homes during the last few decades. Several recent reviews have examined aspects of technology-based literacy instruction, but they have not focused on the full array of literacy skills that can be addressed during technology-delivered instruction for elementary students, nor have they utilized meta-analytic methods to rigorously examine effects of such instruction. Therefore, the purpose of this meta-analysis was to describe and evaluate recent research on technology-delivered literacy instruction for students in Grades K-5. A total of 53 experimental or quasi-experimental studies were analyzed. Results demonstrated a statistically significant main effect of instruction on norm- or criterion-referenced literacy outcomes (g = 0.24, p < .001), indicating that elementary students are likely to benefit from technology-delivered literacy instruction. Although the effects of several moderator variables representing study, participant, instruction, and outcome characteristics were explored, analyses revealed no statistically significant moderators of effects of instruction. Overall, findings indicate that further research on technology-based literacy instruction is needed to determine what works for whom and under what conditions.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170469","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 concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns 概念图引导的虚拟实验室学习方法对学生科学过程技能和行为模式的影响

Educational Technology Research and Development Pub Date : 2024-03-18 DOI: 10.1007/s11423-024-10348-y

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

{"title":"Effects of a concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns","authors":"Kuan-Fu Chen, Gwo-Jen Hwang, Mei-Rong Alice Chen","doi":"10.1007/s11423-024-10348-y","DOIUrl":"https://doi.org/10.1007/s11423-024-10348-y","url":null,"abstract":"Laboratory courses can help students learn in a meaningful way. In the past, students encountered difficulties in chemistry laboratory courses due to limited access to equipment and space for practicing experimental operations. In recent years, virtual laboratories have allowed students to repeatedly practice in order to achieve their experimental goals. However, even when students follow the experimental protocol, some still cannot fully understand the principles and meaning of the experimental procedures. Therefore, when they encounter unexpected situations in experiments, they may not know how to handle them. Thus, this study incorporated a concept mapping-guided learning approach to facilitate students' understanding of the concepts of the experimental process and the relationship between experimental procedures before virtual laboratory practice. Using a quasi-experimental approach, 51 middle school students aged 12 to 13 years were assigned to an experimental group (M = 12, F = 14) using the concept mapping-guided virtual laboratory learning approach, and a control group (M = 12, F = 13) using the conventional virtual laboratory learning approach. The experimental group improved their science process skills, problem-solving awareness, and creative thinking tendency. Teachers can employ guided virtual laboratory learning approaches to help students experiment and understand concepts.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170756","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

Improving part-time instructors’ student failure rate with an educational engagement information system 利用教育参与信息系统提高兼职教师的学生不及格率

Educational Technology Research and Development Pub Date : 2024-03-14 DOI: 10.1007/s11423-024-10352-2

{"title":"Improving part-time instructors’ student failure rate with an educational engagement information system","authors":"","doi":"10.1007/s11423-024-10352-2","DOIUrl":"https://doi.org/10.1007/s11423-024-10352-2","url":null,"abstract":"<h3>Abstract</h3> Higher education institutions rely on part-time faculty to teach a large percentage of courses in a range of disciplines. Existing research indicates that instruction by part-time faculty can negatively impact academic outcomes, student retention, and subsequent interest in a field of study. This study investigates if using a motivational information system can help close this performance gap. It introduces a type of motivational information system called an educational engagement information system (EEIS). EEISs draw on principles of behavioral economics, motivation theory, and learning cognition theory to help students want to improve their performance. The study compared student failure status in course sections taught by part- and full-time instructors both with and without an EEIS. Results suggest that using an EEIS can help improve student failure rates in courses taught by part-time faculty members and bring students’ performance to parity with the performance of students taught by a full-time instructor. Features of an EEIS, such as the additional structure, grade and outcome trackers, and motivational elements, can augment a part-time instructor’s approach and may compensate for limitations sometimes associated with part-time instruction including limitations of expertise, time, or rewards that can have a negative impact on students’ academic outcomes. As a result, students can experience higher completion rates and better performance.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151617","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 do Canadian faculty members imagine future teaching and learning modalities? 加拿大教师如何想象未来的教学模式？

Educational Technology Research and Development Pub Date : 2024-03-13 DOI: 10.1007/s11423-024-10350-4

George Veletsianos, Nicole Johnson, Shandell Houlden

引用次数: 0

Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design 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 : 2024-03-11 DOI: 10.1007/s11423-024-10353-1

{"title":"Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design","authors":"","doi":"10.1007/s11423-024-10353-1","DOIUrl":"https://doi.org/10.1007/s11423-024-10353-1","url":null,"abstract":"<h3>Abstract</h3> This paper explores the adoption of an entangled eclecticism perspective in Learning Experience Design (LXD), integrating a sociotechnical-pedagogical systems approach. It emphasizes the significance of considering the sociocultural, technological, and pedagogical dimensions of learning as a cohesive, interconnected ecology to design effective learning experiences. The authors discuss the implications of this perspective on learning outcomes, methodologies, and the selection of relevant theories for design. The aim is to guide the creation of learning experiences that are not only effective, efficient, and appealing but also deeply empathetic, culturally sensitive, and responsive to the evolving dynamics of learning environments. Concluding that LXD is a complementary approach to traditional learning design, the paper underscores its evolution, drawing from multiple traditions to offer a holistic framework for educational design and technology. This approach strives for learning experiences that are not just effective and efficient, but also culturally sensitive and empathetic, adapting to the dynamic nature of learning environments. Broader implications of this approach and directions for future research are discussed.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140100022","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

What I think I learned 我认为我学到了什么

Educational Technology Research and Development Pub Date : 2024-03-07 DOI: 10.1007/s11423-024-10343-3

Andrew S. Gibbons

引用次数: 0