Educational Technology Research and Development最新文献_第9页

Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review 游戏化增强了学生的内在动力、自主感和相关性，但对能力的影响微乎其微：荟萃分析和系统综述

Educational Technology Research and Development Pub Date : 2024-01-16 DOI: 10.1007/s11423-023-10337-7

Liuyufeng Li, Khe Foon Hew, Jiahui Du

{"title":"Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review","authors":"Liuyufeng Li, Khe Foon Hew, Jiahui Du","doi":"10.1007/s11423-023-10337-7","DOIUrl":"https://doi.org/10.1007/s11423-023-10337-7","url":null,"abstract":"Although many studies in recent years have examined the use of gamification as a motivational strategy in education, evidence regarding its effects on intrinsic motivation is inconsistent. To make the case for or against the adoption of gamification in education, this study examines its effects on students’ intrinsic motivation and the underlying motivational factors: perceived competence, autonomy, and relatedness. In this review, we analyzed the results of studies comparing gamified learning with non-gamified learning published between 2011 and 2022. The results of our meta-analysis of 35 independent interventions (involving 2500 participants) indicated an overall significant but small effect size favoring gamified learning over learning without gamification (Hedges’ g = 0.257, 95% CI [0.043, 0.471], p = .019) with no evidence of publication bias. Gamification also exerted a positive and significant effect on the students’ perceptions of autonomy (Hedges’ g = 0.638, 95% CI [0.139, 1.136], p = .012) and relatedness (Hedges’ g = 1.776, 95% CI [0.737, 2.814], p = .001), but minimal impact on competence (Hedges’ g = 0.277, 95% CI [0.001, 0.553], p = .049). To further investigate the possible reasons for the small impact on intrinsic motivation, a systematic review of 31 studies was conducted. The findings revealed two major challenges encountered in the adoption of gamification to increase students’ intrinsic motivation: students’ lack of perceived competence and lack of perceived autonomy in gamified classes.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139480943","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

Automated feedback on discourse moves: teachers’ perceived utility of a professional learning tool 话语动作的自动反馈：教师对专业学习工具效用的看法

Educational Technology Research and Development Pub Date : 2024-01-09 DOI: 10.1007/s11423-023-10338-6

Jennifer Jacobs, Karla Scornavacco, Charis Clevenger, Abhijit Suresh, Tamara Sumner

{"title":"Automated feedback on discourse moves: teachers’ perceived utility of a professional learning tool","authors":"Jennifer Jacobs, Karla Scornavacco, Charis Clevenger, Abhijit Suresh, Tamara Sumner","doi":"10.1007/s11423-023-10338-6","DOIUrl":"https://doi.org/10.1007/s11423-023-10338-6","url":null,"abstract":"Technological tools that provide automated feedback on classroom teaching afford a unique opportunity for educators to engage in self-reflection and work towards improvement goals, in particular to ensure that their instructional environment is equitable and productive for students. More information is needed about how teachers experience automated professional learning tools, including what they perceive as relevant and impactful for their everyday teaching. This mixed-methods study explored the perceptions and engagement of 21 math teachers who used an AI-based tool that generates information about their discourse practices from classroom recordings. Findings indicate that teachers perceived the tool to have a high utility value, especially those who elected to use it over two school years. These teachers increased their use of talk moves over time, suggesting that they were making intentional changes due to their review and uptake of the personalized feedback. These results from this study speak to promising directions for developing AI-based professional learning tools that can support teacher learning and instructional improvement, particularly tools with robust perceived utility.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139409431","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

The effects of unplugged programming activities on K-9 students’ computational thinking: meta-analysis 不插电编程活动对九岁以下儿童计算思维的影响：荟萃分析

Educational Technology Research and Development Pub Date : 2024-01-08 DOI: 10.1007/s11423-023-10339-5

Yanjun Zhang, Yanping Liang, Xiaohong Tian, Xiao Yu

{"title":"The effects of unplugged programming activities on K-9 students’ computational thinking: meta-analysis","authors":"Yanjun Zhang, Yanping Liang, Xiaohong Tian, Xiao Yu","doi":"10.1007/s11423-023-10339-5","DOIUrl":"https://doi.org/10.1007/s11423-023-10339-5","url":null,"abstract":"Due to its task-based, gamified, and interactive features, unplugged programming activity has been widely employed in education and teaching as an activity away from electronic screens and other digital devices. There is ongoing debate over how to help K-9 pupils develop their computational thinking through unplugged programming activities. Based on findings from 15 experimental and quasi-experimental studies conducted domestically and abroad between 2006 and 2023, this study adopts meta-analysis to quantitatively analyze the influence of unplugged programming activities on K-9 students’ computational thinking, focusing on an in-depth analysis of variables such as different students’ grade, gender, experimental period, research discipline, and unplugged programming activities categories. The results show that unplugged programming activity has a positive effect on the computational thinking of K-9 students (Hedges’ g = .631, 95% CI .463, .799, P < .001), and its promotion effect is affected by the variables such as students’ grade, learning time, subjects studied, and unplugged programming activities categories. Based on the conclusions of the meta-analysis, this paper proposes several suggestions. For example, it suggests paying attention to the cultivation of computational thinking among middle school students, and mastering the appropriate timing for unplugged programming activities to avoid the plateau effect. Additionally, it recommends strengthening the integration of unplugged programming activities across different disciplines, as well as promoting the use of storytelling and collaborative unplugged programming activities in the classroom.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139409391","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

Successful and unsuccessful mapping behaviors for learning procedural-type knowledge 学习程序类知识的成功和不成功的映射行为

Educational Technology Research and Development Pub Date : 2024-01-05 DOI: 10.1007/s11423-023-10336-8

{"title":"Successful and unsuccessful mapping behaviors for learning procedural-type knowledge","authors":"","doi":"10.1007/s11423-023-10336-8","DOIUrl":"https://doi.org/10.1007/s11423-023-10336-8","url":null,"abstract":"<h3>Abstract</h3> Mind mapping is a powerful technique that is often used for teaching declarative knowledge, but seldom implemented to record procedural knowledge. The present study focused on the latter. During a 12-week public presentation course, self-developed mind mapping software was utilized as a learning tool and an instrument to collect and analyze user behavior logs while summarizing and revising procedural knowledge. The participants were 53 working adults. They were divided into successful and unsuccessful mapping profiles based on their improvement. The pre- and post-tests on presentation skills, lag sequential analysis on log data, and interviews suggested that participants showing successful mapping behavior prioritized readability and ease of navigation of their maps. Their counterparts with unsuccessful mapping behavior tended to overload their maps and overuse highlighting. The discovery of actions and behavior patterns during the creation and revision of mind maps corresponding to successful/unsuccessful mind mapping profiles provides important suggestions to enhance existing digital mind mapping tools and to diagnose students who are falling behind. The implementation of mind mapping for procedural learning expands the area of mind mapping research and enlarges our understanding of teaching procedural knowledge.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374566","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

A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching 了解和预测学生对应急远程教学满意度因素的两阶段 SEM：人工神经网络方法

Educational Technology Research and Development Pub Date : 2024-01-03 DOI: 10.1007/s11423-023-10335-9

Anupma Sangwan, Anurag Sangwan, Anju Sangwan, Poonam Punia

{"title":"A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching","authors":"Anupma Sangwan, Anurag Sangwan, Anju Sangwan, Poonam Punia","doi":"10.1007/s11423-023-10335-9","DOIUrl":"https://doi.org/10.1007/s11423-023-10335-9","url":null,"abstract":"This study seeks to address knowledge gaps regarding the role of self-regulated learning as a mediator in the relationship between interactions, internet self-efficacy, and student satisfaction. We conducted a survey of 1590 students from north Indian universities about their level of satisfaction, self-regulated learning, internet self-efficacy, and different interactions (learner-learner interaction, learner-content interaction, and learner-instructor interaction) during emergency remote teaching. By employing a two-stage SEM-ANN approach, this study contributes to methodological advancements and provides a comprehensive analysis of complex relationships. According to the findings, the identified factors are significant predictors of students’ satisfaction with online education in synchronous settings. Our research also shows that self-regulated learning fully mediates the effect of internet self-efficacy on student satisfaction during emergency remote teaching. This suggests that internet self-efficacy alone may not guarantee student satisfaction unless accompanied by self-regulated learning skills.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374529","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

Block-based versus text-based programming: a comparison of learners’ programming behaviors, computational thinking skills and attitudes toward programming 基于块的编程与基于文本的编程：学习者的编程行为、计算思维能力和编程态度比较

Educational Technology Research and Development Pub Date : 2024-01-02 DOI: 10.1007/s11423-023-10328-8

Dan Sun, C. Looi, Yan Li, Chengcong Zhu, Caifeng Zhu, Miaoting Cheng

引用次数: 0

The effectiveness of design thinking on K-12 school students’ creativity in a maker curriculum 创客课程中设计思维对 K-12 学生创造力的影响

Educational Technology Research and Development Pub Date : 2023-12-26 DOI: 10.1007/s11423-023-10332-y

Jinbo Tan, Kinshuk, Lei Wu

{"title":"The effectiveness of design thinking on K-12 school students’ creativity in a maker curriculum","authors":"Jinbo Tan, Kinshuk, Lei Wu","doi":"10.1007/s11423-023-10332-y","DOIUrl":"https://doi.org/10.1007/s11423-023-10332-y","url":null,"abstract":"The role of creativity has been well recognized in wholesome development of children’s personality and attitude. Among various approaches to foster creativity in children, design thinking (DT) has emerged as a significant approach. The study presented in this paper explores the implementation of DT into maker education to help K-12 students acquire creativity effectively. Majority of the studies in the literature have measured students’ creativity using a traditional creative ability scale, instead of work performance or both. We proposed a Three-Stage DT Framework (TSDTF) suitable for maker education, which has three stages, namely pre-design, in-design and post-design. TSDTF provides more specificity to indicate students’ learning process iteratively. Then we applied TSDTF to the 3D model-design curriculum to see the impact on the students’ work performance, learning achievement, and creativity ability. The study engaged two sixth-grade classes, with a total of 90 students, wherein the experimental group (45 students) was taught using TSDTF and the control group (45 students) was taught with traditional pedagogy. The results showed that there was no significant difference in basic knowledge of learning achievements for the students in both groups, while the students in the experimental group improved their work performance, operational skill of learning achievements, and creative ability more significantly than those in the control group. The qualitative analysis of the interview data revealed that the DT approach helped the students to be creative, thus enabling them to develop innovative works. The study showed that it is important for teachers to utilize the DT learning strategy in maker education in developing the students’ creative thinking.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053595","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

Detector-driven classroom interviewing: focusing qualitative researcher time by selecting cases in situ 探测器驱动的课堂访谈：通过现场选择案例集中定性研究人员的时间

Educational Technology Research and Development Pub Date : 2023-12-22 DOI: 10.1007/s11423-023-10324-y

Ryan S. Baker, Stephen Hutt, Nigel Bosch, Jaclyn L. Ocumpaugh, Gautam Biswas, Luc Paquette, J. M. A. Andres, Nidhi Nasiar, Anabil Munshi

引用次数: 0

Students’ acceptance of and preferences regarding online exams: a systematic literature review 学生对在线考试的接受程度和偏好：系统文献综述

Educational Technology Research and Development Pub Date : 2023-12-22 DOI: 10.1007/s11423-023-10333-x

Arif Cem Topuz, Kinshuk

引用次数: 0

Development and validation of the blended laboratory and e-learning instructional design (BLEND) model for university remote laboratory sessions: responding to the COVID-19 pandemic and planning for the future 为大学远程实验室课程开发和验证混合实验室和电子学习教学设计（BLEND）模型：应对 COVID-19 大流行病并规划未来

Educational Technology Research and Development Pub Date : 2023-12-21 DOI: 10.1007/s11423-023-10327-9

Gyeong-Geon Lee, Hun-Gi Hong

引用次数: 0