Education and Information Technologies最新文献

{"title":"The impact of visualizations with learning paths on college students’ online self-regulated learning","authors":"Xiaoqing Xu, Wei Zhao, Yue Li, Lifang Qiao, Jinhong Tao, Fengjuan Liu","doi":"10.1007/s10639-024-12933-3","DOIUrl":"https://doi.org/10.1007/s10639-024-12933-3","url":null,"abstract":"<p>The success of online learning relies on college students’ self-regulated learning. The common visualizations (e.g., presentation learning behaviors’ frequency and duration) are widely used to enhance online self-regulated learning. But most college students still have difficulty in accurately understanding their learning patterns and self-regulating. Online self-regulated learning follows a phased and cyclical process, and compared with the common visualizations, the learning paths can better show these characteristics. However, learning paths visualizations are seldom provided to students for supporting online self-regulated learning. This study aimed to explore the impact of visualizations with learning paths on students’ online self-regulated learning. Sixty-eight college students were randomly divided into two groups (experimental group = 34, control group = 34), and the experiment lasted 12 weeks. The study measured the results including students’ learning performance (academic achievements and online self-regulated learning abilities), behavior patterns and satisfaction. The results indicated the positive effects of visualizations with learning paths on students’ academic achievements and partial online self-regulated learning abilities (task strategies, time management, and self-evaluation). In addition, visualizations with learning paths optimized students’ online self-regulated learning process, making their learning patterns more regular and efficient. Besides, college students expressed high satisfaction with the visual learning paths. The findings suggest a new direction for optimizing visualizations and have implications for promoting the quality of online learning.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic community engagement on social networking sites, creative behaviour and work performance: The mediating mechanisms of knowledge sharing and relationship quality","authors":"Ninh Nguyen, Thac Dang-Van, Tan Vo-Thanh, Trung Dam-Huy Thai, Hoang Viet Nguyen","doi":"10.1007/s10639-024-12918-2","DOIUrl":"https://doi.org/10.1007/s10639-024-12918-2","url":null,"abstract":"<p>Researchers have increasingly engaged in academic communities on social networking sites (SNSs). This study seeks to examine the impact of academic community engagement on Facebook (ACEF) on researchers’ creative behaviour and work performance, with the mediating mechanisms of relationship quality and knowledge sharing. Data were obtained from 213 researchers in an emerging country, i.e., Vietnam. Results of structural equation modelling demonstrate that ACEF indirectly influences researchers’ creative behaviour and work performance in dualistic approaches. In particular, the relationships between ACEF and work performance and between ACEF and creative behaviour are positively mediated by relationship quality. Furthermore, knowledge sharing positively mediates the ACEF-creative behaviour and relationship quality-creative behaviour links. This study is among the first to develop and validate a unique model explaining the mechanism through which ACEF impacts researchers’ work and behavioural outcomes. The findings have important implications for researchers and educational institutions in promoting academic community engagement on SNSs, which can enhance knowledge sharing, creative behaviour and work performance.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial intelligence applications in education: Natural language processing in detecting misconceptions","authors":"Yunus Kökver, Hüseyin Miraç Pektaş, Harun Çelik","doi":"10.1007/s10639-024-12919-1","DOIUrl":"https://doi.org/10.1007/s10639-024-12919-1","url":null,"abstract":"<p>This study aims to determine the misconceptions of teacher candidates about the greenhouse effect concept by using Artificial Intelligence (AI) algorithm instead of human experts. The Knowledge Discovery from Data (KDD) process model was preferred in the study where the Analyse, Design, Develop, Implement, Evaluate (ADDIE) instructional design cycle was used. The dataset obtained from 402 teacher candidates was analysed by Natural Language Processing (NLP) methods. Data was classified using Machine Learning (ML), one of the AI tools, and supervised learning algorithms. It was concluded that 175 teacher candidates did not have sufficient knowledge about the concept of greenhouse effect. It was found that the AI algorithm with the highest accuracy rate and used to predict teacher candidates’ misconceptions was Multilayer Perceptron (MLP). Furthermore, through the Enhanced Ensemble Model Architecture developed by researchers, the combination of ML algorithms has achieved the highest accuracy rate. The kappa (κ) value was examined in determining the significant difference between the AI algorithm and the human expert evaluation, and it was found that there was a significant difference, and the strength of agreement was significant according to the research findings. The findings of the current study represent a significant alternative to the prevailing pedagogical approach, which has increasingly come to rely on information technologies in the process of improving conceptual understanding through the detection of conceptual misconceptions. In addition, recommendations were made for future studies.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating teachers’ perceptions of artificial intelligence tools in education: potential and difficulties","authors":"Mohammed Alwaqdani","doi":"10.1007/s10639-024-12903-9","DOIUrl":"https://doi.org/10.1007/s10639-024-12903-9","url":null,"abstract":"<p>This paper investigated teachers’ perceptions towards the integration of Artificial Intelligence educational tools (AIED) into their educational practices.Indeed, AI rapidly advances across various fields, including education, and it is essential to understand teachers’ perceptions to effectively harness its potential.The study used a quantitative methodology, employing a questionnaire to collect perspectives from 1101 Saudi teachers across different levels and backgrounds. The research attempted to address two research questions focused on (1) The potential of AI as a tool to enhance teaching practice, and (2) the Difficulties encountered by teachers when utilizing AIED tools. The findings showed many teachers acknowledge AIED’s potential to save time, assist in designing enriching activities, and personalize learning experiences, however, concerns exist regarding the effort required for training, potential job displacement, a lack of creativity and critical thinking, unintended consequences, and trust in AI’s error- free performance. Although teachers have explicit optimism about AIED’s benefits, a cautious stance emerges due to concerns about its impact on educational quality, human touch, and potential risks. These results emphasize the need for targeted professional development, collaborative efforts between educators and policymakers, and ethical considerations to ensure responsible and effective integration of AIED. Understanding teachers’ perspectives is crucial for informed decision-making and fostering a balanced approach that optimizes AIED’s contributions while upholding the principles of effective and inclusive education in the rapidly evolving Saudi educational landscape.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring students’ perspectives on Generative AI-assisted academic writing","authors":"Jinhee Kim, Seongryeong Yu, Rita Detrick, Na Li","doi":"10.1007/s10639-024-12878-7","DOIUrl":"https://doi.org/10.1007/s10639-024-12878-7","url":null,"abstract":"<p>The rapid development of generative artificial intelligence (GenAI), including large language models (LLM), has merged to support students in their academic writing process. Keeping pace with the technical and educational landscape requires careful consideration of the opportunities and challenges that GenAI-assisted systems create within education. This serves as a useful and necessary starting point for fully leveraging its potential for learning and teaching. Hence, it is crucial to gather insights from diverse perspectives and use cases from actual users, particularly the unique voices and needs of student-users. Therefore, this study explored and examined students' perceptions and experiences about GenAI-assisted academic writing by conducting in-depth interviews with 20 Chinese students in higher education after completing academic writing tasks using a ChatGPT4-embedded writing system developed by the research team. The study found that students expected AI to serve multiple roles, including multi-tasking writing assistant, virtual tutor, and digital peer to support multifaceted writing processes and performance. Students perceived that GenAI-assisted writing could benefit them in three areas including the writing process, performance, and their affective domain. Meanwhile, they also identified AI-related, student-related, and task-related challenges that were experienced during the GenAI-assisted writing activity. These findings contribute to a more nuanced understanding of GenAI's impact on academic writing that is inclusive of student perspectives, offering implications for educational AI design and instructional design.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning analytics dashboard-based self-regulated learning approach for enhancing students’ e-book-based blended learning","authors":"Christopher C. Y. Yang, Jiun-Yu Wu, Hiroaki Ogata","doi":"10.1007/s10639-024-12913-7","DOIUrl":"https://doi.org/10.1007/s10639-024-12913-7","url":null,"abstract":"<p>Blended learning (BL) combines traditional classroom activities with online learning resources, enabling students to obtain higher academic performance through well-defined interactive learning strategies. However, lacking the capacity to self-regulate their learning, many students might fail to comprehensively study the learning materials after face-to-face learning. In this study, a learning analytics dashboard (LAD)-based self-regulated learning (SRL) approach is proposed to enhance the students’ practices of SRL in an e-book-based BL environment. The proposed approach aims to support students to precisely reflect on their face-to-face e-book reading activities, effectively review the e-book learning materials after the face-to-face learning sessions, and, finally, set new goals for their next face-to-face learning session by using a LAD. To evaluate the effects of the proposed approach, a quasi-experimental design was deployed in a university-level course that adopted a BL model. The experimental group learned through the proposed approach using an e-book and the LAD, whereas the control group learned using the conventional BL approach using only the e-book. The results of the one-way analysis of covariance (ANCOVA) and Mann–Whitney U test demonstrate a statistically significant difference (<i>p</i>-value less than 0.01) between both groups in terms of students’ learning outcomes, awareness of SRL, self-efficacy (SE), and e-book reading engagements. This provides educators with evidence of the effectiveness of an explicit SRL approach in BL, which not only improves student learning outcomes from the given course and awareness of self-regulation and SE but also increases course engagement compared to students who learn with conventional BL approaches.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective","authors":"Masoud Rahimi, Jalil Fathi, Di Zou","doi":"10.1007/s10639-024-12896-5","DOIUrl":"https://doi.org/10.1007/s10639-024-12896-5","url":null,"abstract":"<p>Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners’ academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two intact classes were selected and randomly assigned to an electronic class (30 EFL learners), receiving AWCF electronically, and a non-electronic class (26 EFL learners), receiving written corrective feedback (WCF) non-electronically. Both groups of learners engaged in interactive writing activities guided by the principles of the activity theory, which capitalised on the roles of writing collaboration, social environment, and the mediation of electronic/nonelectronic artefacts to develop the writing skills. The required quantitative and qualitative data were collected via IELTS academic writing Task 1 and Task 2, a stimulated recall technique, and an individual semi-structured interview. The results of one-way ANCOVA indicated that the electronic learners outperformed their non-electronic counterparts in writing performance, task achievement, and grammatical range and accuracy, whilst no significant differences were found between the two groups’ coherence and cohesion and lexicon. The stimulated recall technique, conducted with seven electronic EFL learners, confirmed the electronic learners’ behavioural, cognitive, and affective engagement with the AWCF. The individual semi-structured interview, conducted with the same electronic learners, also indicated the electronic learners’ positive and negative attitudes and perceptions towards the AWCF, further corroborating the findings. Pedagogical implications are discussed within the framework of the activity theory to clarify how instructional procedures and learning environments can be designed to more effectively contribute to EFL learners’ interactive writing activities and, hence, their writing skills development.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting learning performance improvement: Role of online group assessment","authors":"Fengjuan Chen, Si Zhang, Qingtang Liu, Shufan Yu, Xiaojuan Li, Xinxin Zheng","doi":"10.1007/s10639-024-12907-5","DOIUrl":"https://doi.org/10.1007/s10639-024-12907-5","url":null,"abstract":"<p>Though online peer assessment is recognized as a critical factor in enhancing learning performance, pedagogical strategies and analysis of students’ peer assessment at the group level, rather than the individual level, are underexplored. Online group assessment (OGA) focuses on assessing peer-group work in an online environment. A total of 64 student teachers participated in this study, where they were divided into multiple groups of four. Each group was required to collaborate on completing an instructional design and engage in OGA activities. We utilized the Technological Pedagogical Content Knowledge (TPACK) scale to assess the instructional designs of student teachers, evaluating their ability to integrate technology, pedagogy, and content knowledge. In this research, we consider the TPACK scores of each group’s instructional design as their learning performance. The correlations between providing, receiving, and responding to comments and group learning performance were explored by adopting a mixed methods approach. The results indicated that OGA enhanced group learning performance. Providing comments was more associated with improved group learning performance than receiving and responding to them. Furthermore, providing informative comments was more associated with group learning performance than providing other types of comments. In addition, <i>innovative</i> responses were positively associated with group learning performance, while <i>uptake</i> responses were negatively associated with group learning performance. Finally, the discussion and suggestions of intervention for different stages of OGA are provided to help design and implement OGA activities in the future.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validity evidence regarding the use of DigCompEdu as a self-reflection tool: The case of Hungarian teacher educators","authors":"László Horváth, Tibor M. Pintér, Helga Misley, Ida Dringó-Horváth","doi":"10.1007/s10639-024-12914-6","DOIUrl":"https://doi.org/10.1007/s10639-024-12914-6","url":null,"abstract":"<p>Digital competence is crucial for technology integration in education, with teacher educators playing a vital role in preparing student teachers for digitalized environments. In our conceptualization of teachers’ digital competence (TDC), we emphasize its embeddedness in a professional context. The Digital Competence for Educators (DigCompEdu) framework aligns with this understanding, yet research focusing on teacher educators is limited. To address this gap, we followed a quantitative research strategy to explore different sources of validity evidence for the DigCompEdu in a small, non-representative Hungarian teacher-educator sample (<i>N</i> = 183) via an online questionnaire. Our study, regarding the DigCompEdu as a measure of TDC, aims to (1) establish validity evidence based on internal structure concerns via Partial Least Squares structural equation modelling to evaluate the validity and reliability of the tool, (2) compare TDC self-categorization with test results to provide validity evidence based on the consequences of testing, and (3) explore validity evidence based on relationships of TDC with other variables such as age, technological, and pedagogical competence. Our findings reveal a significant mediating effect of professional engagement on teacher educators’ ability to support student teachers’ digital competence development. Despite the sample’s limitation, this study contributes to refining the DigCompEdu framework and highlights the importance of professional engagement in fostering digital competence among teacher educators.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating ICT-led engagement with content in science and basic computing subjects of lower secondary schools in Rwanda","authors":"Olivier Habimana, Mathias Nduwingoma, Irénée Ndayambaje, Jean Francois Maniraho, Ali Kaleeba, Dany Kamuhanda, Evariste Mwumvaneza, Marie Claire Uwera, Albert Ngiruwonsanga, Evode Mukama, Celestin Ntivuguruzwa, Gerard Nizeyimana, Ezechiel Nsabayezu","doi":"10.1007/s10639-024-12904-8","DOIUrl":"https://doi.org/10.1007/s10639-024-12904-8","url":null,"abstract":"<p>This study explores the level of engagement with Information and Communication Technology (ICT) supported content among students and teachers in learning sciences and basic computing at Rwandan lower secondary schools. Data were collected from ten well-equipped smart classrooms across ten schools. A sample of 394 participants included ten deputy headteachers, 40 teachers, and 344 students. Interviews, classroom observations, and surveys were used for data collection. Findings revealed a significant digital divide among students due to limited ICT literacy, time constraints, and limited access to computer devices. Also, the findings indicate that teachers faced various challenges, including underutilisation of ICT in science lessons, primarily due to inadequate digital competence. The study recommends strategies to enhance students’ digital skills through training programs and foster ICT-oriented teacher communities of practice via professional development to improve digital competence and innovative teaching methods.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}