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Exploring digital parenting awareness, self‐efficacy and attitudes in families with special needs children Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-03-27 Özlem Altindağ Kumaş, Adile Emel Sardohan Yildirim
This study was conducted to measure the digital parenting awareness, attitude and self‐efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening
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Exploring influential factors in peer upvoting within social annotation Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-03-16 Shan Li, Xiaoshan Huang, Lijia Lin, Fu Chen
Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants
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Mapping the self in self‐regulation using complex dynamic systems approach Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-03-14 Mohammed Saqr, Sonsoles López‐Pernas
Complex dynamic systems offer a rich platform for understanding the individual or the person‐specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or person‐specific) methods can accurately and precisely model the individual
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Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support? Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-03-12 Katharina Teich, Vanessa Stefanie Loock, Nikol Rummel
Online courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self‐regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self‐regulated learning (SRL) support might be needed. In
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Viewing tailored nudges is correlated with improved mastery‐based assessment scores Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-03-11 Rebecca L. Matz, Mark Mills, Holly A. Derry, Benjamin T. Hayward, Caitlin Hayward
Mastery‐based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two‐part series of nudges designed to improve students' engagement with and performance on mastery‐based assignments in high‐enrollment, introductory undergraduate courses. Students
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Speech analysis of teaching assistant interventions in small group collaborative problem solving with undergraduate engineering students Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-03-01 Cynthia M. D'Angelo, Robin Jephthah Rajarathinam
This descriptive study focuses on using voice activity detection (VAD) algorithms to extract student speech data in order to better understand the collaboration of small group work and the impact of teaching assistant (TA) interventions in undergraduate engineering discussion sections. Audio data were recorded from individual students wearing head‐mounted noise‐cancelling microphones. Video data of
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Learner engagement with instructor‐generated video Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-29 Aron Truss, Karen McBride, Hannah Porter, Valerie Anderson, Geraldine Stilwell, Christina Philippou, Andy Taggart
Effective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor‐generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses
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Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-27 Enrico Gandolfi, Richard E. Ferdig, Karl W. Kosko
Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact
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Investigating the relationship between math literacy and linguistic synchrony in online mathematical discussions through large‐scale data analytics Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-27 Yukyeong Song, Wanli Xing, Chenglu Li, Xiaoyi Tian, Yingbo Ma
Previous literature has associated math literacy with linguistic factors such as verbal ability and phonological skills. However, few studies have investigated linguistic synchrony, shown in mathematical discussions. This study modelled math literacy and examined the relationship of math literacy with linguistic synchrony between students and facilitators. We retrieved data from 20,776 online mathematical
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Effect of an AI‐based chatbot on students' learning performance in alternate reality game‐based museum learning Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-27 Hsin‐Yi Liang, Gwo‐Jen Hwang, Tien‐Yu Hsu, Jen‐Yuan Yeh
Recently, alternate reality games (ARGs) have been applied in museum learning to encourage learners' active engagement through playful problem‐solving activities. However, most learners have insufficient prior knowledge and metacognitive skills to complete the learning tasks in such games. To support learning with ARGs, there is a need to provide proper feedback so that the learners are capable of
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Beyond hard workout: A multimodal framework for personalised running training with immersive technologies Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-26 Fernando Pedro Cardenas Hernandez, Jan Schneider, Daniele Di Mitri, Ioana Jivet, Hendrik Drachsler
Training to run is not straightforward since without proper personalised supervision and planning, people will not improve their performance and will increase the risk of injuries. This study aims to identify the different factors that influence running training programmes, examining the benefits, challenges or limitations of personalised plans. Moreover, this study explores how multimodal, immersive
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Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-26 Filip Moons, Alexander Holvoet, Katrin Klingbeil, Ellen Vandervieren
In this crossover experiment, we investigated the impact of a statement bank, enabling the reuse of previously written feedback (SA condition), on 45 math teachers' feedback for 60 completed linear equation tests, compared to traditional pen‐and‐paper feedback (PP condition). In the SA condition, teachers were encouraged to use atomic feedback, a set of formulation requirements that makes feedback
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Human‐Centred Learning Analytics: 2019–24 Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-26 Simon Buckingham Shum, Roberto Martínez‐Maldonado, Yannis Dimitriadis, Patricia Santos
Human‐Centred Learning Analytics (HCLA) has emerged in the last 5 years as an active sub‐topic within Learning Analytics, drawing primarily on the theories and methods of Human‐Computer Interaction (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stakeholders in the LA design process, evaluating systems
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Anatomizing online collaborative inquiry using directional epistemic network analysis and trajectory tracking Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-24 Shen Ba, Xiao Hu, David Stein, Qingtang Liu
Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem‐solving and critical thinking in online inquiry‐based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis
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Assessing implicit computational thinking in game‐based learning: A logical puzzle game study Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-23 Tongxi Liu
To date, extensive work has been devoted to incorporating computational thinking in K‐12 education. Recognizing students' computational thinking stages in game‐based learning environments is essential to capture unproductive learning and provide appropriate scaffolding. However, few reliable and valid computational thinking measures have been developed, especially in games, where computational knowledge
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What makes tablet-based learning effective? A study of the role of real-time adaptive feedback Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-07 Tiphaine Colliot, Omar Krichen, Nathalie Girard, Éric Anquetil, Éric Jamet
This study investigated the added value of real-time adaptive feedback on seventh graders' performances in tablet-based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper-and-pencil, pen-based tablet without feedback and pen-based tablet with feedback. The feedback was provided by a tutoring system based on an artificial
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Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-06 Andrew Kemp, Edward Palmer, Peter Strelan, Helen (Mery) Thompson
Many technology acceptance models used in education were originally designed for general technologies and later adopted by education researchers. This study extends Davis' technology acceptance model to specifically evaluate educational technologies in higher education, focusing on virtual classrooms. Prior research informed the construction of the model, which contains perceived usefulness, perceived
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Relationships among class climate, students' internal help-seeking inclinations, participation in peer help and achievement in an online class Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-02 Kun Huang, Victor Law, Anita Lee-Post
Help seeking has traditionally been studied in face-to-face settings using self-report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer-help analytics as well
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Use of human–computer interactive games for the dynamic assessment of language skills of children with autism spectrum disorder Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-02-02 Kai Zhang, Jingying Chen, Zongkai Yang
This study explored the influence of the dynamic assessment of human–computer interactive games on children's language potential. Thirty-seven special children aged 3–7 years were selected to participate in the study. They were divided into three groups according to their scores on the Autism Behaviour Checklist: (1) a non-autism group, (2) a suspected autism group and (3) an autism group. In two stages
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Effects of integrating a role-playing game into a virtual reality-based learning approach on students' perceptions of immersion, self-efficacy, learning motivation and achievements Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-25 Chih-Hung Chen, Jia-Yu Syu
Virtual contexts play a crucial role in assisting students' learning. Researchers have taken advantage of the potential of immersive virtual reality (VR) for situating students in inaccessible places, and for engaging them in learning activities. Meanwhile, several previous studies have reported that, in VR-based learning contexts, students' perception of immersion and learning motivation could be
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How students can be effective citizens in the digital age: Establishing the Teachers' Perceptions on Digital Citizenship Scale Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-24 Sam von Gillern, Chad Rose, Amy Hutchison
As teachers are purveyors of digital citizenship and their perspectives influence classroom practice, it is important to understand teachers' views on digital citizenship. This study establishes the Teachers' Perceptions of Digital Citizenship Scale (T-PODS) as a survey instrument for scholars to investigate educators' views on digital citizenship for their students. Drawing upon existing research
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A shared lens around sensemaking in learning analytics: What activity theory, definition of a situation and affordances can offer Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-23 Oleksandra Poquet
The paper argues that learning analytics as a research field can benefit from a theory-informed shared language to describe sensemaking of learning and teaching data. To make the case for such shared language, first, I critically review prominent sensemaking theories to then demonstrate how studies in learning analytics do not use coherent descriptions of sensemaking, eclectically combining the paradigms
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Investigating pedagogical agents' scaffolding of self-regulated learning in relation to learners' subgoals Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-16 Daryn A. Dever, Megan D. Wiedbusch, Sarah M. Romero, Roger Azevedo
Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self-regulated learning (SRL) via prompts and feedback to promote learners' monitoring and regulation of their cognitive, affective, metacognitive and motivational processes to achieve their (sub)goals. This study examines PAs' effectiveness in scaffolding and teaching SRL during learning with MetaTutor,
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Left to their own devices: An exploration of context in seamless work-related mobile learning Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-16 Imogen Casebourne
This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing
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Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word vector models Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-16 Héctor J. Pijeira-Díaz, Sophia Braumann, Janneke van de Pol, Tamara van Gog, Anique B. H. de Bruin
Advances in computational language models increasingly enable adaptive support for self-regulated learning (SRL) in digital learning environments (DLEs; eg, via automated feedback). However, the accuracy of those models is a common concern for educational stakeholders (eg, policymakers, researchers, teachers and learners themselves). We compared the accuracy of four Dutch language models (ie, spaCy
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Towards prescriptive analytics of self-regulated learning strategies: A reinforcement learning approach Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-10 Ikenna Osakwe, Guanliang Chen, Yizhou Fan, Mladen Rakovic, Shaveen Singh, Lyn Lim, Joep van der Graaf, Johanna Moore, Inge Molenaar, Maria Bannert, Alex Whitelock-Wainwright, Dragan Gašević
Self-regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self-regulatory demands of OLEs. Even so, existing SRL analysis
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Understanding why educational professionals engage with podcasts: Educational Podcasts Motivational Scale development and validation Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-10 Scott W. T. McNamara, Sophia D. Min
Educational podcasts have become an increasingly prevalent media used to disseminate profession-specific information through easily accessible means. Despite the potential of educational podcasts as convenient and effective medium, there is a dearth of literature dedicated to the topic. Thus, using the Uses and Gratification framework, the psychometric properties of the Educational Podcasts Motivation
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Design and implementation of an AI-enabled visual report tool as formative assessment to promote learning achievement and self-regulated learning: An experimental study Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-09 Xiaofang Liao, Xuedi Zhang, Zhifeng Wang, Heng Luo
Formative assessment is essential for improving teaching and learning, and AI and visualization techniques provide great potential for its design and delivery. Using NLP, cognitive diagnostic and visualization techniques designed to analyse and present students' monthly exam data, we developed an AI-enabled visual report tool comprising six modules and conducted an empirical study of its effectiveness
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Uncovering the predictive effect of behaviours on self-directed learning ability Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-08 Bowen Liu, Yonghe Wu, Hang Shu, Yongpeng Cui, Can Zuo, Wenhao Li
Self-direction has become an important skill in the 21st century. To cultivate learners with a high level of self-direction, it is necessary to diagnose their self-directed learning (SDL) ability. This study diagnosed and predicted learners' SDL ability based on their actual SDL behaviours. The study was performed in a self-directed 3D design class lasting 90 minutes. A total of 193 middle school students
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Investigation of the moderation effect of gender and study level on the acceptance and use of generative AI by higher education students: Comparative evidence from Poland and Egypt Br. J. Educ. Technol. (IF 5.268) Pub Date : 2024-01-04 Artur Strzelecki, Sara ElArabawy
This study delves into the implications of incorporating AI tools, specifically ChatGPT, in higher education contexts. With a primary focus on understanding the acceptance and utilization of ChatGPT among university students, the research utilizes the Unified Theory of Acceptance and Use of Technology (UTAUT) as the guiding framework. The investigation probes into four crucial constructs of UTAUT—performance
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How does drawing influence the effectiveness of oral self-explanation versus instructional explanation in video learning? Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-22 Yi Zhang, Caixia Liu, Yana Xing, Zhongling Pi, Jiumin Yang
This study investigated the effects of two types of oral explanations (ie, self-explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing
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How to train students to engage in text-picture integration for multimedia lessons Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-21 Xiaoxue Leng, Fuxing Wang, Richard E. Mayer, Tingting Zhao
This study investigated the effectiveness of visual training or verbal training on how to use a text-picture processing strategy for learning from computer-based multimedia instructional material. Sixty-nine university students were randomly assigned to the verbal training group (students received text-based instruction for a text-picture processing strategy), the visual training group (students observed
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Research on the patterns of the organic growth knowledge production based on a dual perspective of content and behaviour Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-19 Yaqian Xu, Yang Yang
A new mode of knowledge production, known as the ‘organic growth pattern’, has emerged within the online learning environment. It exhibits several unique features, such as iterative growth, fuelled by collective intelligence, fuzzy complexity, etc. It is more valuable and adaptable to support knowledge innovation within rapidly changing fields. To reveal its new evolutional production pattern and the
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Serious game the Emotion Detectives helps to improve social–emotional skills of children with neurodevelopmental disorders Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-18 Joanna Löytömäki, Pasi Ohtonen, Kerttu Huttunen
Children with neurodevelopmental disorders often have social–emotional difficulties. Serious games can be used to support their social–emotional learning. This study investigated if 6–10-year-old children with autism spectrum condition, attention deficit hyperactivity disorder and developmental language disorder would improve their emotion discrimination skills by playing a serious game. Intervention
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The impact of sound and immersive experience on learners when using virtual reality and tablet: A mixed-method study Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-16 Regina Kaplan-Rakowski, Deborah Cockerham, Richard E. Ferdig
Multisensory-rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, and learning. However, extensive sensory stimuli could also compromise learning through sensory overload. In museum settings, visitors who are inundated with excessive stimuli such as unrelated background music or competing visual options may not experience optimal
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Collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-08 Jinbo Tan, Lei Wu, Shanshan Ma
The purpose of this study was to investigate the collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance for both slow- and fast-paced students. Forty-six postgraduate students participated in the study. The students were asked to solve programming problems in pairs; those pairs' conversations were recorded when they worked on their tasks
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A dual-process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in South Korea Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-07 Ji Yae Bong, Kyunghwa Cho, Zhichun Liu, Dan He
High attrition/dropout rates and low engagement have been major concerns of online educators. This study examined female high school students' cognitive engagement and disengagement in an online learning context during the COVID-19 pandemic through the lens of self-determination theory's basic psychological needs. We investigated an extended dual-process motivation mediation model that emphasizes the
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The impact of social robots' presence and roles on children's performance in musical instrument practice Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-07 Heqiu Song, Emilia I. Barakova, Jaap Ham, Panos Markopoulos
Research on the educational applications of social robots has shown how they can motivate children and help improve academic learning outcomes. Here, we examine how robots can support skill learning and, more specifically, musical instrument practice. Drawing from social facilitation theory and evaluation apprehension theory we expected that the robot's mere presence would impact children's performance
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Empathic pedagogical conversational agents: A systematic literature review Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-12-06 Elvis Ortega-Ochoa, Marta Arguedas, Thanasis Daradoumis
Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating
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How do students learn with real-time personalized scaffolds? Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-11-30 Lyn Lim, Maria Bannert, Joep van der Graaf, Yizhou Fan, Mladen Rakovic, Shaveen Singh, Inge Molenaar, Dragan Gašević
Scaffolds that support self-regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning
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A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-11-20 Yuyao Tong, Chao Yang, Gaowei Chen
In this study, we examine the design process for a visual learning analytics (VLA) approach in addition to its effect on developing students' epistemic understanding of discourse and relationships to promote knowledge-building inquiry. Over a 3-month period, an experimental class of secondary school students took a visual arts course using a knowledge-building design augmented by VLA, while a comparison
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Measuring learning in digital games: Applying a game-based assessment framework Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-11-17 Chioma Udeozor, Fernando Russo Abegão, Jarka Glassey
Digital games (DGs) have the potential to immerse learners in simulated real-world environments that foster contextualised and active learning experiences. These also offer opportunities for performance assessments by providing an environment for students to carry out tasks requiring the application of knowledge and skills learned in the classroom. Although widely used for teaching and learning, there
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The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality-based training simulation Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-11-15 Eunbyul Yang, Sanghoon Park, Jeeheon Ryu
This study aimed to examine how the levels of physical fidelity of controllers (high, mid and low) and task repetitions (four trials) influence undergraduate students' perceived task load and performance in an immersive virtual reality (VR)-based simulation. The simulation was developed using the Unity 3D engine. VR controllers were developed to reflect a real power tool in three fidelity levels: high
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Introducing support for learner control: Temporal and organizational cues in instructional videos Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-11-10 Qiuchen Yu, Jiangfeng Gou, Yan Li, Zhongling Pi, Jiumin Yang
Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study examined the influence of cues on learners' behaviour
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How well do collaboration quality estimation models generalize across authentic school contexts? Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-10-20 Pankaj Chejara, Reet Kasepalu, Luis P. Prieto, María Jesús Rodríguez-Triana, Adolfo Ruiz Calleja, Bertrand Schneider
Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation
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Serious games research streams for social change: Critical review and framing Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-10-20 Marcel Fernandes Dallaqua, Breno Nunes, Marly M. Carvalho
The number of scientific publications about serious games has exponentially increased, often surpassing human limitations in processing such a large volume of information. Consequently, the importance of frameworks for summarising such fast-expanding literature has also grown. This paper draws a panorama of serious game research streams, focusing on higher education in engineering and management. The
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What is the impact of a multi-modal pedagogical conversational AI system on parents' concerns about technology use by young children? Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-10-17 Sinem Aslan, Lenitra M. Durham, Nese Alyuz, Rebecca Chierichetti, Pete A. Denman, Eda Okur, David I. Gonzalez Aguirre, Julio C. Zamora Esquivel, Hector A. Cordourier Maruri, Sangita Sharma, Giuseppe Raffa, Richard E. Mayer, Lama Nachman
Previous research showed that the parents acknowledged the technology's benefits for their young children's learning, however, they are still worried about the extended screen time, lack of physical activity and lack of social interactions. To address these concerns, we developed Kid Space to enable pedagogically appropriate technology use for children in early childhood education by combining various
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Effects of metalinguistic corrective feedback on novice EFL students' digital game-based grammar learning performances, perceptions and behavioural patterns Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-10-11 Lo-An Liu, Gwo-Jen Hwang
Learning with digital games has gained considerable popularity. While digital game-based learning has the potential to improve learners' language learning achievement, engagement and motivation, there still exists a gap when it comes to providing effective feedback to learners within these games. Conventional digital games generally provide learners with immediate error correction, which could be of
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Empowering active learning: A social annotation tool for improving student engagement Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-10-11 Tristan Cui, Jeff Wang
This study investigates the impact of Perusall, a social annotation tool, on an online postgraduate course conducted over two semesters at an Australian university. We examine the connection between students' pre-class engagement and learning outcomes, utilizing both secondary data from Perusall platform and primary data through a survey. The findings indicate that pre-class social annotations have
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An experimental study on reading in high-immersion virtual reality Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-10-03 Regina Kaplan-Rakowski, Alice Gruber
High-immersion virtual reality (VR) is an increasingly valued environment for language learners. Although reading constitutes a core language skill, practicing reading in VR has received little attention. In this between-subject, quantitative study, 79 intermediate learners of English at a German university were randomly assigned to view an interactive, multimedia-rich story under two conditions. In
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University students' digital spaces in online learning communities: Implications for understanding, protecting and maintaining privacy Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-10-02 Seda Özer Şanal, Büşra Çiçek
In addition to learning effectively and effectively in online learning communities (OLCs), students must be in a secure environment and privacy must be respected. The study aimed to identify privacy violations that university students encounter in OLCs, and identify recommendations and some strategies to implement to ensure privacy at the OLC. A qualitative research method was applied in the study
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Digital instinct—A keyword for making sense of students' digital practice and digital literacy Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-10-02 Mette Alma Kjærsholm Boie, Christian Dalsgaard, Francesco Caviglia
The paper introduces the student-coined term digital instinct which describes students' disposition to resorting to digital technology for solving problems and doing school assignments. Taking cues from the term digital instinct, the paper describes a student perspective on digital literacy emerging from 100 lived experience descriptions and interviews with 37 Danish upper secondary students. The findings
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Capturing self-regulated learning processes in virtual reality: Causal sequencing of multimodal data Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-09-30 Marta Sobocinski, Daryn Dever, Megan Wiedbusch, Foysal Mubarak, Roger Azevedo, Sanna Järvelä
This study examines the embodied ways in which learners monitor their cognition while learning about exponential functions in an immersive virtual reality (VR) based game, Pandemic by Prisms of Reality. Traditionally, metacognitive monitoring has been assessed through behavioural traces and verbalised instances. When learning in VR, learners are fully immersed in the learning environment, actively
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Assessing verbal interaction of adult learners in computer-supported collaborative problem solving Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-09-29 Siem Buseyne, Kamakshi Rajagopal, Thierry Danquigny, Fien Depaepe, Jean Heutte, Annelies Raes
The objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal
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Utilizing augmented reality for embodied mental rotation training: A learning analytics study Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-09-30 Jiaqi Yu, André R. Denham
Mental rotation is the ability to mentally rotate two-dimensional and three-dimensional objects in one's mind. Previous studies have examined the relationship between mental rotation abilities and embodied cognition. However, conflicting findings underscore the necessity for further investigation. This study aims to investigate how different levels of embodiment in mental rotation training affect mental
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Measuring and classifying students' cognitive load in pen-based mobile learning using handwriting, touch gestural and eye-tracking data Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-09-30 Qingchuan Li, Yan Luximon, Jiaxin Zhang, Yao Song
Although the utilization of mobile technologies has recently emerged in various educational settings, limited research has focused on cognitive load detection in the pen-based learning process. This research conducted two experimental studies to investigate what and how multimodal data can be used to measure and classify learners' real-time cognitive load. The results found that it was a promising
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In-game performance: The role of students' socio-economic status, self-efficacy and situational interest in an augmented reality game Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-09-26 Michaela Arztmann, Jessica Lizeth Domínguez Alfaro, Lisette Hornstra, Johan Jeuring, Liesbeth Kester
Digital games are widely used in education to motivate students for science. Additionally, augmented reality (AR) is increasingly used in education. However, recent research indicates that these technologies might not be equally beneficial for students with different background characteristics. Moreover, students with different backgrounds may differ in their self-efficacy and interest when playing
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Understanding privacy and data protection issues in learning analytics using a systematic review Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-09-15 Qinyi Liu, Mohammad Khalil
The field of learning analytics has advanced from infancy stages into a more practical domain, where tangible solutions are being implemented. Nevertheless, the field has encountered numerous privacy and data protection issues that have garnered significant and growing attention. In this systematic review, four databases were searched concerning privacy and data protection issues of learning analytics
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Leveraging cultural forms in human-centred learning analytics design Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-09-10 Fabio Campos, Ha Nguyen, June Ahn, Kara Jackson
In this article, we offer theory-grounded narratives of a 4-year participatory design process of a Learning Analytics tool with K-12 educators. We describe how we design-in-partnership by leveraging educators' routines, values and cultural representations into the designs of digital dashboards. We make our long-term reasoning visible by reflecting upon how design decisions were made, discussing key
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A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards Br. J. Educ. Technol. (IF 5.268) Pub Date : 2023-09-08 Korah Wiley, Yannis Dimitriadis, Marcia Linn
This paper describes a Human-Centred Learning Analytics (HCLA) design approach for developing learning analytics (LA) dashboards for K-12 classrooms that maintain both contextual relevance and scalability—two goals that are often in competition. Using mixed methods, we collected observational and interview data from teacher partners and assessment data from their students' engagement with the lesson