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A Study on ChatGPT-4 as an Innovative Approach to Enhancing English as a Foreign Language Writing Learning J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-04-17 Azzeddine Boudouaia, Samia Mouas, Bochra Kouider
The field of computer-assisted language learning has recently brought about a notable change in English as a Foreign Language (EFL) writing. Starting from October 2022, students across different academic fields have increasingly depended on ChatGPT-4 as a helpful resource for addressing particular challenges in EFL writing. This study aimed to investigate the use and acceptance of ChatGPT-4 in students’
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How to Make Computer-Based Feedback More Productive: The Power of Erroneous Solutions J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-04-15 Zhen Wang, Xinrui Pei, Hejie Zhu, Shaoying Gong, Enguo Wang
This research aims to expand our understanding of how to facilitate student feedback engagement processes in a computer-based formative assessment environment. In the present research, we designed a new type of elaborated feedback in terms of combining the correct solution and the erroneous solution, and the erroneous solution matched the student’s initial answer. Furthermore, we analyzed whether this
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Toward Artificial Intelligence-Human Paired Programming: A Review of the Educational Applications and Research on Artificial Intelligence Code-Generation Tools J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-04-04 Jiangyue Liu, Siran Li
Pair Programming is considered an effective approach to programming education, but the synchronous collaboration of two programmers involves complex coordination, making this method difficult to be widely adopted in educational settings. Artificial Intelligence (AI) code-generation tools have outstanding capabilities in program generation and natural language understanding, creating conducive conditions
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Exploring Gender Differences in Computational Thinking Among K-12 Students: A Meta-Analysis Investigating Influential Factors J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-04-04 Linlin Hu
This study employs meta-analysis to synthesize findings from 30 articles investigating gender differences in computational thinking (CT) among K-12 students. Encompassing 51 independent effect sizes, the meta-analysis involves a participant pool of 9181 individuals from various countries, comprising 4254 males and 4927 females. Results indicate statistically significant gender differences in CT (Hedges’s
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Crafting Compelling Argumentative Writing for Undergraduates: Exploring the Nexus of Digital Annotations, Conversational Agents, and Collaborative Concept Maps J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-04-03 Randi Proska Sandra, Wu-Yuin Hwang, Afifah Zafirah, Uun Hariyanti, Engkizar Engkizar, Ahmaddul Hadi, Ahmad Fauzan
Argumentative writing is a fundamental aspect of undergraduate students’ academic and scientific writing related to critical thinking and problem-solving skills. However, previous studies have shown that students face various difficulties with argumentative writing, such as unclear and illogical ideas, less-structured arguments, and unbalanced interpretation of issues, data, and evidence. This study
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From Blocks to Text: Bridging Programming Misconceptions J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-04-02 Monika Mladenović, Žana Žanko, Goran Zaharija
The use of a pedagogical approach mediated transfer with the bridging method has been successful in facilitating the transitions from block-based to text-based programming languages. Nevertheless, there is a lack of research addressing the impact of this transfer on programming misconceptions during the transition. The way programming concepts are taught to K-12 learners can later result in misconceptions
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Relationships Between Executive Functions and Computational Thinking J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-04-01 Tongxi Liu
Addressing cognitive disparities has become a paramount concern in computational thinking (CT) education. The intricate and nuanced relationships between CT and cognitive variations emphasize the needs to accommodate diverse cognitive profiles when fostering CT skills, recognizing that these cognitive functions can manifest as either strengths or limitations in different students. Consequently, understanding
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Collaboration with Generative Artificial Intelligence: An Exploratory Study Based on Learning Analytics J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-04-01 Jiangyue Liu, Siran Li, Qianyan Dong
The emergence of Generative Artificial Intelligence (GAI) has caused significant disruption to the traditional educational teaching ecosystem. GAI possesses remarkable capabilities in generating human-like text and boasts an extensive knowledge repository, thereby paving the way for potential collaboration with humans. However, current research on collaborating with GAI within the educational context
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Enhancing Academic Achievement and Engagement Through Digital Game-Based Learning: An Empirical Study on Middle School Students J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-03-25 Meital Amzalag, Dorin Kadusi, Shimon Peretz
Abundant research has tried to understand how games can be designed and used effectively to improve the learning process and to examine the correlations between digital learning games and student motivation, engagement, and knowledge retention. The current study examined the correlation between learning through digital game-based learning (DGBL) and students’ achievements, their sense of involvement
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Do 3–8 Years Old Children Benefit From Computational Thinking Development? A Meta-Analysis J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-03-11 Xiaowen Wang, Kan Kan Chan, Qianru Li, Shing On Leung
The interest in Computational Thinking (CT) development among young learners increases with the number of studies located in literature. In this study, a meta-analysis was conducted to address two main objectives: (a) the effectiveness of empirical interventions on the development of CT in children aged of 3–8 years; and (b) the variables that influence the effectiveness of the interventions. Following
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Predicting Robotics Pedagogical Content Knowledge: The Role of Computational and Design Thinking Dispositions via Teaching Beliefs J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-02-29 Chung-Yuan Hsu, Meng-Jung Tsai
This research aimed to investigate the structural relationships among teachers’ computational thinking (CT), design thinking (DT), robotics teaching beliefs, and robotics pedagogical content knowledge (RPCK). A total of 98 in-service and pre-service teachers who participated in a robotics teaching professional development workshop served as the sample of the study. A survey including the Computational
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Teachable Q&A Agent: The Effect of Chatbot Training by Students on Reading Interest and Engagement J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-02-27 Chen-Chung Liu, Wan-Jun Chen, Fang-ying Lo, Chia-Hui Chang, Hung-Ming Lin
Reading requires appropriate strategies to spark initial interest and sustain engagement. One promising strategy is the pedagogical approach of learning-by-teaching, transforming learners into active participants. Integrating this approach into digitalized and individualized reading contexts has the potential to foster the development of young readers. Currently, AI techniques are primarily used in
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Facilitating Student Learning With a Chatbot in an Online Math Learning Platform J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-31 Li Cheng, Ethan Croteau, Sami Baral, Cristina Heffernan, Neil Heffernan
Chatbots represent a promising technology for engaging students in math learning. Guided by Jerome Bruner’s constructivism and Lev Vygotsky’s Zone of Proximal Development, we designed and developed a chatbot that incorporates scaffolding strategies and social-emotional considerations, and we integrated it into ASSISTments, an online math learning platform. We conducted an experimental study to examine
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Debugging in Computational Thinking: A Meta-analysis on the Effects of Interventions on Debugging Skills J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-20 Chen Sun, Stephanie Yang, Betsy Becker
Computational thinking (CT), an essential 21st century skill, incorporates key computer science concepts such as abstraction, algorithms, and debugging. Debugging is particularly underrepresented in the CT training literature. This multi-level meta-analysis focused on debugging as a core CT skill, and investigated the effects of various debugging interventions. Moderator analyses revealed which interventions
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Preparing Teachers for Teaching Spatial Computational Thinking With Integrated Data Viewer Visualization of Weather Data: A Discipline-Based Perspective of Computational Thinking J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-19 Yan Sun, Jamie Dyer, Jonathan Harris
This study was grounded in the spatial computational thinking model developed by the 3D Weather project funded by the NSF STEM+C program. The model reflects a discipline-based perspective towards computational thinking and captures the spatial nature of computational thinking in meteorology and the reliance of computational thinking on spatial thinking for geospatial analysis. The research was conducted
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Effects of Dynamic Mathematical Software on Students’ Performance: A Three-Level Meta-Analysis J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-10 Zhongtian Ji, Kan Guo, Shuang Song
As a significant tool to integrate information technology and education, dynamic mathematical software (DMS) has been widely concerned in recent years. However, how to better apply it to instruction practice deserves further exploration. Thus, we adopted the meta-analysis method to analyze the DMS-based experiments published between 2000 and 2020. A three-level meta-analysis of data from 107 studies
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Effects of Robot-Assisted Language Learning on English-as-a-Foreign-Language Skill Development J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-10 Xueqing Wu, Rui Li
While numerous studies of robot-assisted language learning (RALL) for English-as-a-foreign-language (EFL) learners’ language skill development have been done, a comprehensive and theoretically-driven meta-analysis on its effects is still in paucity. To fill the gap, drawing on Activity Theory (AT), this study reported a meta-analysis from 47 independent studies out of 29 literature samples involving
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Mobile Learning and Students’ Academic Achievement: A Second-order Meta-analysis Study J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-08 Hong Li Yang, Jing Jing Xiang
Though the relationship between mobile learning and academic achievement has increasingly gained attention by some researchers, the meta-analysis studies have yet to definitively conclude the overall impact of mobile learning on academic achievement. In order to synthesize the findings of 22 meta-analyses that are directly pertinent to the research question, encompassing papers that have been published
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Effects of Virtual Reality Based Microteaching Training on Pre-Service Teachers’ Teaching Skills from a Multi-Dimensional Perspective J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-04 Jiahua Zhang, Qianqian Pan, Di Zhang, Bin Meng, Gwo-Jen Hwang
Virtual Reality (VR) shows the potential to tackle the limitations and deficiencies of traditional microteaching training by offering an intricate and lifelike environment that helps pre-service teachers to develop their teaching skills. However, the effects of VR training on each teaching skill sub-dimension remain inconclusive. This study identified nine sub-dimensions of teaching skills through
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Coding With Robots or Tablets? Effects of Technology-Enhanced Embodied Learning on Preschoolers’ Computational Thinking and Social-Emotional Competence J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-03 Weipeng Yang
Computational Thinking (CT) is essential for developing creativity, problem-solving, and digital competence in the 21st century. Coding tools like robotic toys and tablet apps have become popular in early childhood education to support CT development, but there is a debate on which tool is more effective. Little evidence exists on the effect of coding on children’s Social-Emotional Competence (SEC)
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Empowering Students to Thrive: The Role of CT and Self-Efficacy in Building Academic Resilience J. Educ. Comput. Res. (IF 4.345) Pub Date : 2024-01-02 Ting-Ting Wu, Lusia Maryani Silitonga, Budi Dharmawan, Astrid Tiara Murti
The relationship between computational thinking (CT) and academic self-efficacy for building students’ academic resilience—a trait crucial for problem-solving, peer relationships, and confidence development—was investigated. A mixed-methods approach was employed in a study involving 60 participants; half were given CT instruction and half were instructed traditionally. Quantitative data were analyzed
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Relations between Students’ Study Approaches, Perceptions of the Learning Environment, and Academic Achievement in Flipped Classroom Learning: Evidence from Self-Reported and Process Data J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-05-08 Feifei Han
This study examined the extent to which relations between students’ perceptions of the learning environment, academic achievement, and study approaches measured by both self-reported and process da...
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Technology-Integrated Computing Education in Early Childhood: A Systematic Literature Review J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-05-07 Ruohan Liu, Feiya Luo, Maya Israel
Technology has become an integral part of teaching and learning, but there is still limited understanding of how it is utilized to support computing education in early childhood. To address this kn...
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Learning Pattern Recognition Skills From Games: Design of an Online Pattern Recognition Educational Mobile Game Integrating Algebraic Reasoning Scaffolding J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-04-29 Yu-Chi Chen, Chi-Yu Chao, Huei-Tse Hou
Pattern recognition is an important skill in computational thinking. In this study, an equation puzzle game was developed by combining pattern recognition with algebraic reasoning, and scaffolding ...
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Facilitating Group Learning Using an Apprenticeship Model: Which Master is More Effective in Programming Instruction? J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-04-19 Manuel B. Garcia
Computer programming is a difficult course for many students. Prior works advocated for group learning pedagogies in pursuit of higher-level reasoning and conceptual understanding. However, the met...
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Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-04-13 Siu-Cheung Kong, Bowen Liu
This study implemented and evaluated the innovative use of a performance-based assessment platform to support the development of self-regulated learning (SRL) in senior primary students as they com...
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Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-04-13 Ying Zhou, Ching Sing Chai, Xiuting Li, Chao Ma, Baoping Li, Ding Yu, Jyh-Chong Liang
Computational thinking is a way of thinking that helps people “think like a computer scientist” to solve practical problems. However, practicing computational thinking through programming is depend...
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Impact of Teaching a Neuro-Computerized Course Through VLE to Develop Computational Thinking Among Mathematics Pre-service Teachers J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-04-05 Yousri Attia Mohamed Abouelenein, Mohamed Ali Nagy Elmaadaway
The current study aims to determine the effect of teaching a mechanic neuro-computerized course through virtual learning environments (VLE) to develop computational thinking among mathematics pre-s...
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Revisiting Analogical Reasoning in Computing Education: Use of Similarities Between Robot Programming Tasks in Debugging J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-03-17 ChanMin Kim, Emre Dinç, Eunseo Lee, Afaf Baabdullah, Anna Y. Zhang, Brian R. Belland
Analogical reasoning is considered to be a critical cognitive skill in programming. However, it has been rarely studied in a block-based programming context, especially involving both virtual and p...
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So, Why Do Students Perform Better in Gamified Courses? Understanding Motivational Styles in Educational Gamification J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-03-17 Jared R. Chapman, Tanner B. Kohler, Sam Gedeborg
Research on gamification’s effects in educational environments has been a growing domain in recent years. As research has demonstrated the power of gamified systems to effectively motivate learners...
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Title of the Manuscript: Examining the Effects of a Real-Time, Knowledge-Aware Tool for Academic Writing Assessment J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-03-16 Xu Li, Fan Ouyang, Jianwen Liu, Chengkun Wei, Wenzhi Chen
The computer-supported writing assessment (CSWA) has been widely used to reduce instructor workload and provide real-time feedback. Interpretability of CSWA draws extensive attention because it can...
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A Flipped Systematic Debugging Approach to Enhance Elementary Students’ Program Debugging Performance and Optimize Cognitive Load J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-03-16 Xuemin Gao, Khe Foon Hew
Reintroducing computer science (CS) education in K–12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential co...
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Exploring the Role of Process Data Analysis in Understanding Student Performance and Interactive Behavior in a Game-Based Argument Task J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-02-03 Yi Song, Mengxiao Zhu, Jesse R. Sparks
In this research, we use a process data analysis approach to gather additional evidence about students’ argumentation skills beyond their performance scores in a computer-based assessment. This gam...
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Adaptive Support With Working Examples in Serious Games About Programming J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-01-30 Pavlos Toukiloglou, Stelios Xinogalos
Serious games are a growing field in academic research and they are considered an effective tool for education. Game-based learning invokes motivation and engagement in students resulting in effect...
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Exploring the Learning Process and Effectiveness of STEM Education via Learning Behavior Analysis and the Interactive-Constructive- Active-Passive Framework J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-01-30 Hsin-Yu Lee, Yu-Ping Cheng, Wei-Sheng Wang, Chia-Ju Lin, Yueh-Min Huang
Given the inadequacy of assessed outcomes (e.g., final exam) and the importance of evaluating the learning process in STEM education, we use deep learning to develop the STEM learning behavior anal...
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The Relationship Between ICT Perceived Competence and Adolescents’ Digital Reading Performance: A Multilevel Mediation Study J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-01-28 Rushi Yu, Meishu Wang, Jie Hu
The age of information and communication technology (ICT) has witnessed the prevalence of computer-based reading. Previous studies yielded mixed results concerning the relationship between ICT perc...
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What Else Can Be Learned When Coding? A Configurative Literature Review of Learning Opportunities Through Computational Thinking J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-01-23 Ana Melro, Georgie Tarling, Taro Fujita, Judith Kleine Staarman
Underpinning the teaching of coding with Computational Thinking has proved relevant for diverse learners, particularly given the increasing demand in upskilling for today’s labour market. While lit...
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AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-01-19 Wu-Yuin Hwang, Rio Nurtantyana, Siska Wati Dewi Purba, Uun Hariyanti, Yuniar Indrihapsari, Herman Dwi Surjono
English as Foreign Language (EFL) writing is challenging for students due to the lack of related lexical resources to inspire them for meaningful writing besides grammar feedback. Moreover, it is c...
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Trusting and Learning From Virtual Humans that Correct Common Misconceptions J. Educ. Comput. Res. (IF 4.345) Pub Date : 2023-01-15 Noah L. Schroeder, Erin K. Chiou, Robert F. Siegle, Scotty D. Craig
Virtual humans are on-screen characters that are often embedded in learning technologies to deliver educational content. Little research has investigated how virtual humans can be used to correct c...
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An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-12-24 Hazra Imran
Adding gaming elements to conventional teaching methodologies has gained a lot of attention because of its ability to incorporate an engaging, motivating, and fun-based environment. As a result, le...
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The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-11-17 Na Zhai, Xiaomei Ma
Automated writing evaluation (AWE) has been frequently used to provide feedback on student writing. Many empirical studies have examined the effectiveness of AWE on writing quality, but the results...
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The Syncretic Effect of Dual-Source Data on Affective Computing in Online Learning Contexts: A Perspective From Convolutional Neural Network With Attention Mechanism J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-11-10 Xuesong Zhai, Jiaqi Xu, Nian-Shing Chen, Jun Shen, Yan Li, Yonggu Wang, Xiaoyan Chu, Yumeng Zhu
Affective computing (AC) has been regarded as a relevant approach to identifying online learners’ mental states and predicting their learning performance. Previous research mainly used one single-s...
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Mapping Computational Thinking Skills Through Digital Games Co-Creation Activity Amongst Malaysian Sub-urban Children J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-10-31 Mohd Kamal Othman, Syazni Jazlan, Fatin Afiqah Yamin, Shaziti Aman, Fitri Suraya Mohamad, Nurfarahani Norman Anuar, Abdulrazak Yahya Saleh, Ahmad Azaini Abdul Manaf
This study investigates how digital game co-creation promotes Computational Thinking (CT) skills among children in sub-urban primary schools. Understanding how CT skills can be fostered in learning...
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The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence From OECD Countries J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-10-28 Lucía Gorjón, Ainhoa Osés
The increasing presence of technologies at school has triggered a vivid debate on the way ICT influences students’ learning process. Using PISA 2018 data for 15-year-old students and hierarchical l...
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Who Can Benefit More From More or Less Elaborated Feedback in a Computer-Based Assessment? Dominant Goal Orientation Matters J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-10-27 Zhen Wang, Yang Cao, Shaoying Gong
Although learner characteristics have been identified as important moderator variables for feedback effectiveness, the question of why learners benefit differently from feedback has only received l...
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Recurrent Neural Network-FitNets: Improving Early Prediction of Student Performanceby Time-Series Knowledge Distillation J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-10-26 Ryusuke Murata, Fumiya Okubo, Tsubasa Minematsu, Yuta Taniguchi, Atsushi Shimada
This study helps improve the early prediction of student performance by RNN-FitNets, which applies knowledge distillation (KD) to the time series direction of the recurrent neural network (RNN) mod...
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Abstractive-Based Programming Approach to Computational Thinking: Discover, Extract, Create, and Assemble J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-10-26 Ndudi O. Ezeamuzie
Most studies suggest that students develop computational thinking (CT) through learning programming. However, when the target of CT is decoupled from programming, emerging evidence challenges the a...
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Effectiveness of Feedback Based on Log File Analysis in Introductory Programming Courses J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-10-25 Heidi Meier, Marina Lepp
Especially in large courses, feedback is often given only on the final results; less attention is paid to the programming process. Today, however, some programming environments, e.g., Thonny, log a...
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The Effects of Computational Thinking Integration in STEM on Students’ Learning Performance in K-12 Education: A Meta-analysis J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-10-25 Li Cheng, Xiaoman Wang, Albert D. Ritzhaupt
Computational thinking is believed to be beneficial for Science, Technology, Engineering, and Mathematics (STEM) learning as it is closely related to many other skills required by STEM disciplines....
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Investigating Students’ Engagement Patterns and Supporting Game Features in a Personalized Computerized Role-Playing Game Environment J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-09-23 Lin Zhong
Engagement in educational games was conceptualized as four dimensions but few studies have examined the four dimensions together. Additionally, game features vary greatly in different game genres t...
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Distributed Pair Programming in Higher Education: A Systematic Literature Review J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-09-20 Maya Satratzemi, Xinogalos Stelios, Despina Tsompanoudi
This paper presents a Systematic Literature Review (SLR) of fifty-seven studies on Distributed Pair Programming (DPP) in higher education, identifying which studies investigated factors on the effe...
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Personalized Recommendation in the Adaptive Learning System: The Role of Adaptive Testing Technology J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-09-16 Jing Dai, Xiaoqing Gu, Jiawen Zhu
Personalized recommendation plays an important role on content selection during the adaptive learning process. It is always a challenge on how to recommend effective items to improve learning perfo...
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The Roles of Epistemic Curiosity and Situational Interest in Students’ Attitudinal Learning in Immersive Virtual Reality Environments J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-09-09 Kun-Hung Cheng, Silvia Wen-Yu Lee, Ying-Tai Hsu
Research has addressed the benefits of immersive virtual reality (IVR) for affective learning rather than cognitive performance, indicating the necessity to explore what factors may influence learn...
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How Multidimensional is Computational Thinking Competency? A Bi-Factor Model of the Computational Thinking Challenge J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-09-08 Rina PY Lai, Michelle R Ellefson
Computational thinking (CT) is an emerging and multifaceted competence important to the computing era. However, despite the growing consensus that CT is a competence domain, its theoretical and emp...
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Improving Vocabulary in English as a Foreign Language among Students with Dyslexia Using Hybrid Technology J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-08-23 Sigal Eden, Livnat Shmila
The study investigates the effect of hybrid technology (HT), which combine physical objects and virtual effects, on learning receptive-vocabulary in English as a foreign-language (EFL) among studen...
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Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-07-17 Xiaojing Weng, Oi-Lam Ng, Zhihao Cui, Suzannie Leung
Creativity, one of the cornerstones of students’ 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Mean...
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Online Versus Offline Peer Feedback in Higher Education: A Meta-Analysis J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-07-15 Mirella V. Jongsma, Danny J. Scholten, Jacqueline E. van Muijlwijk-Koezen, Martijn Meeter
In recent years, the technical possibilities of educational technologies regarding online peer feedback have developed rapidly. However, the impact of online peer feedback activities compared to tr...
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Mining Large Open Online Learning Networks: Exploring Community Dynamics and Communities of Performance J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-07-09 Wanli Xing, Hanxiang Du
Online learning communities are becoming increasingly popular as they are known to support collaborative dialogue and knowledge building. Previous studies have typically focused on small, closed le...
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Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-06-28 Shu-Chiao Tsai
Due to the outbreak of COVID 19, an online bilingual curriculum was conducted via Google Meet. The learning material was developed and implemented by using a smartphone application, STEMUP, based o...
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Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms J. Educ. Comput. Res. (IF 4.345) Pub Date : 2022-06-24 Yu-Chi Chen, Huei-Tse Hou, Chang-Hsin Wu
A scaffolding-based mind tool was designed to allow teachers to easily create lesson plans for in-class gamified activities and to embed various scaffoldings in the lesson plan design. The purpose ...