Showing papers in "Computer Education in 2016"
TL;DR: There was a moderate mean effect size of 0.523 for the application of mobile devices to education and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies.
Abstract: Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. This is a meta-analysis and research synthesis study for mobile-integrated education.110 published journal articles that were written over a 20-year period were coded and analyzed.The application of mobile devices to education has a moderate mean effect size.The effect sizes of moderator variables were analyzed.The benefits and drawbacks of mobile learning were synthesized.
1,040 citations
TL;DR: Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning.
Abstract: Continuing interest in digital games indicated that it would be useful to update Connolly et al.'s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.'s multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective, behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning. The current systematic literature review updates Author (date).The review looks at impacts and outcomes of playing digital games from 2009 to 2014.Multi-component coding of papers, games and learning outcomes was used.Many papers were found with 143 papers providing high quality evidence.Games for entertainment and learning addressed different outcomes.
743 citations
TL;DR: The objective of this paper is to outline this problem space in more detail and to create a valuable source of information that can help to define the starting position for future research.
Abstract: Within education, concepts such as distance learning, and open universities, are now becoming more widely used for teaching and learning. However, due to the nature of the subject domain, the teaching of Science, Technology, and Engineering are still relatively behind when using new technological approaches (particularly for online distance learning). The reason for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and hands-on experience. Often it is difficult to make these laboratories accessible for online access. Either the real lab needs to be enabled for remote access or it needs to be replicated as a fully software-based virtual lab. We argue for the latter concept since it offers some advantages over remotely controlled real labs, which will be elaborated further in this paper.We are now seeing new emerging technologies that can overcome some of the potential difficulties in this area. These include: computer graphics, augmented reality, computational dynamics, and virtual worlds. This paper summarizes the state of the art in virtual laboratories and virtual worlds in the fields of science, technology, and engineering. The main research activity in these fields is discussed but special emphasis is put on the field of robotics due to the maturity of this area within the virtual-education community. This is not a coincidence; starting from its widely multidisciplinary character, robotics is a perfect example where all the other fields of engineering and physics can contribute. Thus, the use of virtual labs for other scientific and non-robotic engineering uses can be seen to share many of the same learning processes. This can include supporting the introduction of new concepts as part of learning about science and technology, and introducing more general engineering knowledge, through to supporting more constructive (and collaborative) education and training activities in a more complex engineering topic such as robotics. The objective of this paper is to outline this problem space in more detail and to create a valuable source of information that can help to define the starting position for future research. State of the art in dynamics-based virtual laboratories.Defining the criteria for critical evaluation of existing technologies.State of the art in virtual worlds.Future advances in the field of virtual-world based laboratories.
506 citations
TL;DR: A post-MOOC survey of students' perceptions found that MOOC Course Content was a significant predictor of MOOC retention, with the relationship mediated by the effect of content on the Perceived Effectiveness of the course.
Abstract: Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities to a global audience. However, evidence suggests that only a small proportion of MOOC participants go on to complete their courses and relatively little is understood about the MOOC design and implementation factors that influence retention. This paper reports a survey study of 379 participants enrolled at university in Cairo who were encouraged to take a MOOC of their own choice as part of their development. 122 participants (32.2%) went onto to complete an entire course. There were no significant differences in completion rates by gender, level of study (undergraduate or postgraduate) or MOOC platform. A post-MOOC survey of students' perceptions found that MOOC Course Content was a significant predictor of MOOC retention, with the relationship mediated by the effect of content on the Perceived Effectiveness of the course. Interaction with the instructor of the MOOC was also found to be significant predictor of MOOC retention. Overall these constructs explained 79% of the variance in MOOC retention. We present a model explaining 79% of variance in MOOC learner retention.Course content affects MOOC learner retention via Perceived Effectiveness.Interaction with instructor affects MOOC learner retention directly.Those who pass the mid-point of a MOOC are likely to complete.
493 citations
TL;DR: The findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students' self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements.
Abstract: The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and out-of-class practicing time. However, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self-efficacy and self-regulation. The experimental results indicated that the post-test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self-regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self-regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self-efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students' self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements. A self-regulated flipped classroom approach was proposed.The approach helped students effectively schedule their out-of-class time.An experiment was conducted in an elementary school math course.The approach improved the students' learning achievement, self-efficacy and self-regulation.The approach helped the students determine learning goals and performance.
466 citations
TL;DR: It is recommended to implement a Visual Programming Language in educational settings in 5th and 6th grade in primary education through a cross-curricular implementation through an active approach to computational thinking and computational practices.
Abstract: Several authors and studies highlight the benefits of the integration of Computer Science into K-12 education. Applications such as Scratch have been demonstrated to be effective in educational environments. The aim of this study is to assess the use of a Visual Programming Language using Scratch in classroom practice, analyzing the outcomes and attitudes of 107 primary school students from 5th to 6th grade in five different schools in Spain. The intervention takes place in two academic years analyzing the practice of integrating coding and visual blocks programming in sciences and arts. The "Computational concepts and computational practices" dimension details a quasi-experimental approach, which showed significant improvement regarding learning programming concepts, logic, and computational practices with an active approach. The "Learning processes and coding in primary education" dimension analyzes the practice of the experimental group through questionnaires and structured observation. In this pedagogical design, students interact and create their own content related to curricular areas with several advantages, such as motivation, fun, commitment, and enthusiasm, showing improvements related to computational thinking and computational practices. Understanding of computational concepts through an active approach, Project Based Learning, usefulness, motivation, and commitment underline the importance and effectiveness of implementing a Visual Programming Language from active methodologies in primary education. Due to the aforementioned benefits and positive results obtained in this research, it is recommended to implement a Visual Programming Language in educational settings in 5th and 6th grade in primary education through a cross-curricular implementation. Display Omitted We analyze the use of "Scratch" through statistical inference and case study.Pretest/posttest design (99%) Active approach and Computational Concepts.Active Learning, contents in art and History, usefulness and fun.Possibility of learning sequences, loops, parallelism and events.Project Based Learning enables an active approach, obtaining high values.
364 citations
TL;DR: This paper analyzes the literature on virtual and remote labs from its beginnings to 2015, identifying the most influential publications, the most researched topics, and how the interest in those topics has evolved along the way.
Abstract: Laboratory experimentation plays an essential role in engineering and scientific education. Virtual and remote labs reduce the costs associated with conventional hands-on labs due to their required equipment, space, and maintenance staff. Furthermore, they provide additional benefits such as supporting distance learning, improving lab accessibility to handicapped people, and increasing safety for dangerous experimentation. This paper analyzes the literature on virtual and remote labs from its beginnings to 2015, identifying the most influential publications, the most researched topics, and how the interest in those topics has evolved along the way. To do so, bibliographical data gathered from ISI Web of Science, Scopus and GRC2014 have been examined using two prominent bibliometric approaches: science mapping and performance analysis. Display Omitted Laboratory experimentation plays an essential role in engineering and sci-entific education.Virtual and remote labs are emerging as a valuable alternative to conven-tional hands-on labs.This paper analyzes the literature on virtual and remote labs from 1993 to 2015.4405 records retrieved from ISI Web of Science, Scopus and GRC2014 are processed.Two bibliometric approaches are applied: performance analysis and science mapping.
362 citations
TL;DR: The results show that Social Media use is still rather limited and restricted and that academics are not much inclined to integrate these devices into their practices for several reasons, such as cultural resistance, pedagogical issues or institutional constraints.
Abstract: Social Media tools are seen by many authors as powerful drivers of change for teaching and learning practices, in terms of openness, interactivity and sociability. However, extensive surveys about actual use that are carried out with large samples at a national level are rare. This study reports the results of a survey addressed to the Italian academic staff, with the aim of identifying the uses of Social Media in the field of university teaching practices. The response rate was 10.5%, corresponding to 6139. The respondents were asked to identify frequency of use, motivations, teaching practices and obstacles related to the use of a number of tools: generic social network sites (Twitter, Facebook), professional and academic networking services (LinkedIn, ResearchGate and Academia.edu), tools to write and comment (blogs, wikis) and to archive and retrieve content material for lectures and group work (podcasts, YouTube and Vimeo, SlideShare). Analyses of data tested which socio-demographic variables mostly affected frequency of use, and the relationships between motivations, ways of use, barriers to use and the scientific discipline. The results show that Social Media use is still rather limited and restricted and that academics are not much inclined to integrate these devices into their practices for several reasons, such as cultural resistance, pedagogical issues or institutional constraints. However, there are differences among academics in the ways they use Social Media or perceive them, mostly depending on the scientific discipline of teaching. Overall, the results emphasise ambivalent attitudes towards the benefits and challenges of Social Media in the context of higher education with obstacles prevailing over advantages. We examine the frequency of use of Social Media for teaching purposes.The variable most associated with frequency of use is scientific discipline.We present motivations and ways to use Social Media tools in teaching.A principal component analysis reveals three main factors as obstacles to use.Results show a complex scenario where potentials and barriers are intertwined.
321 citations
TL;DR: Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science.
Abstract: Computer simulations have been shown to be effective instruments for teaching students about difficult concepts, particularly in the STEM disciplines. Emerging interface technologies are expanding the modalities with which learners can interact with these simulations, but the effects of these new interactions on conceptual understanding and student engagement have not been examined in great depth. We present here a study where middle school students learned about gravity and planetary motion in an immersive, whole-body interactive simulation, and we compared their learning and attitudes about science with students who used a desktop version of the same simulation. Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science. Mixed reality technologies allow for embodied interaction with science content.Whole-body interaction enhances learning of physics concepts.Compared to traditional simulations, embodied interaction leads to higher engagement.Whole-body interaction with simulations increases positive attitudes toward science.
306 citations
TL;DR: The results indicate that the quality of interpersonal interaction within a course relates positively and significantly to student grades, and suggest that frequent and effective student-instructor interaction creates an online environment that encourages students to commit themselves to the course and perform at a stronger academic level.
Abstract: Given the rapid growth in online coursework within higher education, it is important to establish and validate quality standards for these courses. While many online learning quality rubrics do exist, thus far there has been little empirical evidence establishing a clear link between specific course design features and concrete, student-level course outcomes. In the current study, the authors develop an online course design assessment rubric that includes four areas, and explore the impact of each area on student end-of-semester performance in 23 online courses at two community colleges. The results indicate that the quality of interpersonal interaction within a course relates positively and significantly to student grades. Additional analyses based on course observation and interview data suggest that frequent and effective student-instructor interaction creates an online environment that encourages students to commit themselves to the course and perform at a stronger academic level. A new online design assessment rubric is developed.The relationship between four online course design features and student course grades is examined.Quality of online interpersonal interaction relates positively to student grades.Typical practices of online courses with high- versus low-quality interpersonal interaction are showcased.Potential strategies to improve online learning outcomes are discussed.
305 citations
TL;DR: Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators' diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers.
Abstract: In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732źP-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators' diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age. Ninety percent of respondents defined PLNs as multifaceted systems.PLNs support affective, social, cognitive, and identity aspects of teacher growth.Almost all participants reported modifying teaching practices as a result of PLNs.Quarter of respondents credited PLNs as changing thinking about teaching.Respondents described PLNs' positive impact on student learning.
TL;DR: The studies showed that GBL have been used to teach a variety of subjects to children and young people in PE with mathematics, science, language and social studies being the most popular, however, the analysis shows that more Randomised Controlled Trial studies should be performed comparing GBL to traditional teaching approaches.
Abstract: Games-based Learning (GBL) has developed a reputation with educationalists it is perceived as a potentially engaging form of supplementary learning that could enhance the educational process and has been used at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence supporting GBL as an approach. This paper presents the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of GBL in Primary Education (PE) categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills and knowledge acquisition and content understanding. This paper presents a synthesis of these high quality studies associated with GBL. The studies showed that GBL have been used to teach a variety of subjects to children and young people in PE with mathematics, science, language and social studies being the most popular. However, the analysis shows that more Randomised Controlled Trial (RCT) studies should be performed comparing GBL to traditional teaching approaches to ascertain if GBL is a useful, viable teaching approach at PE level; there is a distinct lack of longitudinal studies and further longitudinal studies are required; further studies are required looking at whether there are pedagogical benefits of using 2D or 3D games at PE level to assess if 3D immersive games are indeed necessary; further studies are also required to perform comparisons between single and collaborative play and to identify the pedagogical benefits. A large systematic literature review of computer games at primary education.Uses a multi-dimensional framework to ensure the quality of the studies analysed.Searches through 18,000 papers to identify 105 relevant papers in the field.Provides a snap-shot in time and repository in computer games for primary education.
TL;DR: Findings indicated that regardless the language of instruction, MOOC participants were driven to learn by similar goals, emphasizing intrinsic motivation and self-determination, and large and small group interactions are significant for MOOC completion.
Abstract: Learning is mediated by language of instruction and social engagement. Both factors may play a significant role in understanding motivation to learn in massive open online courses (MOOCs). Therefore, the goal of this study was threefold: a. to compare motivation patterns of MOOC participants who study the same course but in a different language of instruction; b. to examine relationships between motivation gain and diverse modes of engagement; and c. to characterize MOOC completers according to their learning motivation. An exploratory case-study was conducted in the settings of a MOOC in Nanotechnology and Nanosensors, delivered in two languages: English and Arabic. The research sample included 325 participants from the English (N?=?289) and Arabic (N?=?36) MOOCs. The study applied the mixed methods approach, collecting data via pre- and post-questionnaires, forum posts, and email messages. Findings indicated that regardless the language of instruction, MOOC participants were driven to learn by similar goals, emphasizing intrinsic motivation and self-determination. Findings indicated a positive relationship between motivation gain, the number of messages posted to the online forums, and the number of members in the online study groups. Five types of MOOC completers were identified: problem-solvers, networkers, benefactors, innovation-seekers, and complementary-learners. Regardless language of instruction MOOC participants are driven to learn by similar goals.Intrinsic motivation and self-determination are rated high among MOOC participants.Five types of MOOC participants were identified according to their learning motivation.Large and small group interactions are significant for MOOC completion.
TL;DR: The results showed that male and female university students were equally susceptible to smartphone addiction, and males and females were equal in achieving high GPAs within same levels of smartphone addiction.
Abstract: This study aimed to verify whether achieving a distinctive academic performance is unlikely for students at high risk of smartphone addiction. Additionally, it verified whether this phenomenon was equally applicable to male and female students. After implementing systematic random sampling, 293 university students participated by completing an online survey questionnaire posted on the university's student information system. The survey questionnaire collected demographic information and responses to the Smartphone Addiction Scale-Short Version (SAS-SV) items. The results showed that male and female university students were equally susceptible to smartphone addiction. Additionally, male and female university students were equal in achieving cumulative GPAs with distinction or higher within the same levels of smartphone addiction. Furthermore, undergraduate students who were at a high risk of smartphone addiction were less likely to achieve cumulative GPAs of distinction or higher. Students who are at high risk of smartphone addiction are less likely to achieve high GPAs.Male and female university students are equally susceptible to smartphone addiction.Every other university student was identified as high risk for smartphone addiction.Males and females are equal in achieving high GPAs within same levels of smartphone addiction.
TL;DR: The results show that there are significant positive relationships between both chatting and online discussion and file sharing and knowledge sharing, and entertainment and enjoyment with student learning.
Abstract: The recent development of social networking brought new opportunities not only for socializing and marketing but also for knowledge sharing and learning. As the social computing technology is relatively new, a review of literature revealed lack of research on the impact of ways of using social networking sites (SNS) on knowledge sharing and learning among tertiary students. This paper aims to empirically examine the various categories of SNS use including: chatting and online discussion, creating knowledge and information content, file sharing, and enjoyment and entertainment by tertiary students at a University in Saudi Arabia. It will investigate the impact of these categories of SNS use on knowledge sharing and learning performance. We adopted a cross sectional survey questionnaire for data collection, and received 308 valid responses from a sample of students that include graduates and undergraduates. The results show that there are significant positive relationships between both chatting and online discussion and file sharing and knowledge sharing, and entertainment and enjoyment with student learning. The paper concludes with a discussion of the limitations and implications of this study, along with directions for further research. Increasing chatting and discussion in SN lead to increased knowledge sharing.Increasing file sharing in SN leads to increased knowledge sharing.Increasing enjoyment and entertainment in SN lead to increased learning.Increasing knowledge sharing in SN leads to increased student learning.
TL;DR: Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners, and students performed best when they are learning with EDALS integrated in commentator approach.
Abstract: An antagonistic relationship is traditionally seen as existing between eco-education and technology, with conventional instructional approaches usually characterized by a commentator guiding students in field learning. Unfortunately, in this passive learning approach, the discovery of rich ecological resources in eco-environments to stimulate positive emotions and experiences is often condensed into a "sightseeing". Therefore, precise and systematic guidance focused on providing a rich learning experience is needed in field learning and eco-education. Based on Kolb's experiential learning theory, the current study develops an eco-discovery AR-based learning model (EDALM) which is implemented in an eco-discovery AR-based learning system (EDALS). In a field experiment at a botanical garden, 21 middle school students constitute three groups participated in a learning activity using different learning types and media. Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners. In post-activity interviews, students indicated they found the exploration mode provided by the proposed system to be more interesting and helpful to their learning in school. The use of attractive technologies increase students' willingness not only to learn more about the environment, but also to develop a more positive emotional attachment to it. Design of an eco-discovery AR-based learning model and system (EDALS) for eco-education.Students used EDALS to connect virtual and real world to enrich exploring experience.Students performed best when they are learning with EDALS integrated in commentator approach.EDALS integrated with eco-environment stimulates students' positive emotions and engagement.
TL;DR: Examining students' asynchronous learning processes via an Educational Data Mining approach using data extracted from the Moodle logs of students who were grouped according to similar behaviors regarding effort, time spent working, and procrastination shows that there are variables more related to achievement and more suitable to group the students.
Abstract: The use of Learning Management Systems has grown exponentially in the last several years and has come to have a strong effect on the teaching-learning process, particularly in higher education. The present study intends to examine students' asynchronous learning processes via an Educational Data Mining approach using data extracted from the Moodle logs of students who were grouped according to similar behaviors regarding effort, time spent working, and procrastination. The behaviors were then matched with different levels of achievement.First, the different patterns of students' involvement in the learning process in a Learning Management System were clustered. Second, the different variables selected from the Moodle records were studied to see if they were equally suitable for the configuration of student clusters. Third, the relationships between those patterns to students' final marks were examined.After analyzing the log data gathered from a Moodle 2.0 course in which 140 undergraduate students were enrolled, four different patterns of learning with different final marks were found. Additional results showed that there are variables more related to achievement and more suitable to group the students on the basis of which the different groups were characterized, namely, two Task Oriented Groups (socially or individually focused) and two Non Task Oriented Groups (procrastinators or non-procrastinators). These results have implications in the design of interventions for improving students' learning processes and achievement in LMSs. This work tends to broaden the knowledge about the learning process in LMSs from an EDM approach.We examine students' interactions with Moodle and their relationship with achievement.We studied the different interaction patterns of students with the LMS in an authentic learning context.We identify the variables from the Moodle's records more suitable to difference de students.We find out patterns of learning related to different achievement.
TL;DR: This paper compares predictive methods to identify at-risk students in a course that used standards-based grading and finds the Naive Bayes Classifier model and an Ensemble model using a sequence of models had the best results among the seven tested modeling methods.
Abstract: Using predictive modeling methods, it is possible to identify at-risk students early and inform both the instructors and the students. While some universities have started to use standards-based grading, which has educational advantages over common score-based grading, at-risk prediction models have not been adapted to reap the benefits of standards-based grading in courses that utilize this grading. In this paper, we compare predictive methods to identify at-risk students in a course that used standards-based grading. Only in-semester performance data that were available to the course instructors were used in the prediction methods. When identifying at-risk students, it is important to minimize false negative (i.e., type II) error while not increasing false positive (i.e., type I) error significantly. To increase the generalizability of the models and accuracy of the predictions, we used a feature selection method to reduce the number of variables used in each model. The Naive Bayes Classifier model and an Ensemble model using a sequence of models (i.e., Support Vector Machine, K-Nearest Neighbors, and Naive Bayes Classifier) had the best results among the seven tested modeling methods. Seven different prediction models for identifying at-risk students were compared.Only in-semester performance factors (i.e., grades) were used in the models.Models were created based on standards-based grading.Feature selection method resulted in higher accuracy of the models.
TL;DR: Attitude toward MOOCs and perceived behavioral control were significant determinants of intention to use them and Autonomous motivation was an antecedent for all three core constructs of the TPB, while controlled motivation acted as an antecesent only for subjective norms.
Abstract: At the start of a teaching revolution, Massive Open Online Courses (MOOCs) represent the latest stage in distance education, and offer open educational resources to students around the globe. With their growing popularity, this study examines the factors that influence students' decisions to use MOOCs. To integrate the theory of planned behavior (TPB) and the self-determination theory (SDT) as a research framework, 475 university students in China participated in a survey on the five constructs hypothesized to explain their intention to use MOOCs for learning. Data were analyzed using structural equation modeling. The results showed that attitude toward MOOCs and perceived behavioral control (PBC) were significant determinants of intention to use them. Autonomous motivation was an antecedent for all three core constructs of the TPB, while controlled motivation acted as an antecedent only for subjective norms. Implications of the findings are discussed. Attitude toward MOOCs significantly predicts the intention to use them.Perceived behavioral control (significantly predicts the intention to use MOOCs.Autonomous motivation was an antecedent for all three core constructs of TPB.Controlled motivation acted as an antecedent only for subjective norms.
TL;DR: Study of how well-established approaches compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course suggests that all experimental conditions significantly impact on learning performance, but socialgamification returned better results interms of immediacy and for all types of assessments.
Abstract: Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N?=?379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments. Educational games, gamification and social networking are compared.Specific instruments are used or designed for each approach.Four experimental groups and one control group (N?=?379) are part of the experiment.All experimental conditions improve learning in practical assessments.Social gamification returns better results initially and across all learning activities.
TL;DR: The results show that areas for improvement involve the intervention dimension and the methods dimension, and best practices that cover all aspects of the study design and consist of game specific elements are provided.
Abstract: In recent years, research into the effectiveness of digital game-based learning (DGBL) has increased. However, a large heterogeneity in methods for assessing the effectiveness of DGBL exist, leading to questions regarding reliability and validity of certain methods. This has resulted in the need for a scientific basis to conduct this type of research, providing procedures, frameworks and methods that can be validated. The present study is part of a larger systematic process towards the development of a standardized procedure for conducting DGBL effectiveness studies. In a first phase, the variety in methods that are used for sampling, implementation of the interventions, measures and data analysis were mapped in a systematic literature review using Cochrane guidelines. The present paper reflects the second stage, where this variety in elements are presented to experts in psychology and pedagogy by means of semi-structured interviews, in order to define preferred methods for conducting DGBL effectiveness studies. The interview was structured according to five dimensions that were used in the literature review: 1) participants (e.g., characteristics of the sample involved) 2) intervention (e.g., contents, format, timings and treatment lengths, intervention(s) in control group(s)) 3) methods (sampling, assignment of participants to conditions, number of testing moments) 4) outcome measures (e.g., instruments used to measure a certain outcome) and 5) data-analysis. The interviews were transcribed and analyzed using qualitative software package nVivo. Our results show that areas for improvement involve the intervention dimension and the methods dimension. The proposed improvements relate to implementation of the interventions in both the experimental and control group, determining which elements are preferably omitted during the intervention (such as guidance by the instructor, extra elements that consist of substantive information) and which elements would be aloud (e.g., procedural help, training session). Also, variables on which similarity between experimental and control condition should be attained were determined (e.g., time exposed to intervention, instructor, day of the week). With regard to the methods dimension, proposed improvements relate to assignment of participants to conditions (e.g., variables to take into account when using blocked randomized design), general design (e.g. necessity of a pre-test and control group) test development (e.g., develop and pilot parallel tests) and testing moments (e.g., follow up after minimum 2 weeks). In sum, the present paper provides best practices that cover all aspects of the study design and consist of game specific elements. While several suggestions have been previously made regarding research design of DGBL effectiveness studies, these often do not cover all aspects of the research design. Hence, the results of this study can be seen as a base for a more systematic approach, which can be validated in the future in order to develop a standardized procedure for assessing the effectiveness of DGBL that can be applied flexibly across different contexts. Questions regarding current assessment practices of DGBL.Best practices for effectiveness assessment of educational games are defined.Interviews with experts in pedagogy/psychology were conducted.Areas for improvement and suggestions for improvement are defined.More systematic approach for effectiveness assessment in this field is recommended.
TL;DR: It is revealed that knowledge domain, class size, and the use of clicker questions, are among factors that significantly moderated the summary effect sizes observed among the studies in the meta-analysis.
Abstract: Audience Response Systems (ARS) are thought to be a good way of using technology to increase engagement in the classroom and have been widely adopted by many instructors seeking to improve academic performance through student engagement. While researchers have examined the degree to which they promote cognitive and non-cognitive learning outcomes in the classroom, most of their findings are largely mixed and inconclusive. This meta-analysis seeks to resolve the conflicting findings. Specifically, the meta-analysis compared classrooms that did, and did not use ARS-based technologies on different cognitive and non-cognitive learning outcomes to examine the potential effects of using ARS. Overall, we found small but significant effects of using ARS-based technologies on a number of desirable cognitive and non-cognitive learning outcomes. Further analysis revealed that knowledge domain, class size, and the use of clicker questions, are among factors that significantly moderated the summary effect sizes observed among the studies in the meta-analysis. These findings hold significant implication for the implementation of clicker-based technologies in the classroom. Clickers have a small but significant effect on cognitive learning outcomes.Clickers have a near medium effect on non-cognitive learning outcomes.These effects are moderated by a number of moderators.Findings have implication for instructional design and research.
TL;DR: It was found that the use of game mechanics had a positive effect on motivating students to engage with more difficult tasks, and that the quality of artifacts produced by participants in the experimental groups were higher than those in the control groups.
Abstract: There is an increasing interest in using game mechanics to foster user engagement in many real-world contexts. Many previous studies, however, focused on investigating user perceptions, while some experiment studies lacked control groups. Additionally, many studies in the higher education context focused on the discipline of Computer Science and Information Technology, and involved participants mainly in Europe or North America. In this paper, we report the effects of game mechanics on student cognitive and behavioral engagements through two experiment studies conducted in an Asian university. In Study 1, we employed a randomized experiment-control group design. The experiment group (n?=?11) attended an education-related course on Designing Questionnaire that incorporated the use of game mechanics (points, badges, and leader board), as well as course activities informed by the Self-Determination theory of motivation. The control group (n?=?11) attended the same course and activities taught by the same instructor but without the game mechanics. In a subsequent semester, we repeated the research with a larger cohort of students (Study 2) through a quasi-experiment design (n?=?20 experiment, and n?=?22 control group). The deployment of game mechanics produced greater student contribution in the discussion forums, but no significant difference on students' recall of factual knowledge. However, we found that the use of game mechanics had a positive effect on motivating students to engage with more difficult tasks, and that the quality of artifacts produced by participants in the experimental groups were higher than those in the control groups. The effects of badges, points and leader board on Asian students' behavioral and cognitive engagement were examined.Game mechanics produced greater student contribution in the discussion forums.No significant difference on students' recall of factual knowledge was found.Game mechanics positively motivated students to engage with more difficult tasks.Quality of artifacts produced in gamified groups higher than those in the control groups.
TL;DR: Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.
Abstract: The main objective of this study is to develop a self-report instrument to measure pre-service teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Tondeur, van Braak, Sang, Voogt, Fisser, & Ottenbreit-Leftwich, 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions. Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes. Item response modelling was used to validate an instrument.The instrument measures the adoption of strategies to prepare future teachers for ICT-use.A single construct underlies the adoption of effective strategies used in TTIs.Items on strategies to prepare pre-service teachers can be ordered from easy to hard.This instrument is essential for valid and reliable benchmarking in TTIs.
TL;DR: It is suggested that patterns of interactivity among learners can be measured, and teach us, not just about group dynamics and collaboration, but also about the actual individual learning process.
Abstract: The increased use of online discussions in learning environments both formal and informal, positions the construct of interactivity as central to learning. Interactivity in learning communities' online discourse is viewed in this study as a socio-constructivist process. It is the network of interactions among content items and participants which drives a collective knowledge construction process. Conceptualizing interactivity in the literature is still unclear and not enough is known about its role in knowledge construction and about its relationship to learning outcomes. In addition, assessing learning outcomes using analytics has not matured fully and is still subject to intense development. This study thus sets out to investigate the role of interactivity as a process of knowledge construction within online discussions, and in particular, its association with learning outcomes, as measured by formal assessment tasks. We present significant positive correlations between various interactivity measures, taken from various learning communities, and a set of well-known learning assessments. We suggest that patterns of interactivity among learners can be measured, and teach us, not just about group dynamics and collaboration, but also about the actual individual learning process. We show an empirical operationalization framework for interactivity in learning communities.Interactivity measures and various learning outcomes assessments are positively associated.Interactivity dimensions are suggested, theoretically and empirically based.
TL;DR: The results show that there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy, and this indirect effect holds for both female and male students.
Abstract: Students' self-efficacy in using information and communication technology (ICT) is among the most important motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to generate new knowledge about the role of ICT self-efficacy for students' ICT use and their computer and information literacy (CIL). Using the Norwegian data obtained from the International Computer and Information Literacy Study (ICILS) in 2013 (Nź=ź2410 students in grade level 9), we distinguish between self-efficacy in basic and advanced ICT skills and examine the relations to students' ICT use for different purposes (school-related task learning, study purposes, and recreation) and their achievement in a CIL test. The results show that: (1) self-efficacy in basic ICT skills is positively related to CIL achievement, whereas self-efficacy in advanced ICT skills shows a negative relation; (2) ICT use and ICT self-efficacy are positively correlated for some of the ICT use purposes; (3) there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy; (4) this indirect effect holds for both female and male students. Our findings point to a potential mechanism that links ICT use, self-efficacy, and CIL. Implications for future research and educational practice are discussed. ICT self-efficacy and computer and information literacy (CIL) are correlated.ICT use for task learning and CIL are related via ICT self-efficacy.ICT use for recreation and CIL are related via ICT self-efficacy.The indirect effects hold for girls and boys.Self-efficacy in basic and advanced ICT skills relate differently to CIL.
TL;DR: The findings showed that active participation had a direct influence on the perceived acquisition of cross-curricular competencies and on academic performance and that the use of YouTube as a teaching vehicle has a positive impact on students' learning outcomes and satisfaction.
Abstract: This paper presents the results of an educational innovation project based on learner-generated videos. The videos were created for a YouTube channel specifically developed for a marketing course. Despite the potential of YouTube as a learning tool in education, its use as a learning instrument for learner-generated content is scarce. In this project, students could voluntarily participate in the creation of videos, which were then uploaded to the channel by the professors. At the end of the course, students completed a questionnaire assessing learning outcomes and satisfaction. The findings showed that active participation had a direct influence on the perceived acquisition of cross-curricular competencies and on academic performance. While participation did not directly increase subjective learning or satisfaction with the course, it had an indirect influence through cross-curricular competencies. This research contributes to previous literature by showing how learner-generated content and the use of YouTube as a teaching vehicle has a positive impact on students' learning outcomes and satisfaction. Learner-generated content (videos for YouTube) is promoted in higher education.Video creation improves cross-curricular competencies and academic performance.Effects on satisfaction are null and effects on subjective learning are negative.These two variables are positively affected via cross-curricular competencies.Active and experiential learning help improve students' learning and satisfaction.
TL;DR: The findings suggested that user attitude, perceived behavioral control, subjective norms, and social bonds presented significant positive correlations to e- learning intention and indicated that intention enhanced the time for using e-learning technology rather than frequency.
Abstract: Intention-based research proposes that intention can effectively predict technology adoption behaviors and emphasizes examining antecedents to increase technology adoption intention. Intention-based research demonstrates how individual internal perceptions can derive external behaviors. However, individual behavioral intention can be changed due to external social influences. Although current research investigates the impact of social influence on behavioral intention, this investigation views it as usually manipulated as "subjective norm", which represents the social influence from a particular individual (or individuals) within a group. This kind of manipulation may be regrettable because we may ignore the important influences brought by the group as a whole. Group influences may change individual behavioral intention by the processes of compliance, identification, and internalization. However, current intention-based research devotes less of effort to investigate group influences with other intentional antecedents. To bridge this gap, this study extends intention-based research by considering the impact of group influences. Specifically, we examine e-learning technology adoption by extending theory of planned behavior with social identity and social bonds. Survey data collected from 201 e-learning participants is used to verify the developed hypotheses. Our findings suggested that user attitude, perceived behavioral control, subjective norms, and social bonds presented significant positive correlations to e-learning intention. In addition, social identity and social bonds could moderate the effect of subjective norms on intention. The findings also indicated that intention enhanced the time for using e-learning technology rather than frequency. Research implications and limitations are also discussed. We extend TPB with social identity (SI) and social bonds (SB) for e-learning adoption.We conduct a survey and apply PLS to examine the research framework and hypotheses.Attitude, subjective norms, PBC, and SB can predict intention.SI and SB moderate the effect of subjective norms on intention.We highlight the importance of group influences on e-learning intention.
TL;DR: A significant improvement in the children's emotional competences is shown, in comparison with the results obtained until now using earlier virtual reality systems.
Abstract: This paper proposes the design and application of an immersive virtual reality system to improve and train the emotional skills of students with autism spectrum disorders. It has been designed for primary school students between the ages of 7-12 and all participants have a confirmed diagnosis of autism spectrum disorder. The immersive environment allows the student to train and develop different social situations in a structured, visual and continuous manner. The use of a computer vision system to automatically determine the child's emotional state is proposed. This system has been created with two goals in mind, the first to update the social situations, with the student's emotional mood taken into account, and the second to confirm, automatically, if the child's behavior is appropriate in the represented social situation. The results described in this paper show a significant improvement in the children's emotional competences, in comparison with the results obtained until now using earlier virtual reality systems. Virtual reality to improve the emotional skills of ASD students.Immersive virtual reality system to create social situations where the students can practice their emotional responses.Design and implementation of protocols to evaluate the students' emotional response.Identify, develop and train appropriate emotional behaviors of ASD students.Immersive virtual reality system to create social situations to improve their emotional skills.
TL;DR: A study of elementary and middle school teachers' readiness as online learners draws on three years of data from an online course on Internet literacy and ethics for practicing teachers to find that male teachers exhibited statistically significantly greater readiness in the dimension of learning-transfer self-efficacy than did female teachers.
Abstract: The purpose of this research is to examine elementary and middle school teachers' readiness as online learners on the basis of the Teacher Readiness for Online Learning Measure (TROLM). This paper draws on three years (spring 2012-spring 2014) of data from an online course on Internet literacy and ethics for practicing teachers. Two sets of samples (128 and 248 teachers) facilitated this study's exploration and confirmation of the TROLM model's constructs. Results of exploratory and confirmatory factory analysis support an 18-item scale comprising four factors: communication self-efficacy, institutional support, self-directed learning, and learning-transfer self-efficacy. This study found that male teachers exhibited statistically significantly greater readiness in the dimension of learning-transfer self-efficacy than did female teachers. Teachers with a master's degree assigned a heavier weight to the dimensions of communication self-efficacy and learning-transfer self-efficacy than did teachers with a bachelor's degree. This study made two additional findings: the fewer teaching years a teacher had, the higher the teacher's communication self-efficacy tended to be; and the more teaching years a teacher had, the higher the teacher's self-directed learning tended to be. Suggestions for further research are provided. This study explores four main factors.This study examines elementary and middle school teachers' readiness as online learners.Male teachers exhibited greater readiness in learning-transfer self-efficacy.The fewer teaching years a teacher had, the higher the teacher's communication self-efficacy tended to be.