Showing papers in "Computers in Education in 2017"

Analyzing undergraduate students\' performance using educational data mining

Abstract: The tremendous growth in electronic data of universities creates the need to have some meaningful information extracted from these large volumes of data The advancement in the data mining field makes it possible to mine educational data in order to improve the quality of the educational processes This study, thus, uses data mining methods to study the performance of undergraduate students Two aspects of students' performance have been focused upon First, predicting students' academic achievement at the end of a four-year study programme Second, studying typical progressions and combining them with prediction results Two important groups of students have been identified: the low and high achieving students The results indicate that by focusing on a small number of courses that are indicators of particularly good or poor performance, it is possible to provide timely warning and support to low achieving students, and advice and opportunities to high performing students

E-learning success determinants: Brazilian empirical study

Abstract: E-learning is a web-based learning ecosystem for the dissemination of information, communication, and knowledge for education and training. Understanding the impact of e-learning on society, as well as its benefits, is important to link e-learning systems to their success drivers. The aim of this study is to find the determinants of user perceived satisfaction, use, and individual impact of e-learning. This study proposes a theoretical model integrating theories of information systems' satisfaction and success in the e-learning systems. The model was empirically validated in higher education institutions and university centers in Brazil through a quantitative method of structural equation modeling. Collaboration quality, information quality, and user perceived satisfaction explain e-learning use. The drivers of user perceived satisfaction are information quality, system quality, instructor attitude toward e-learning, diversity in assessment, and learner perceived interaction with others. System quality, use, and user perceived satisfaction explain individual impact.

Gender and attitudes toward technology use: A meta-analysis

Abstract: Gender difference in the attitude toward technology use has long been a concern in education. The last meta-analysis on this issue covered the empirical studies up to about 20 years ago. Since then, technology use has increased exponentially, and many more empirical studies have examined this issue, but showed inconsistent findings. As a result, there is a lack of clear understanding about if such gender difference still persists. The purpose of this research is to re-examine this issue by meta-analyzing the empirical research studies on this issue in the last two decades, and to examine the potential moderators that may have contributed to the heterogeneity of the research findings. A total of 50 articles from 1997 to 2014 were identified and used in this meta-analysis. The findings indicated that males still hold more favorable attitudes toward technology use than females, but such different would be characterized as small effect sizes. The comparison between this study and the last meta-analysis of about two decades ago suggested that there was only minimal reduction in the gender attitudinal gap in general. But when the general attitude was broken down to different dimensions of attitude, the present study showed a reduction of gender difference in the dimension of Affect and Self-efficacy , but not in the dimension of Belief . The limitations of the study were noted, and the implications and future research directions were discussed.

Stop propagating the learning styles myth

Abstract: We all differ from each other in a multitude of ways, and as such we also prefer many different things whether it is music, food or learning. Because of this, many students, parents, teachers, administrators and even researchers feel that it is intuitively correct to say that since different people prefer to learn visually, auditively, kinesthetically or whatever other way one can think of, we should also tailor teaching, learning situations and learning materials to those preferences. Is this a problem? The answer is a resounding: Yes! Broadly speaking, there are a number of major problems with the notion of learning styles. First, there is quite a difference between the way that someone prefers to learn and that which actually leads to effective and efficient learning. Second, a preference for how one studies is not a learning style. Most so-called learning styles are based on types; they classify people into distinct groups. The assumption that people cluster into distinct groups, however, receives very little support from objective studies. Finally, nearly all studies that report evidence for learning styles fail to satisfy just about all of the key criteria for scientific validity. This article delivers an evidence-informed plea to teachers, administrators and researchers to stop propagating the learning styles myth.

Some guidance on conducting and reporting qualitative studies

Abstract: This paper sets out to address the problem of the imbalance between the number of quantitative and qualitative articles published in highly ranked research journals, by providing guidelines for the design, implementation and reporting of qualitative research. Clarification is provided of key terms (such as quantitative and qualitative) and the interrelationships between them. The relative risks and benefits of using guidelines for qualitative research are considered, and the importance of using any such guidelines flexibly is highlighted. The proposed guidelines are based on a synthesis of existing guidelines and syntheses of guidelines from a range of fields.

Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment

Abstract: With the advancement of virtual reality (VR) technologies, medical students may now study complex anatomical structures in three-dimensional (3-D) virtual environments, without relying solely upon high cost, unsustainable cadavers or animal models. When coupled with a haptic input device, these systems support direct manipulation and exploration of the anatomical structures. Yet, prior studies provide inconclusive support for direct manipulation beyond passive viewing in virtual environments. In some cases, exposure to an “optimal view” appears to be the main source of learning gains, regardless of participants’ control of the system. In other cases, direct manipulation provides benefits beyond passive viewing. To address this issue, we compared medical students who either directly manipulated a virtual anatomical structure (inner ear) or passively viewed an interaction in a stereoscopic, 3-D environment. To ensure equal exposure to optimal views we utilized a yoked-pair design, such that for each participant who manipulated the structure a single matched participant viewed a recording of this interaction. Results indicate that participants in the manipulation group were more likely to successful generate (i.e., draw) the observed structures at posttest than the viewing group. Moreover, manipulation benefited students with low spatial ability more than students with high spatial ability. These results suggest that direct manipulation of the virtual environment facilitated embodiment of the anatomical structure and helped participants maintain a clear frame of reference while interacting, which particularly supported participants with low spatial ability.

A meta-analysis of the impact of technology on learning effectiveness of elementary students

Abstract: The existing studies suggest that if technology is interwoven comprehensively into pedagogy, it can act as a powerful tool for effective learning of the elementary students. This study conducted the meta-analysis by integrating the quantitative findings of 122 peer-reviewed academic papers that measured the impact of technology on learning effectiveness of elementary students. The results confirmed that the technology has a medium effect on learning effectiveness of elementary students. Further, this study analysed the effect sizes of moderating variables such as domain subject, application type, intervention duration, and learning environment. Finally, the impact of technology at different levels of moderating variables has been discussed and the implications for theory and practice are provided.

Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market

Abstract: Gamification is increasingly being used as a way to increase student engagement, motivate and promote learning and facilitate the development of sustainable life skills. Findings from research carried out to date on the effectiveness of gamification in educational contexts can be summarised as cautiously optimistic. However, researchers warn that further and more nuanced research is needed. It is generally accepted that matching an individual's learning style with the appropriate form of an instructional intervention significantly impacts upon the performance of the student and his/her achievement of learning outcomes. It is also widely acknowledged that personality traits have a significant impact on academic achievement. Knowing how individual characteristics will impact on the experience of gamification will inform the effective design of gamified learning interventions and enable its effective integration into the learning environment. This research examines the impact that different learning styles and personality traits have on students'; (1) perceptions of, (2) engagement with and, (3) overall performance in a gamified learning intervention developed using a prediction market. The study evidences a range of responses to gamification based upon individual learning styles and personality traits. Findings suggest that individuals who are orientated towards active or global learning styles have a positive impression of gamification. Other results suggest that extraverted individuals like gamification, while conscientious individuals are less motivated by it. These findings have important implications for practitioners deploying gamification. The key conclusion is that, as a tool for influencing individuals and mediating learning behaviours, gamification must be investigated and deployed in a nuanced manner with due regard paid to issues such as individual learning styles and personality traits.

Learning English with Augmented Reality: Do learning styles matter?

Abstract: This study attempted to develop and compare two Augmented Reality (AR) educational game systems for third graders to learn English vocabulary in free and situated surroundings. One system was developed based on a self-directed learning approach which did not restrict the learning sequence, while the other was based on a task-based learning approach which limited the learning sequence. The flow experience, cognitive load, foreign language learning anxiety, and learning effectiveness of the students with different learning styles (i.e., serial or global) were assessed. The results showed that the students using the self-directed or task-based AR educational game system had similar and high learning effectiveness, although those using the self-directed system revealed higher flow experience. However, the students with a serial learning style had lower mental effort and foreign language learning anxiety regardless of using the self-directed or the task-based AR educational game system. It was found that the challenge and control of the system conformed to the students' proficiency. The learning objects (e.g., pen, pencil, book, chair, desk, eraser, ruler, etc.) did not have a restrictive learning sequence. Providing free learning steps was preferable, and restricting which step to begin with was not necessary. This study confirms that the mental efforts of students are greater when they experience more learning anxiety at the same time; however, it is not the case that lower learning anxiety and mental effort is better for learning. On the contrary, a little learning anxiety and mental effort, but not too much, is helpful for learning.

Using Twitter for education: Beneficial or simply a waste of time?

Abstract: Twitter, a popular microblogging social networking site, allows individuals to communicate by sending short messages of up to 140 characters. Although it enables people to be in constant contact, its value in educational context is less clear. This paper is the first to examine empirical studies of using Twitter in teaching and learning over 10 years from 2006 to 2015, with the aim of understanding whether its implementation would benefit students or not. We identified a total of 51 eligible publications, and reported the analysis in four major categories: (a) the profile of studies, (b) the specific ways in which Twitter was employed in education, (c) the impacts on interactions, and (d) the impacts on students' learning outcomes. The findings reveal that Twitter was most commonly used for communication and assessment purposes. Although Twitter shows promise in improving interactions among learners and teachers, causality between Twitter use and learning performance remains to be conclusively established. Currently, the most beneficial use of Twitter is probably that of a “push” technology – such as the instructor sending important course information, homework assignments and test deadlines to students, as well as that of a platform for peer interaction. Many challenges still exist in using Twitter for teaching and learning. Based on our review of the literature, we proposed five guidelines that could help promote the educational value of Twitter use. We also identified several limitations of previous studies, and offered suggestions for future work.

An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system

Abstract: How to promote engagement and achievement in flipped classroom has been a critical research issue. It has been recognized that a course design enticing students' behaviour, emotional and cognitive engagements could promote achievement. Among the different types of engagements, behaviour engagement is relatively easier to measure and collect, especially with the help of learning management systems (LMS). This study focuses on the exploration of how online behaviour engagement affects achievement in flipped classroom with a problem-centered learning flow consisting of activation, demonstration, application, and integration. Learning data collected from ten courses was analysed. All the courses were conducted on the Moodle platform, with a total of 488 undergraduate students enrolled from 2010 to 2015Â at a university in Taiwan. A model depicting how online behaviour engagement affects achievement was developed using the partial least squares SEM (PLS-SEM) method. Findings demonstrate that engagement in problem-solving activities has a significant effect on achievement. Furthermore, engagement in self-assessment and self-reflection activities have a significant direct effect on engagement in online studies and social interaction, which in turn have a significant direct effect on engagement in problem-solving activities. Most important of all, the effect of the engagement in self-assessment and self-reflection on achievement is mediated by the engagement in problem-solving activities. Based on these findings, it is argued that the design of attractive and progressive problem-solving activities is at the heart of an effective flipped classroom, and promoting a learning culture of self-reflection and self-assessment helps trigger active engagements in other online learning activities.

Effects of different interactions on students' sense of community in e-learning environment

Abstract: While e-learning is increasingly being adopted, the issue of e-learning continuous usage has been an important task both in practice and in academia. Grounded in social exchange theory, this study aims to understand how interactions influence students' sense of community and continuous use intention of e-learning platform. A total of 643 students participated in this study. The results indicate that student-instructor interaction and student-student interaction significantly strengthen students' sense of membership and influence, in turn, promoting their stickiness with the e-learning platform. In addition, student-content interaction moderates the relationship between interactions among members and their sense of community. For online learning institutions, the results suggest that managers may need to provide relevant mechanisms to encourage interactions in e-learning platform for driving students' continuous usage.

Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns

Abstract: Scholars have indicated the importance of considering anxiety in language learning. They have also pointed out the potential of integrating learning content into gaming contexts. However, few have explored in-depth the learning processes in game-based learning environments while also taking students' learning anxiety into account. To address this issue, a problem-based English listening game was developed, and 77 ninth graders took part in the study by playing the game. A quasi-experiment was conducted to evaluate students' learning achievement, learning motivation and English anxiety. In addition, progressive sequential analysis was employed to explore the learning behavioral patterns of students with different levels of English anxiety. According to the three learning phases, it was found that the gaming approach benefited the students' learning achievement and motivation. Moreover, the students with higher levels of English anxiety progressively performed more complex learning and gaming behaviors in the gaming context, and had better learning achievement than those with lower levels of anxiety.

Now I know how! The learning process of medication administration among nursing students with non-immersive desktop virtual reality simulation

Abstract: The purpose of this study was to create and explore an effective and accessible teaching method for the higher education of professionals requiring practical skills. We aimed to evaluate the effectiveness of our Pharmacology Inter-Leaved Learning Virtual Reality (PILL-VR) simulation when applied to nursing education, as a tool for learning medication administration procedures. A quasi-experimental pretest-intervention-posttest comparison group design was conducted based on quantitative analysis of questionnaires, video recordings and worksheets. Participants were nursing students who either learned medication administration processes with a PILL-VR simulation platform (experimental group; n = 82) or who learned with lecture-based curriculum (n = 47; comparison group). The results revealed significantly higher conceptual and procedural knowledge learning gains following activity with the PILL-VR simulation compared to studying via lecture-based curriculum. PILL-VR exposed the students to their own errors, allowing procedure rehearsal followed by constant feedback which is essential to skill acquisition. Although PILL-VR is based on a desktop system, it facilitated a strong sense of presence. A small positive correlation was found on questionnaire scores between the sense of presence, particularly the sense of control, and conceptual-procedural learning of medication administration. This indicates that by improving students' sense of control in the PILL-VR, the learning process can be improved. Hence, VR simulations may provide affordable and flexible access to practice necessary practical skills in higher education, which is crucial to developing students’ expertise.

Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD)

Abstract: The use of information communication technologies (ICTs) in therapy offers new perspectives for treating many domains in individuals with autism spectrum disorders (ASD) because they can be used in many different ways and settings and they are attractive to the patients. We reviewed the available literature on serious games that are used to teach social interactions to individuals with ASD. After screening the Medline, Science Direct and ACM Digital Library databases, we found a total of 31 serious games: 16 that targeted emotion recognition or production and 15 that targeted social skills. There was a significant correlation between the number of reports per year and the year of publication. Serious games appeared promising because they can support training on many different skills and they favour interactions in diverse contexts and situations, some of which may resemble real life. However, the currently available serious games exhibit some limitations: (i) most of them are developed for High-Functioning individuals; (ii) their clinical validation has rarely met the evidence-based medicine standards; (iii) the game design is not usually described; and, (iv) in many cases, the clinical validation and playability/game design are not compatible.

Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance

Abstract: Accessing learning materials, that is, lecture slides, video lectures, shared assignments, and forum messages, is the most frequently performed online learning activity. However, students with different purposes, motivations, and preferences may exhibit different behaviors when accessing these materials. These different behaviors may further affect their learning performance. This study analyzed system logs recorded by a Learning Management System in which 59 computer science students participated in a blended learning course to learn mobile phone programming. The results revealed several significant findings. First, the students viewed the learning materials related to their classroom lectures (i.e., lecture slides and video lectures) for longer and more often than other learning materials (i.e., shared assignments and posted messages). Second, although the students spent a great deal of time viewing the online learning materials, most did not use annotation tools. Third, students’ viewing behaviors showed great variety and were clustered into three behavior patterns: “consistent use students” who intensively used all of the learning materials, “slide intensive use students” who intensively used the lecture slides, and “less use students” who infrequently used any learning material. These different behavior patterns were also associated with their motivation and learning performance. The results are discussed, and several suggestions for teachers, researchers, and system designers are proposed.

Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation

Abstract: In traditional flipped classroom (FC), learning of new content mostly occurs through watching videos and transferring information from instructor to students utilizing technological tools. The present study devised and examined a novel extension of the FC model. This model adds components that acknowledge the roles of instructor, learners, peer assessment, and embedded evaluation. Moreover, it highlights the value of technology and digital tools in supporting and enhancing active individual and collaborative learning, and the development of self-regulated strategies in in-class and out-of-class settings. The model was investigated in a qualitative study, which was conducted in a blended academic course, including synchronous and asynchronous lessons. The participants were 36 graduate students who were studying towards a Master Degree in Education. The paper analyzed learning experiences and their interpretations by the students. In contrast to traditional FC model, the findings revealed active learning of students in both in- and out-of-class settings that took place before, during, and after the lesson. The instructor promoted extensive independent learning, learning regulation, continuous dialogue and collaborative interactions among peers. The re-designed model highlights co-creation of the course content and of digital learning outcomes by students, self-regulation and teamwork co-regulation, which are rare in higher education.

The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis

Abstract: Students' active regulation of learning, through being motivated and a variety of cognitive and metacognitive strategies, is crucial to their online learning success Despite the large numbers enrolled in online language courses, very little is known about students' motivation and strategy use in these learning environments, or how they may affect their online learning outcomes This study helps fill this gap by examining students' motivation and learning-strategy use across a number of online language courses, and investigating the role of motivation and such strategies within the framework of self-regulated learning Based on data about online language-learning strategies collected from 466 high-school-level online language students in a Midwestern virtual school, our findings indicated that online learning strategies operated at a moderate level in the process of foreign language-learning Further analysis using structural equation modeling revealed that the use of online learning strategies predicted students’ online learning outcomes

The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment

Abstract: In this study a randomized experimental design was used to examine the effects of a digital formative assessment tool on mathematics achievement and motivation in grade three primary education (n schools = 79, n students = 1808). Experimental schools used a digital formative assessment tool whereas control schools used their regular teaching methods and materials. The tool provides student feedback, feedback to teachers, and adaptive assignments. Data included standardized achievement pre-posttest data, student motivation survey data, classroom observation data, and student log files. Multilevel analysis revealed positive effects on student achievement and motivation. Students’ intensity of use measurements support the effects found on student achievement and motivation. Furthermore, achievement effects were higher for high-performing students.

Video games can develop graduate skills in higher education students: A randomised trial

Abstract: This study measured the effects of playing commercial video games on the development of the desirable skills and competences sometimes referred to as ‘graduate attributes’. Undergraduate students in the Arts and Humanities were randomly assigned to either an intervention or a control group. Previously validated, self-report instruments to measure adaptability, resourcefulness and communication skill were administered to both groups. The intervention group played specified video games under controlled conditions over an eight week period. A large effect size was observed with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on the communication, adaptability, and resourcefulness scales respectively (p = 0.004, p = 0.002, and p = 0.013 for differences in groups by unpaired t-test). The large effect size and statistical significance of these results support the hypothesis that playing video games can improve self-reported graduate skills. The findings suggest that such game-based learning interventions have a role to play in higher education.

On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model

Abstract: The Technological, Pedagogical, and Content Knowledge (TPACK) framework – a framework which proposes a set of knowledge domains that are essential for effective teaching with technology – has gained considerable attention in the domain of education and technology. With the efforts to conceptualize these knowledge domains comes the question to what extent they can be distinguished empirically. Hence, the present study examines a measure that assesses pre-service teachers' self-efficacy in the technology-related TPACK dimensions (“T-dimensions”). In pursuit of crafting a validity argument, we investigated its factor structure and tested it for measurement invariance across gender and educational tracks, two subgroups that may indicate considerable differences. By means of multi-group confirmatory factor analysis, the data of N = 665 pre-service teachers in 18 teacher training institutions in Flanders (Belgium) revealed a nested factor structure of the TPACK measure, which comprised a general factor and a specific factor of pre-service teachers’ technological knowledge. This factor structure was fully invariant across gender and educational tracks. Mean differences between educational tracks did not occur; yet, substantial differences were found across gender in favor of male pre-service teachers. This study sheds light on critical aspects of crafting a validity argument for the measurement of the T-dimensions in the TPACK framework and reports relevant subgroup differences.

Interactive networks and social knowledge construction behavioral patterns in primary school teachers' online collaborative learning activities

Abstract: A four-stage online collaborative learning approach to supporting teachers' professional development was proposed and described in this paper This study investigated primary school teachers' interactive networks and social knowledge construction behavioral patterns in online collaborative learning activities The subject of this study was 83 primary school Chinese teachers who were participating in a structured online professional development program that was 6 months in duration By combining social network analysis, content analysis and lag sequential analysis, results showed that interactive networks generated in two rounds of online collaborative learning activities were low reciprocal, and loosely connected with a low cohesiveness There was no significant difference of behavior distributions between core and peripheral members Moreover, teachers' social knowledge construction behavioral patterns presented different characteristics in different rounds of activities In addition, this study identified certain problems in teachers' online learning Finally, some implications for the design of teacher education programs, limitations and further research plans are proposed

Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology

Abstract: In many innovations in technology and education in secondary schools, teachers are the crucial agents of these innovations. To select, match and support groups of teachers for particular school projects, school principals could be supported with insights into teachers’ beliefs about teaching, learning and technology. A teacher typology has been developed based on an online questionnaire completed by 1602 teachers from 59 Dutch secondary schools. Teachers are grouped on the basis of their beliefs about learned-centered teaching and attitudes towards technology, which underlie the school innovations that form the context of the current research. Five teacher types are distinguished: 1) Learner-centered teachers with technology, 2) Teachers critical of technology use in school, 3) Teachers uncomfortable with technology, 4) Teachers uneasy with learned-centered teaching and 5) Teachers critical of a clear-cut stance. This classification of teachers into these five types could be used to select or match the right group of teachers to a particular intervention or to organize different professional development activities for different types of school teachers.

Robotics applications grounded in learning theories on tertiary education: A systematic review

Abstract: Empirical evidence suggests the effectiveness of robotics as a learning complementary tool in tertiary education. In this context, some experiences benefited from the link between educational practice and theory. However, a comprehensive survey on initiatives that explores this link in universities and colleges is missing. This work systematically reviews quantitatively assessed robots applications, grounded in learning theories, in tertiary institutions. By applying a protocol review in different bibliographic databases, 15 papers were selected for synthesis. As a result, experiences developing non-robotic concepts and skills in universities and colleges were found. In most of the cases, Computer Science and Engineering undergraduate courses were involved. In addition, empirical results reported by the selected publications suggest that some literature proposals can be useful in practice. Based on the panorama obtained, this work also points out future directions for practitioners and researchers in education.

Understanding the role of user resistance on mobile learning usage among university students

Abstract: This study examined the factors affecting university students' resistance and intention to use of mobile learning by developing an integrated research model that combines innovation diffusion theory (IDT) and model of innovation resistance (MIR) We added the concepts of inertia and innovativeness to shed light on the personal aspects of students' adoption of mobile learning Data were collected from a self–administered online survey of South Korean university students ( N = 493) Structural equation results revealed that relative advantage, complexity, and inertia had significant effects on students' mobile learning resistance, with inertia being the most significant Relative advantage, innovativeness, and mobile learning resistance had significant effects on students’ intention to use mobile learning, with relative advantage being the most significant Furthermore, mobile learning resistance was found to mediate the effects of relative advantage and complexity on intention to use mobile learning The results provide valuable implications for researchers and educational practitioners to develop and implement appropriate strategies for mobile learning

A comparative analysis of forums and wikis as tools for online collaborative learning

Abstract: The current paper presents a comparative analysis of forums and wikis as tools for online collaborative learning. The comparison was developed analyzing the data collected during a collaborative experience in an asynchronous e-learning environment. The activities lasted five weeks and consisted of forum discussions and designing a project in a wiki environment. The research method included both quantitative and qualitative analyses. A quantitative comparison of forums and wikis was developed applying the coding scheme based on the following indicators: (1) inferencing, (2) producing, (3) developing, (4) evaluating, (5) summarizing, (6) organizing, and (7) supporting. The qualitative aspects were assessed using an open-ended questionnaire for collecting participants’ perspectives on the functionality of the collaborative tools. Results provided evidence of the different processes during the forum and wiki activities: processes such as inferencing, evaluating, organizing and supporting characterized forum discussions while wikis induced mainly processes of producing and developing. Different purposes were also evident: forums were useful for discussing, sharing ideas while wikis were used for developing a common collaborative document. In addition, the perceived time involved in performing the activities was different: forums were easier to access than wikis, while wikis required more time and were more difficult to use than forums. As a general conclusion it is not possible to state the superiority of one tool over another because each has its own characteristics and could be used with different purposes. Forums and wikis could have complementary functions and should be organized to complete each other for scaffolding students’ self-regulated strategies and learning. The findings are discussed in the framework of designing collaborative virtual courses with proper tool selection.

Data mining in educational technology classroom research: Can it make a contribution?

Abstract: The paper addresses and explains some of the key questions about the use of data mining in educational technology classroom research. Two examples of use of data mining techniques, namely, association rules mining and fuzzy representations are presented, from a study conducted in Europe and another in Australia. Both of these studies examine student learning, behaviors, and experiences within computer-supported classroom activities. In the first study, the technique of association rules mining was used to understand better how learners with different cognitive types interacted with a simulation to solve a problem. Association rules mining was found to be a useful method for obtaining reliable data about learners' use of the simulation and their performance with it. The study illustrates how data mining can be used to advance educational software evaluation practices in the field of educational technology. In the second study, the technique of fuzzy representations was employed to inductively explore questionnaire data. The study provides a good example of how educational technologists can use data mining for guiding and monitoring school-based technology integration efforts. Based on the outcomes, the implications of the study are discussed in terms of the need to develop educational data mining tools that can display results, information, explanations, comments, and recommendations in meaningful ways to non-expert users in data mining. Lastly, issues related to data privacy are addressed.

Exploring the effectiveness of integrating augmented reality-based materials to support writing activities

Abstract: In this study, whether using Augment Reality (AR)-based learning materials could benefit high school students in the process of Chinese writing was explored, along with the pros and cons of using AR for acquiring Chinese writing skills. In order to reduce the gap between the designers and practitioner teachers, Chinese instructors were invited to co-design the AR-based writing materials to achieve the integration of learners, teachers and educational system technology developers in a collaborative process. The AR-based writing support system was provided to a total of 30 twelfth-grade students who participated in the experiment. The students in the experimental group participated in the writing activity using both AR-based learning material and paper-based supports, while the control group worked with only paper-based writing support materials. The results revealed that the AR techniques helped the intermediate-level students the most in their writing performance of content control, article structure and wording. The students, especially the low-achievers, reflected that the functions of the AR system supported them to start writing the first paragraph more quickly, and enriched their ideas. A possible mode for integrating AR techniques in writing courses is proposed. This paper could serve as a reference for educators and learning technology researchers who wish to design AR-guided writing learning materials or courses with the goal of encouraging learners to experience the writing process in a variety of settings.

What affects learner's higher-order thinking in technology-enhanced learning environments? The effects of learner factors

Abstract: Higher-order thinking has long been confirmed as a critical predictor of success, both in academia and the workplace. Widespread endeavors to foster higher-order thinking have involved implementing instructional design interventions that engage learners in complicated cognitive activities. One representative design approach is the technology-enhanced learning environment (TEL), in which technological affordances are used to facilitate learners' higher-order thinking activities. For such design factors to work as intended, however, learner factors such as epistemological beliefs, attitudes toward technology use, and approaches to learning must lay the groundwork for the design intervention. This study investigated how learner factors interactively affected higher-order thinking in the contexts of TEL. A total of 487 undergraduates enrolled in various courses across seven universities in South Korea participated in this study. Structural equation modeling (SEM) revealed that learners' higher-order thinking was strongly and directly affected by deep learning approaches, but not by epistemological beliefs or attitudes toward technology use. Instead, these two factors indirectly affected higher-order thinking, mediated through the learner's deep learning approach. The theoretical and practical implications of the results for promoting higher-order thinking in TEL contexts are discussed.

A comprehensive text analysis of lecture slides to generate concept maps

Abstract: Current instructional methods widely support verbal learning through linear and sequential teaching materials, focusing on isolated pieces of information. However, an important aspect of learning design is to facilitate students in identifying relationships between information. The transformation of linearity in teaching resources into integrated network models such as concept maps facilitates effective knowledge organisation by constructing relationships between new and existing knowledge. However, the manual construction of concept maps from teaching materials places an additional workload on the academics involved. Consequently, this research investigates the effectiveness of automated approaches in extracting concept maps from lecture slides and the suitability of auto-generated concept maps as a pedagogical tool. We develop a set of Natural Language Processing (NLP) algorithms to support concept-relation-concept triple extraction to form concept maps. Structural and graph-based features are utilised to rank the triples according to their importance. The natural layout of the lecture slides is incorporated to organise the triples in a hierarchy, facilitating highly integrated structure. Our evaluation studies identify promising results, with several case studies demonstrating a statistically significant correlation (r s > 0.455) between auto-generated concept maps and human experts' judgment. Auto-generated concept maps were rated from ‘good’ to ‘very good’ by the academics on evaluation factors such as coverage, accuracy, and suitability as a pedagogical tool. Thus, auto-generated concept maps from this research can be utilised as a positive alternative to the manual construction of expert concept maps and further, it is possible to utilise these maps for a wider range of applications including knowledge organisation and reflective visualisation of course contents. Our research contributes to bridging the gap between linearity in teaching materials and the necessity of creating integrated network models from teaching resources.