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Showing papers in "Computers in Education in 2018"


Journal ArticleDOI
TL;DR: It is revealed that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance, and suggestions for future research on flipped model activities are offered.
Abstract: This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.

611 citations


Journal ArticleDOI
TL;DR: In this paper, a systematic review of the literature on the use of augmented reality technology to support science, technology, engineering and mathematics (STEM) learning is presented, where a qualitative content analysis is used to investigate the general characteristics of AR applications in STEM education, instructional strategies and techniques deployed in the studies reviewed, and the evaluation approaches followed in the interventions.
Abstract: This study presents a systematic review of the literature on the use of augmented reality technology to support science, technology, engineering and mathematics (STEM) learning. It synthesizes a set of 28 publications from 2010 to 2017. A qualitative content analysis is used to investigate the general characteristics of augmented reality applications in STEM education, the instructional strategies and techniques deployed in the studies reviewed, and the evaluation approaches followed in the interventions. This review found that most augmented reality applications for STEM learning offered exploration or simulation activities. The applications reviewed offered a number of similar design features based on digital knowledge discovery mechanisms to consume information through the interaction with digital elements. However, few studies provided students with assistance in carrying out learning activities. Most of the studies reviewed evaluated the effects of augmented reality technology in fostering students' conceptual understanding, followed by those that investigated affective learning outcomes. A number of suggestions for future research arose from this review. Researchers need to design features that allow students to acquire basic competences related with STEM disciplines, and future applications need to include metacognitive scaffolding and experimental support for inquiry-based learning activities. Finally, it would be useful to explore how augmented reality learning activities can be part of blended instructional strategies such as the flipped classroom.

395 citations


Journal ArticleDOI
TL;DR: A meta-review of the studies published in academic journals from 2006 to 2017 found that the promotion of CT in education has made great progress in the last decade and the research trends and potential research issues of CT are proposed as a reference for researchers, instructors, and policy makers.
Abstract: Computational Thinking (CT) is seen as an important competence that is required in order to adapt to the future. However, educators, especially K-12 teachers and researchers, have not clearly identified how to teach it. In this study, a meta-review of the studies published in academic journals from 2006 to 2017 was conducted to analyze application courses, adopted learning strategies, participants, teaching tools, programming languages, and course categories of CT education. From the review results, it was found that the promotion of CT in education has made great progress in the last decade. In addition to the increasing number of CT studies in different countries, the subjects, research issues, and teaching tools have also become more diverse in recent years. It was also found that CT has mainly been applied to the activities of program design and computer science, while some studies are related to other subjects. Meanwhile, most of the studies adopted Project-Based Learning, Problem-Based Learning, Cooperative Learning, and Game-based Learning in the CT activities. In other words, such activities as aesthetic experience, design-based learning, and storytelling have been relatively less frequently adopted. Most of the studies focused on programming skills training and mathematical computing, while some adopted a cross-domain teaching mode to enable students to manage and analyze materials of various domains by computing. In addition, since the cognitive ability of students of different ages varies, the CT ability cultivation methods and content criteria should vary accordingly. Moreover, most studies reported the learners' CT performance and perspectives, while their information society ability was seldom trained. Accordingly, the research trends and potential research issues of CT are proposed as a reference for researchers, instructors, and policy makers.

357 citations


Journal ArticleDOI
TL;DR: A systematic review provides the scholarly community with a current synthesis of mobile learning research across 2010–2016 in higher education settings regarding the purposes, outcomes, methodologies, subject matter domains, educational level, educational context, device types and geographical distribution of studies.
Abstract: Mobile device ownership has exploded with the majority of adults owning more than one mobile device. The largest demographic of mobile device users are 18–29 years old which is also the typical age of college attendees. This systematic review provides the scholarly community with a current synthesis of mobile learning research across 2010–2016 in higher education settings regarding the purposes, outcomes, methodologies, subject matter domains, educational level, educational context, device types and geographical distribution of studies. Major findings include that the majority of the studies focused on the impact of mobile learning on student achievement. Language instruction was the most often researched subject matter domain. The findings reveal that 74% involved undergraduate students and 54% took place in a formal educational context. Higher education faculty are encouraged to consider the opportunity to expand their learning possibilities beyond the classroom with mobile learning.

346 citations


Journal ArticleDOI
TL;DR: The main findings include that most of the TAM studies involving M-learning focused on extending the TAM with external variables, followed by the studies that extended the model by factors from other theories/models.
Abstract: Various review studies were conducted to provide valuable insights into the current research trend of the Technology Acceptance Model (TAM). Nevertheless, this issue still needs to be investigated from further directions. It has been noticed that research overlooks the investigation of TAM with regard to Mobile learning (M-learning) studies from the standpoint of different perspectives. The present study systematically reviews and synthesizes the TAM studies related to M-learning aiming to provide a comprehensive analysis of 87 research articles from 2006 to 2018. The main findings include that most of the TAM studies involving M-learning focused on extending the TAM with external variables, followed by the studies that extended the model by factors from other theories/models. In addition, the main research problem that was frequently tackled among all the analyzed studies was to examine the acceptance of M-learning among students. Moreover, questionnaire surveys were the primarily relied research methods for data collection. Additionally, most of the analyzed studies were undertaken in Taiwan, this is followed by Spain, China, and Malaysia, respectively among the other countries. Besides, most of the analyzed studies were frequently conducted in humanities and educational context, followed by IT and computer science context, respectively among the other contexts. Most of the analyzed studies were carried out in the higher educational settings. To that end, the findings of this review study provide an insight into the current trend of TAM research involving M-learning studies and form an essential reference for scholars in the M-learning context.

290 citations


Journal ArticleDOI
TL;DR: This study used structural equation modeling to examine the structural relationships among academic self-efficacy, teaching presence, perceived usefulness, and perceived ease of use, learning engagement, and learning persistence in MOOCs to investigate how to facilitate learners' engagement and persistence in massive open online courses.
Abstract: The purpose of this study was to investigate how to facilitate learners' engagement and persistence in massive open online courses (MOOCs). Specifically, this study used structural equation modeling to examine the structural relationships among academic self-efficacy, teaching presence, perceived usefulness, and perceived ease of use, learning engagement, and learning persistence in MOOCs. For the data analysis, we selected as the research subjects 306 learners who were taking MOOCs in South Korea. The results indicated that academic self-efficacy, teaching presence, and perceived usefulness had significant direct effects on learning engagement. Furthermore, teaching presence and perceived ease of use had direct effects on learning persistence. Finally, learning engagement had indirect effects on the relationships between academic self-efficacy, teaching presence, perceived usefulness, and learning persistence. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, instructors, and learning support systems.

283 citations


Journal ArticleDOI
TL;DR: Empirical evidence is provided regarding what factors are likely to influence credit-receiving students' continuance intention to use K-MOOCs and the motivational factors underlying students' intention to earn credits rather than intrinsic motivation.
Abstract: Recognizing the recent MOOC movement in higher education, this study aims to examine credit-receiving university students' motivation to use K-MOOCs. In the hypothesized model, we posit three student-level variables, namely self-determination, perceived usefulness and perceived ease of use, and satisfaction as a mediating variable, and examine how these variables affect students' continuance intention to use K-MOOCs. This study hypothesizes: 1) perceived ease of use has a positive influence on perceived usefulness; 2) self-determination, perceived ease of use, and perceived usefulness has a positive influence on satisfaction; and 3) satisfaction has a positive influence on continuance intention to use K-MOOCs. The participants include 222 university students who took the K-MOOC course offered by a large-sized university in Korea. For data collection and analysis, we adapted the existing instruments to fit into our research goals and conducted structural equation modeling to investigate the relationships among the latent variables. The results indicate that both perceived ease of use and perceived usefulness had a positive influence on students' satisfaction with the K-MOOC course. Satisfaction with the K-MOOC course significantly had a positive influence on students' continuance intention to use. The perceived ease of use and the perceived usefulness, mediated by satisfaction, had indirect effects on the continuance intention to use K-MOOCs. Unexpectedly, students' self-determination did not have a significant influence on satisfaction with the K-MOOC course. The contribution of this study is that it provides empirical evidence regarding what factors are likely to influence credit-receiving students' continuance intention to use K-MOOCs and the motivational factors underlying students' intention to earn credits rather than intrinsic motivation.

228 citations


Journal ArticleDOI
TL;DR: A conceptual framework for effective design and implementation of IVR SGs in the context of building evacuation training and research, applied to various indoor emergencies such as fire and earthquake was developed.
Abstract: An appropriate and safe behavior for exiting a facility is key to reducing injuries and increasing survival when facing an emergency evacuation in a building. Knowledge on the best evacuation practice is commonly delivered by traditional training approaches such as videos, posters, or evacuation drills, but they may become ineffective in terms of knowledge acquisition and retention. Serious games (SGs) are an innovative approach devoted to training and educating people in a gaming environment. Recently, increasing attention has been paid to immersive virtual reality (IVR)-based SGs for evacuation knowledge delivery and behavior assessment because they are highly engaging and promote greater cognitive learning. This paper aims to understand the development and implementation of IVR SGs in the context of building evacuation training and research, applied to various indoor emergencies such as fire and earthquake. Thus, a conceptual framework for effective design and implementation through the systematic literature review method was developed. As a result, this framework integrates critical aspects and provides connections between them, including pedagogical and behavioral impacts, gaming environment development, and outcome and participation experience measures.

227 citations


Journal ArticleDOI
TL;DR: From the experimental results, it was found that the AR-based flipped learning guiding approach not only benefited the students in terms of promoting their project performance, but also improved their learning motivation, critical thinking tendency, and group self-efficacy.
Abstract: In recent years, flipped learning has received increasing emphasis; it engages students in deriving basic knowledge through instructional videos before the class, and hence more time is available for practicing, applying knowledge, or student-teacher interaction in class. Many scholars have pointed out that, with such a learning approach, teachers can design more effective in-class activities by guiding students to have higher order thinking as well as interactions with peers and teachers. In the meantime, researchers have also indicated that employing proper educational technologies or learning strategies could further improve students’ performance. Therefore, in this study, an Augmented Reality (AR)-based learning guiding mode is proposed for developing a flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a natural science learning activity of an elementary school using the developed system. The participants were four classes of 111 fifth graders. Two classes were assigned to the experimental group, while the others were the control group. Those learning in the experimental group used the AR-based flipped learning mode, while those in the control group learned with the conventional flipped learning mode. From the experimental results, it was found that the AR-based flipped learning guiding approach not only benefited the students in terms of promoting their project performance, but also improved their learning motivation, critical thinking tendency, and group self-efficacy.

226 citations


Journal ArticleDOI
TL;DR: In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills.
Abstract: This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given.

207 citations


Journal ArticleDOI
TL;DR: A systematic literature review of the emerging field of visual learning Analytics suggests that little work has been done to bring visual learning analytics tools into classroom settings and there is a lack of studies that both employ sophisticated visualizations and engage deeply with educational theories.
Abstract: We present a systematic literature review of the emerging field of visual learning analytics. We review existing work in this field from two perspectives: First, we analyze existing approaches, audiences, purposes, contexts, and data sources—both individually and in relation to one another—that designers and researchers have used to visualize educational data. Second, we examine how established literature in the fields of information visualization and education has been used to inform the design of visual learning analytics tools and to discuss research findings. We characterize the reviewed literature based on three dimensions: (a) connection with visualization background; (b) connection with educational theory; and (c) sophistication of visualization(s). The results from this systematic review suggest that: (1) little work has been done to bring visual learning analytics tools into classroom settings; (2) few studies consider background information from the students, such as demographics or prior performance; (3) traditional statistical visualization techniques, such as bar plots and scatter plots, are still the most commonly used in learning analytics contexts, while more advanced or novel techniques are rarely used; (4) while some studies employ sophisticated visualizations, and some engage deeply with educational theories, there is a lack of studies that both employ sophisticated visualizations and engage deeply with educational theories. Finally, we present a brief research agenda for the field of visual learning analytics based on the findings of our literature review.

Journal ArticleDOI
TL;DR: A systematic review of eye tracking research in the domain of multimedia learning explores how cognitive processes in multimedia learning are studied with relevant variables through eye tracking technology to offer suggestions for future research and practices.
Abstract: This study provides a current systematic review of eye tracking research in the domain of multimedia learning. The particular aim of the review is to explore how cognitive processes in multimedia learning are studied with relevant variables through eye tracking technology. To this end, 52 articles, including 58 studies, were analyzed. Remarkable results are that (1) there is a burgeoning interest in the use of eye tracking technology in multimedia learning research; (2) studies were mostly conducted with college students, science materials, and the temporal and count scales of eye tracking measurements; (3) eye movement measurements provided inferences about the cognitive processes of selecting, organizing, and integrating; (4) multimedia learning principles, multimedia content, individual differences, metacognition, and emotions were the potential factors that can affect eye movement measurements; and (5) findings were available for supporting the association between cognitive processes inferred by eye tracking measurements and learning performance. Specific gaps in the literature and implications of existing findings on multimedia learning design were also determined to offer suggestions for future research and practices.

Journal ArticleDOI
TL;DR: A review of the literature was conducted to identify studies on cloud computing tools for collaborative learning in a blended classroom categorized as synchronized tools, Learning Management System (LMS) tools, and social networking tools.
Abstract: The use of online collaborative learning activities has been notably supported by cloud computing. Although specific reference has been made to a certain online application or service, there has been no clear understanding of how different cloud computing tools have shaped the concept of collaborative learning, and the extent to which these resources are accessible to today's students. Thus, a review of the literature was conducted to identify studies on cloud computing tools for collaborative learning in a blended classroom. The review of the literature led to the inclusion of 29 relevant studies categorized as synchronized tools, Learning Management System (LMS) tools, and social networking tools. The review results revealed a set of evidences supporting the use of certain cloud computing tools for certain collaborative learning activities categorized under sharing, editing, communication and discussion. The key opportunities and challenges associated with the use of these tools in a blended learning context were also identified and discussed. Findings from this study will certainly help academicians, practitioners and researchers to understand the potential of using cloud computing environments from a wider perspective.

Journal ArticleDOI
TL;DR: The high quality empirical evidence on mobile learning in secondary school science and mathematics education is analyzed and highlighted gaps in existing literature on the topic and has provided insights that have implications for future research.
Abstract: The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses the high quality empirical evidence on mobile learning in secondary school science and mathematics education. Our study employed a Systematic Literature Review (SLR) using well-accepted and robust guidelines. The SLR resulted in the detailed analysis of 49 studies (60 papers) published during 2003–2016. Content and thematic analyses were used to ascertain pedagogical approaches, methodological designs, foci, and intended and achieved outcomes of the studies. The apps and technologies used in these studies were further classified for domain, type and context of use. The review has highlighted gaps in existing literature on the topic and has provided insights that have implications for future research.

Journal ArticleDOI
TL;DR: Three-level hierarchical linear models were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students and indicated that national ICT skills had a more positive effect on student academic performance than did national I CT access and use.
Abstract: This study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three-level hierarchical linear models (HLM) were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students from 11,075 schools across 44 countries. The findings indicated that (i) national ICT skills had a more positive effect on student academic performance than did national ICT access and use; (ii) students ICT availability at school positively associated with student academic success, whereas student ICT availability at home negatively associated with student academic success; (iii) student ICT academic use negatively correlated with student performance, while ICT entertainment use positively correlated with student performance; and (v) student attitudes toward ICT demonstrated mixed effects on student academic success – specifically, student interest, competence, and autonomy in using ICT had positive correlations, while student enjoyment of social interaction around ICT had a negative correlation with student academic performance.

Journal ArticleDOI
TL;DR: The overall feasibility of using digital games for promoting the language and literacy learning of both native and non-native speakers in various aspects is suggested.
Abstract: The continuing attention to the educational value of digital games highlights the need for more focused literature reviews in order to identify critical gaps and opportunities in domain-specific areas. The current study thus set out to provide a scoping overview of empirical evidence on the use and impacts of digital games in language education from 2007 to 2016, as a means to advance the emerging research on digital game-based language learning (DGBLL). A total of 50 selected studies were systematically analyzed, revealing the following findings: (1) Most of the selected DGBLL studies adopted mixed methods to examine the educational use of digital games; (2) Immersive games, notably massively multiplayer online role-playing games, were the most common genre in the current DGBLL literature; (3) Most of the games for language learning were custom-built by DGBLL researchers; (4) Personal computers were the most common platforms for playing games to support language learning; (5) Most of the DGBLL studies adopted games to facilitate the learning of English as a second or foreign language; (6) Most of the research on DGBLL investigated learners with mixed levels of language proficiency; (7) University students were the most frequently selected samples in the existing DGBLL literature; and (8) The majority of DGBLL studies featured positive outcomes in regard to student learning, with the most frequently reported ones being related to affective or psychological states, closely followed by language acquisition. Taken as a whole, these findings reflect the diverse nature of this field and suggest the overall feasibility of using digital games for promoting the language and literacy learning of both native and non-native speakers in various aspects. Several promising but under-researched areas were also identified in this review, along with discussions on their implications for future investigations.

Journal ArticleDOI
TL;DR: The findings reveal that the most commonly used differentiated instruction strategy in a blended learning context was providing students with additional support throughout product development, and instructors' beliefs appear to be strongly connected to the organization and trajectory in which they work.
Abstract: The implementation of blended learning in higher education is increasing, often with the aim to offer flexibility in terms of time and place to a diverse student population. However, specific attention for the diversity of this group, and how to cater individual needs, is still scarce. Therefore, this study explores instructors' strategies for and beliefs about differentiated instruction in blended learning, together with how the differences between instructors can be explained. A total of 20 instructors working in two adult education centers participated in semi-structured interviews focusing on their (a) use of strategies for differentiated instruction, and (b) beliefs about designing blended learning to address student diversity. The findings reveal that the most commonly used differentiated instruction strategy in a blended learning context was providing students with additional support throughout product development. In addition, three instructor profiles about designing blended learning to address student diversity emerged from the data: (1) disregard: instructors considered no additional support in the blended learning arrangements to match students' needs, (2) adaptation: instructors believed that increased support in the existing blended learning arrangements was sufficient to match students' needs, and (3) transformation: instructors thought that blended learning arrangements should be designed in a completely different way, and be tailored to the characteristics of the students. The results show that half of the instructors considered a transformation of their blended learning arrangements in response to student diversity. Furthermore, instructors' beliefs appear to be strongly connected to the organization and trajectory in which they work. A major implication of these findings is that professional support focusing on instructors' beliefs is of crucial importance to unlock blended learning's full potential. As such, it is important for organizations to develop a clear stance on this issue, which pays explicit attention to responding to learners' needs in blended learning contexts.

Journal ArticleDOI
TL;DR: A meta review of the studies published in academic journals from 1971 to 2016 was conducted to analyze the application domains, subjects, adopted learning strategies, investigated research issues and findings of mobile technology-supported nursing education.
Abstract: In the past decades, the issues related to mobile learning have been widely discussed around the globe; however, the development and trends of applying mobile technologies in nursing education still lack systematic analysis. In this study, a meta review of the studies published in academic journals from 1971 to 2016 was conducted to analyze the application domains, subjects, adopted learning strategies, investigated research issues and findings of mobile technology-supported nursing education. From the review results, it was found that the use of mobile technologies in nursing education and training have made great progress in the past decades. In addition to the changes in mobile technologies and the increasing number of mobile learning studies in nursing education, the subjects and research issues have also become more diverse in recent years. It was also found that mobile learning has mainly been applied to the training of basic nursing concepts and skills as well as to long-term care and obstetrics and gynecology, while few or even no studies are related to other nursing education domains. In addition, several widely adopted mobile learning strategies, such as inquiry-based learning, contextual mobile learning, snychronous sharing, Mindtools, project-based learning and peer assessment, have seldom been adopted in mobile nursing education. This also reflects the fact that most of these studies focused on skills training and basic knowledge comprehension, while few were conducted in the domains aimed at fostering learners' higher order thinking competences, such as problem solving or critical thinking. On the other hand, it was found that the number of studies using an experimental design has increased in recent years; moreover, most studies reported the learners’ cognitive performance and perceptions, while their learning behaviors were seldom analyzed. Accordingly, the research trends and potential research issues of mobile nursing education are proposed as a reference for researchers, instructors and policy makers.

Journal ArticleDOI
TL;DR: The more pre-service teachers perceive the occurrences of the strategies during their teacher education, the higher their perceived competence to use ICT for learning processes and to strengthen their instructional practice.
Abstract: Few empirical studies investigate the impact of pre-service teachers' background and ICT profile in combination with the support they receive from their teacher training institution on their ICT competencies. Moreover, research focusing on preparing future teachers for ICT integration is generally limited to the impact of one single strategy. Therefore, the aim of this study was to test a model to explain pre-service teachers' perceived ICT competencies that integrates pre-service teachers' background characteristics (age and gender), their ICT profile (e.g., attitudes towards ICT) and the multiple strategies pre-service teachers experience in their teacher training institution: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) continuous feedback. Based on a survey among 931 final-year pre-service teachers in Flanders (Belgium), the multilevel analyses indicated a positive association between the strategies and pre-service teachers' ICT competencies. The more pre-service teachers perceive the occurrences of the strategies during their teacher education, the higher their perceived competence to use ICT for learning processes and to strengthen their instructional practice. Gender and age did not affect pre-service teachers' ICT competence for educational practice. Furthermore, the results revealed a positive impact of pre-service teachers’ attitudes towards ICT (in education) and ease of use, on their ICT competence for educational practice. These results can provide guidance for the preparation of pre-service teachers for the 21st century learning environments with new technologies.

Journal ArticleDOI
TL;DR: Examination of the p-values for the difference tests prior to 2013 and after 2013 indicated that the magnitude of the difference in reading comprehension between paper and screen followed a diminishing trajectory, and it was suggested that future meta-analyses include latest studies, and other potential moderators such as fonts, spacing, age and gender.
Abstract: This meta-analysis looked at 17 studies which focused on the comparison of reading on screen and reading on paper in terms of reading comprehension and reading speed. The robust variance estimation (RVE)- based meta-analysis models were employed, followed by four different RVE meta-regression models to examine the potential effects of some of the covariates (moderators) on the mean differences in comprehension and reading speed between reading on screen and reading on paper. The RVE meta-analysis showed that reading on paper was better than reading on screen in terms of reading comprehension, and there were no significant differences between reading on paper and reading on screen in terms of reading speed. None of the moderators were significant at the 0.05 level. In the meanwhile, albeit not significant, examination of the p-values for the difference tests prior to 2013 and after 2013 respectively (not shown here) indicated that the magnitude of the difference in reading comprehension between paper and screen followed a diminishing trajectory. It was suggested that future meta-analyses include latest studies, and other potential moderators such as fonts, spacing, age and gender.

Journal ArticleDOI
TL;DR: It is implied that enhancing learners' metacognition can contribute to increased online learning interest and continuance to learn with MOOCs, thereby reinforcing the benefits of developing teacher training programs via MOocs.
Abstract: Developments in technology have made online teacher training applicable to MOOCs, but the validation of MOOCs presents some challenges, including the high dropout rate and low continuance intention to learn via MOOCs. The purpose of this study is to propose a unified model integrating metacognition and learning interest to investigate continuance intention to learn via MOOCs. Data of 126 respondents were collected and subjected to confirmatory factor analysis. Furthermore, the relationships were tested with structural equation modeling and the results revealed that metacognition was positively related to three levels of learning interest (i.e., liking, enjoyment, and engagement). The three levels of learning interest were positively related to continuance intention to use MOOCs. The findings imply that enhancing learners' metacognition can contribute to increased online learning interest and continuance to learn with MOOCs, thereby reinforcing the benefits of developing teacher training programs via MOOCs.

Journal ArticleDOI
TL;DR: These results support future studies that evaluate the impacts of interest-driven computational thinking and programming curricula with ample collaboration opportunities and support Seymour Papert's view of empowering students by mastering programming.
Abstract: Building on Seymour Papert's view of empowering students by mastering programming, this study conceptualized programming empowerment as consisting of four components: meaningfulness, impact, creative self-efficacy, and programming self-efficacy A sample of 287 primary school students in grades four to six completed a corresponding survey Confirmatory factor analysis validated the proposed components of the programming empowerment instrument A structural equation model indicated that students with greater interest in programming perceived it as more meaningful, had greater impact, had greater creative self-efficacy, and had greater programming self-efficacy Also, students with attitudes toward collaboration that were more positive than others had greater creative self-efficacy Boys showed more interest in programming than girls did Students in higher grade levels than others viewed programming as less meaningful and had lower programming self-efficacy These results support future studies that evaluate the impacts of interest-driven computational thinking and programming curricula with ample collaboration opportunities

Journal ArticleDOI
TL;DR: It is concluded that active collaborative learning and engagement through social media enriches the learning activities of students and facilitates group discussions, and hence, their use should be encouraged in learning and teaching processes in higher education institutions.
Abstract: This study attempted to mitigate the gap in literature concerning the use of social media for active collaborative learning and engagement and its effect on the research students' learning performance in the context of Malaysia. A questionnaire based on Constructivism Theory and the Technology Acceptance Model was employed as the main data collection method, which was distributed to 723 research students in five Malaysian research universities. Based on the obtained results, male and female students' satisfaction of social media use for collaborative learning and engagement positively affected their learning performance, although in the case of females, they were not fully satisfied with perceived ease of use and usefulness. The study concludes that overall, active collaborative learning and engagement through social media enriches the learning activities of students and facilitates group discussions, and hence, their use should be encouraged in learning and teaching processes in higher education institutions.

Journal ArticleDOI
TL;DR: The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non-gamified flipped classroom instruction, while assessment 2 and 3 were significantly different.
Abstract: This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non-gamified flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using three formative assessments or a post-test only design to examine students' learning achievement. Questionnaires and personal interviews were employed to support the data collection process in terms of students' perceived motivation. Fifty-six students were the respondents involved in a non-randomized experiment with a control group design. The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non-gamified flipped classroom instruction (t = 1.68, p.474), while assessment 2 and 3 were significantly different (t = 5.54, p = .007

Journal ArticleDOI
TL;DR: The results suggest that social presence and teacher-student interaction have a positive influence on students' active learning, both directly and indirectly, through emotional engagement.
Abstract: This study examines the influence of social presence, interactions (student-student and teacher-student) and emotional engagement on active learning within the context of social web-based collaborative learning (SWBCL). In order to accomplish this objective, an empirical study was conducted with 416 students from two universities, organized into groups of 4 or 5 students, who were instructed to complete a collaborative project over the course of one semester. At the end of the project, the students filled out a questionnaire and the resulting data was analyzed using the partial least squares (PLS) technique. The results suggest that social presence and teacher-student interaction have a positive influence on students' active learning, both directly and indirectly, through emotional engagement. This variable also mediates the influence of student-student interactions, which have a less significant impact on active learning than the other analyzed variables. Consequently, this study offers important contributions to the study and practice of active learning in a SWBCL environment.

Journal ArticleDOI
TL;DR: New evidence of the potential harm of excessive smartphone use is brought and should be useful for educators and other academic stakeholders interested in the subject of the impact of technology on students' performance.
Abstract: This paper makes use of an experiment to test the relationship between the actual average time students spend using their smartphones per day and academic performance. Differently from previous studies that rely on self-reporting mobile phone usage data, which tends to significantly underestimate the time spent by students at their phones, we employed Apps (namely ‘Moment’ and ‘App Usage Tracker’) to effectively measure actual usage. Collecting data from 43 students at Fundacao Getulio Vargas (FGV), a business school from Sao Paulo, Brazil, our analysis yielded a significant negative relationship between total time spent using smartphones and academic performance, after controlling for known predictors of performance such as self-efficacy and past academic results. Each 100 min spent using the device on average per day corresponded to a reduction in a student's position at the school's ranking of 6.3 points, in a range from 0 to nearly 100. Moreover, if we consider usage during class time only (as opposed to during free time and weekends), the effect was almost twice as high. The magnitude of the effect found is alarming. Thus, this study brings new evidence of the potential harm of excessive smartphone use and should be useful for educators and other academic stakeholders interested in the subject of the impact of technology on students' performance.

Journal ArticleDOI
TL;DR: The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students’ learning, or for a broader base of professionals who wishto engage a population of potential users.
Abstract: We evaluated the use of gamification to facilitate a student-centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students’ learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers.

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TL;DR: By slightly improving the course curriculum through real-life game development projects in the Scratch environment, students’ performance on the graduation projects improved significantly, showing technologies that can potentially help learners to perform better in the introduction to programming course, in turn affecting their performances in projects.
Abstract: Nowadays, programming skills are receiving widespread attention for different age groups alongside occupational education programs to better prepare individuals for their future careers. However, introducing programming concepts in an appropriate manner is a challenge in higher education. The main assumption of this study is that enhancing the classical introduction to programming courses through real-life problem-based game development with Scratch programming environment potentially improves the learners' programming skills and motivation. Accordingly, in this study, during one academic semester period, the Introduction to Programming course for engineering students is enriched up to a certain level through real-life game development projects with Scratch. The students are followed within a four-year period starting from freshman until their graduation. The progress of the students who have taken the Introduction to Programming course in enriched or classical form in the fourth year Senior-project course are evaluated. The results show that by slightly improving the course curriculum through real-life game development projects in the Scratch environment, students’ performance on the graduation projects improved significantly. As a conclusion, game-based learning, problem-based learning, visual programming and projects are technologies that can potentially help learners to perform better in the introduction to programming course, in turn affecting their performances in projects.

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TL;DR: The results illustrated the significance of the individual nature of motivational processes, the importance of sensitive longitudinal motivation measurements, and the relevance of the implemented game elements' design characteristics in response to interacting with need-supporting game elements used in a university course.
Abstract: Although many studies have focused on the potential of implementing gamification in education, the existing literature remains inconclusive about its effectiveness. In order to make sense of the contradictory findings regarding the effectiveness of implementing game design elements in an online learning environment, this paper complements the available body of research by addressing three holes. We have (1) analysed gamification's underlying motivational processes from a Self-Determination Theory-perspective, thereby accounting for the motivational effects of various game design implementations; (2) empirically assessed subtle motivational changes over time, and (3) accounted for the potential individual differences in motivational effects of gamification. Over a period of 15 weeks, we administered four surveys to measure the possible evolution in students' (N = 40) motivational levels in response to interacting with need-supporting game elements that were implemented in Google + Communities used in a university course. Participants' autonomous and controlled motivation was curve linear, showing an initial downward trend that surprisingly shifted to an upward tendency towards the end of the semester. Their controlled motivation stayed stable throughout. The results illustrated the significance of the individual nature of motivational processes, the importance of sensitive longitudinal motivation measurements, and the relevance of the implemented game elements' design characteristics. We end this article by opening the debate on using theoretical lenses when designing gamification, and by providing avenues for future research.

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TL;DR: It is found that value beliefs moderated the extent to which teachers translate actual school support into perceptions of support on first-order barriers, suggesting a moderated-mediation interaction pattern.
Abstract: Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined how teachers' value beliefs about technology affect the way they internalize actual technology access and administrator support into perceptions of support on first-order barriers. This study also examined how teachers' value beliefs affect the relationship between perceived support on first-order barriers and their classroom technology integration practice. Using hierarchical linear modeling and multilevel path modeling, the study found that value beliefs moderated the extent to which teachers translate actual school support into perceptions of support on first-order barriers. Value beliefs also mediated and moderated the relationship between how teachers' perceived support on first-order barriers influences both the quantity and quality of classroom technology integration, suggesting a moderated-mediation interaction pattern. This study makes contribution to the literature by highlighting the importance of teachers' values beliefs in technology integration.