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Showing papers in "Educational Technology Research and Development in 2019"


Journal ArticleDOI
TL;DR: The authors examined the effect of flipped classroom instructional strategies on student learning outcomes in relation to a set of moderating variables including student levels, publication types, study durations, and subject area.
Abstract: The flipped classroom instructional strategy is thought to be a good way to structure learning experiences to improve student learning outcomes. Many studies have been conducted to examine the effects of flipped classroom on student learning outcomes compared to the traditional classroom, but the results were inconclusive. The purpose of this study was to examine the overall effect of the flipped classroom instructional strategy on student learning outcomes in relation to a set of moderating variables including student levels, publication types, study durations, and subject area. This meta-analysis examined studies that compared classrooms that used the flipped classroom instructional strategy and classrooms that did not. Seventeen databases were searched to identify literature meeting our inclusion criteria and resulted in 55 publications with 115 effect size comparisons on cognitive student learning outcomes published between 2000 and 2016. Overall, we found a statistically significant effect size (g = 0.193; p < .001; with a 95% confidence interval of 0.113–0.274) in favor of the flipped classroom instructional strategy. The effect size data were normally distributed and exhibited statistically significant heterogeneity. The effect sizes were significantly moderated by subject area such as mathematics, science, social sciences, engineering, arts and humanities, health, and business. No evidence of publication bias was detected in these data. A full discussion of the findings and implications for educational practice and research were provided.

214 citations


Journal ArticleDOI
TL;DR: In this article, a systematic review of qualitative data consisting of 15 articles on teacher professional development (TPD) strategies on how to teach in an online or blended learning environment is presented.
Abstract: In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.

127 citations


Journal ArticleDOI
TL;DR: The principles of mobile learning are critically examined and a framework of design characteristics for mobile learning environments is proposed, providing researchers more precise ways to identify and describe the characteristics of mobileLearning environments, as well as describe the attributes of successful mobile learners.
Abstract: Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the literature, however, use of the terms has been unsystematic. The purpose of this article is to critically examine the principles of mobile learning. First, I examine the extant literature with regard to defining mobile learning. Four definitions of mobile learning categories are described: (1) relationship to distance education and elearning, (2) exploitation of devices and technologies, (3) mediation with technology, and (4) nomadic nature of learner and learning. Second, in an effort to provide a basis on which to ground future mobile learning research, I propose a framework of design characteristics for mobile learning environments. Seven design characteristics are identified and discussed. Finally, I present implications for future research and instructional design. This paper contributes to the field of mobile learning by providing researchers more precise ways to identify and describe the characteristics of mobile learning environments, as well as describe the attributes of successful mobile learners.

107 citations


Journal ArticleDOI
TL;DR: In this paper, a study aimed to research on the factors that influence student users' intentions to adopt Moodle for learning purposes in Macau and found that usefulness was significantly associated with ease of use, output quality, trialability, as well as subjective norm.
Abstract: Moodle is widely used in higher education institutions in this digital age. With the growing popularity of Moodle use in education, this study aimed to research on the factors that influence student users’ intentions to adopt Moodle for learning purposes in Macau. A total of 564 students from nine departments at the University of Macau responded to a survey in which ten constructs from a framework that integrated the Diffusion of Innovation Theory and Technology Acceptance Model, were measured. The results of this study showed that the research model had a good fit. Two variables—usefulness and ease of use—had significantly influenced Macau students’ attitudes towards Moodle use. Other variables such as usefulness, attitude, and perceived behavioral control were found to be important determinants of students’ behavioral intentions. Furthermore, usefulness was significantly associated with ease of use, output quality, trialability, as well as subjective norm. Students’ perceptions on the ease of use was significantly influenced by technology complexity and trialability. On the whole, the proposed research model had explained 66% of the variance of Macau university students’ behavioral intentions to use Moodle. This study contributed to deepening our understanding of technology acceptance theories by contextualizing the current study within the Macau higher education.

103 citations


Journal ArticleDOI
TL;DR: In this paper, three hypothesized models were examined using factor-based partial least squares structural equation modeling, which can account for measurement errors and is thus more robust than regression-based PLS-SEM.
Abstract: Conflicting perspectives exist regarding the application of the technology acceptance model (TAM) and the theory of planned behavior (TPB) to the study of technology acceptance behavior. The present study addressed the controversy by evaluating and comparing the predictive power of the two theories in a specific context, which was to measure students’ intentions to use a wiki for group work and their behaviors in doing so. A total of 174 students from a university in Hong Kong participated in the study. Three hypothesized models were examined using factor-based partial least squares structural equation modeling (PLS-SEM), which can account for measurement errors and is thus more robust than regression-based PLS-SEM. The results likely rebut the view that the TPB is inferior to the TAM. Moreover, this research highlighted the importance of social influences on collaborative e-learning.

90 citations


Journal ArticleDOI
TL;DR: In this article, the authors evaluate whether providing teachers in a distance learning higher education institution with predictive learning analytics (PLA) data predicts students' performance and empowers teachers to identify and assist students at risk.
Abstract: By collecting longitudinal learner and learning data from a range of resources, predictive learning analytics (PLA) are used to identify learners who may not complete a course, typically described as being at risk. Mixed effects are observed as to how teachers perceive, use, and interpret PLA data, necessitating further research in this direction. The aim of this study is to evaluate whether providing teachers in a distance learning higher education institution with PLA data predicts students’ performance and empowers teachers to identify and assist students at risk. Using principles of Technology Acceptance and Academic Resistance models, a university-wide, multi-methods study with 59 teachers, nine courses, and 1325 students revealed that teachers can positively affect students’ performance when engaged with PLA. Follow-up semi-structured interviews illuminated teachers’ actual uses of the predictive data and revealed its impact on teaching practices and intervention strategies to support students at risk.

87 citations


Journal ArticleDOI
TL;DR: In this article, the authors investigated children's performance on a programming assessment after engaging in a 6-week curricular intervention with ScratchJr and found that while all students mastered foundational coding concepts, there were marked differences in performance and comprehension across the three grade levels.
Abstract: Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the ScratchJr programming tool to create animated stories, collages, and games. At the end of the learning intervention, children were assessed on their knowledge of the ScratchJr language and underlying reasoning. Specifically, we explored children’s errors on the assessment to determine evidence of domain-specific reasoning (e.g. mathematic, verbal, causal). Results show that while all students mastered foundational coding concepts, there were marked differences in performance and comprehension across the three grade levels. Interpretation of results suggests a developmental progression inherent in programming knowledge acquisition.; Implications for computer programming education and developmental research are discussed.

71 citations


Journal ArticleDOI
TL;DR: In this article, the authors highlight the importance of an educational design that includes robotics and programming through a visual programming language as a means to enable students to improve substantially their understanding of the elements of logic and mathematics.
Abstract: This study highlights the importance of an educational design that includes robotics and programming through a visual programming language as a means to enable students to improve substantially their understanding of the elements of logic and mathematics. Gaining an understanding of computational concepts as well as a high degree of student participation and commitment emphasize the effectiveness of introducing robotics and visual programming based on active methodologies in primary education. Implementation of this design provides sixth-grade elementary education students with activities that integrate programming and robotics in sciences and mathematics; these practices allow students to understand coding, motion, engines, sequences and conditionals. A quasi-experimental design, descriptive analysis and participant observation were applied across various dimensions to 93 sixth-grade students in four primary education schools. Programming and robotics were integrated in one didactic unit of mathematics and another in sciences. Statistically significant improvements were achieved in the understanding of mathematical concepts and in the acquisition of computational concepts, based on an active pedagogical practice that instills motivation, enthusiasm, commitment, fun and interest in the content studied.

66 citations


Journal ArticleDOI
TL;DR: A systematic literature review about learner modelling during the last 5 years is presented, describing the different modelled characteristics and the adopted modelling techniques and modeling types: automatic modeling and collaborative modeling.
Abstract: The field of adaptive e-learning is continuously developing. More research is being conducted in this area as adaptive e-learning aims to provide learners with adaptive learning paths and content, according to their individual characteristics and needs, which makes e-learning more efficient and effective. The learner model, which is a representation of different learner’s characteristics, plays a key role in this adaptation. This paper presents a systematic literature review about learner modelling during the last 5 years, describing the different modelled characteristics and the adopted modelling techniques and modeling types: automatic modeling and collaborative modeling. 107 publications were selected and analyzed, and six categories of the modelled characteristics were identified. This literature review contributes to the identification of the learners’ individual traits and presents the most used modelling techniques for each of them. It also identifies the latest research trends of Learner Modeling and generates future research directions in this field.

57 citations


Journal ArticleDOI
TL;DR: In this article, the authors explore the use of Felder and Silverman learning style for online course design, and use a course analyzer tool to determine a course's support level for specific learning styles.
Abstract: Learning Management Systems are used in millions of higher education courses, across various countries and disciplines. Teachers build courses reflecting their individual teaching methods, which may not always fit students’ different learning styles. However, limited information is known about how well these courses support the learners. The study aims to explore the use of Felder and Silverman learning style for online course design. The study has used linear transfer function system models to develop fundamentals of feedback by a course analyzer tool. This interactive tool allows teachers to determine a course’s support level for specific learning styles, based on the Felder and Silverman learning style model. The Felder and Silverman learning style model in this study is used to visualize the fit between course and learning style to help teachers improve their course’s support for diverse learning styles. The results of a pilot study successfully validated the course analyzer tool, as it has potential to improve the design of the course in future and allow more insight into overall student performance. The findings suggest that a course designed with certain learning styles in mind can improve learning of the students with those specific learning styles.

52 citations


Journal ArticleDOI
TL;DR: In this article, the authors describe how teachers' conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds, such as a meaningful learning rubric, lesson design heuristics and TPACK Activity Types.
Abstract: Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers’ conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds—a meaningful learning rubric, lesson design heuristics and TPACK Activity Types. The impact of these design scaffolds on the TPACK confidence and lesson design confidence of 47 teachers and instructors who were attending a graduate course in educational technology were assessed through pre and post course surveys. Expert ratings of technology-integrated lesson plans designed at the beginning and end of the course were also used to determine the extent of pedagogical change enacted. It was found that these design scaffolds had positive effects on teachers’ TPACK confidence and were useful for helping the teachers to articulate pedagogical change in their lesson designs. Participants’ feedback for improving the TPACK design scaffolds as well as guidelines for using these to support pedagogical change through TPACK professional development programmes are discussed.

Journal ArticleDOI
TL;DR: In this article, a cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions.
Abstract: A cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions. Literature suggests that traditional flipped courses can effectively enhance students’ learning outcomes in comparison to non-flipped courses. However, conducting all asynchronous and synchronous learning activities using a wholly online approach has not been reported. This paper aimed to investigate how student engagement in four different types of learning activities affects their learning outcomes in a cyber-flipped course. Results show that the learning activities with the flipped classroom pedagogy can be successfully implemented and conducted in a wholly online course along with time and space flexibility for learners. This study also found that students who watched more pre-recorded video lectures tended to participate in the synchronous learning activities more actively and obtained a higher semester grade; higher completion of asynchronous learning activities had benefited students’ understanding of the learning concepts. Furthermore, students who had a high level of readiness by attending synchronous class sessions on time and keeping their webcams activated had more frequent and proactive interactions with their peers and instructor.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the effectiveness of a digital game (GraphoLearn) in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills, and found that the children who received the GL intervention developed significantly faster in word reading than the control group.
Abstract: This study investigates the effectiveness of a digital game—GraphoLearn (GL)—in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills. The participants (N = 37) were randomly assigned either to a 6-week intervention including sessions with GL, in addition to school-provided support, or a control group receiving only school-provided support. The intervention took place at the students’ homes and schools under the supervision of their parents and teachers. The results showed that the children who received the GL intervention developed significantly faster in word reading than the control group. Moreover, their reading development was significantly faster during the GL intervention compared with that of the follow-up period, which included only typical school-provided support. No transfer effects on reading fluency, reading comprehension, or spelling were found. Furthermore, the children who, according to the observations of their parents and teachers, showed higher cognitive engagement during the intervention had higher gains in word reading and sentence reading fluency than the children who appeared less cognitively engaged. Higher emotional engagement was related to increased playing time but not to larger gains in reading. The study indicates that a short digital game-based intervention training of letter–sound correspondences and word-level reading can give a boost to the reading development of struggling readers. Inspecting the engagement and in-game performance during gameplay provides important information that can be used for further development of the game to respond to the needs of the learners with severe difficulties.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated university teachers' perceptions of whether weekly learning analytics reports that summarized student activities supported their teaching activities, and found that teachers did sometimes find it difficult to connect the information from the LA reports to concrete interventions, which was partly dependent on the level of the teacher's experience.
Abstract: The flipped classroom model is a form of blended learning in which delivery of content occurs with online materials, and face-to-face meetings are used for teacher-guided practice. It is important that teachers stay up to date with the activities students engage in, which may be accomplished with the help of learning analytics (LA). This study investigated university teachers’ perceptions of whether weekly LA reports that summarized student activities supported their teaching activities (n = 7). The teachers reported using the LA reports for diagnosing and intervening during student activities, and that the reports encouraged them to start interaction with students. Teachers did sometimes find it difficult to connect the information from the LA reports to concrete interventions, which was partly dependent on the level of the teacher’s experience. LA reports might support teachers further by not only offering information, but also by suggesting interventions.

Journal ArticleDOI
TL;DR: In this article, the authors conducted a review of 21 studies out of a pool of 1984 identified publications on the topic to examine existing practices, empirical studies and recommendations for the uses of WeChat, and with the overreaching aim of articulating a framework for the adoption of educational affordances of mobile social media.
Abstract: As one of the most widely adopted mobile and social media applications, Tencent WeChat ® (‘WeChat’) has been increasingly used in education at all levels in Asia, and in China in particular. However, only a small number of studies have been conducted to explore educational affordances of WeChat. In this paper, these affordances are defined as opportunities for an educational activity that are determined and supported by perceived and actual features of a technology tool or an environment (Gibson in The ecological approach to visual perception, Houghton Mifflin, Boston, 1979; Norman in The psychology of everyday things, Basic Books, New York, 1988; Sanders in Ecol Psychol 9(1):97–112, 1997). The authors conducted a review of 21 studies out of a pool of 1984 identified publications on the topic to examine existing practices, empirical studies and recommendations for the uses of WeChat, and with the over-reaching aim of articulating a framework for the adoption of educational affordances of mobile social media. Such framework will serve practice as well as research on educational uses of mobile social media and help extend theory of affordances in this domain. A total of seven categories of educational affordances of WeChat were explicated and included in this framework: Resources Sharing, Authentic Learning, Collaboration, Community Building, Motivating Environment, Evaluation and Feedback, and Administration for Learning. Guidelines for the adoption of this framework are developed, and suggestions for future research are proposed.

Journal ArticleDOI
TL;DR: In this article, a 1-hour game design course was offered weekly during an academic enrichment class period, for the duration of a school year, learning basics of digital game-design and practicing system design skills such as making flowcharts.
Abstract: In this mixed-methods study, we examined if students benefitted from a game design course offered during an enrichment hour in terms of gains in their system analysis and design skills. Students at a rural middle school in Southeast US (n = 19) attended a 1-hour game design course offered weekly during an academic enrichment class period, for the duration of a school year, learning basics of digital game-design and practicing system design skills such as making flowcharts. The results of quasi-experimental data indicated that the treatment group’s pretest–posttest system analysis and design skills, compared to the control group, which did not receive any training, further improved, F(1,33) = 16.516, p < 0.001. Results from the interviews showed that the participants were able to verbalize how they applied system analysis and design skills developed during the course to problem-solving in different contexts. We discussed the instructional aspects of learning game-design that align with systems thinking. We also explored the possible influence of initial cognitive skills on student learning outcomes from such interventions.

Journal ArticleDOI
TL;DR: In this paper, the authors interviewed 47 university APBL instructors about their most significant challenges and inductively analyzed the resulting interview transcripts to guide design of future APBL technologies, including scoping, sourcing challenges and balancing the needs of the program, students, and clients.
Abstract: Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking, and collaborative practices by creating solutions to real-world problems for real users and clients. While educational technology innovations can bolster APBL by making a promising but challenging pedagogy more effective, as with many areas of education instructor adoption is slow. Diffusion of innovations theory predicts that instructors will adopt and maintain their use of innovations if innovations are perceived to, and then do, address their challenges. To guide design of future APBL technologies, we interviewed 47 university APBL instructors about their most significant challenges and inductively analyzed the resulting interview transcripts. APBL instructors reported interrelated challenges of: (a) scoping, sourcing challenges and balancing the needs of the program, students, and clients; (b) curriculum preparation, making the curriculum flexible enough for shifting project problems and codify standards to help students understand how to do quality work; (c) providing assistance to teams, including monitoring, and delivering assistance; and (d) coordinating a range of stakeholders involved in assisting teams, including co-instructors, clients, and students. To support instructor adoption in APBL, educational technology innovators might communicate existing technology, or create technological innovations, that provide: (a) scoping tools for sourcing projects, and forming teams; (b) authoring tools for sharing and remixing of curricular materials; (c) project management tools for team management and monitoring; and (d) coordination software to manage all APBL stakeholders.

Journal ArticleDOI
TL;DR: This paper investigated the impact of competition, engagement in games, and the relationship between the two on students' in-game performance and flow experience, which, in turn, impacted their science learning outcomes.
Abstract: In a game-based learning (GBL) environment for seventh-grade students, this study investigated the impact of competition, engagement in games, and the relationship between the two on students’ in-game performance and flow experience, which, in turn, impacted their science learning outcomes. Structural equation modeling was employed to test a hypothesized path model. The findings showed that students’ engagement in games not only predicted their in-game performance, but also had an impact on science learning outcomes via the mediation of in-game performance. While competition alone did not have a direct effect on either in-game performance or flow experience, it was indirectly related to in-game performance via the moderation of students’ engagement in games. The study concludes with implications for future GBL interventions and studies.

Journal ArticleDOI
TL;DR: A survey of 842 teacher educators at 541 different institutions across the 50 US states that examined the state and direction of technology integration preparation in accredited teacher education programs was conducted by as discussed by the authors.
Abstract: This study presents the results of a survey of 842 teacher educators at 541 different institutions across the 50 US states that examined the state and direction of technology integration preparation in accredited teacher education programs. Using both descriptive statistics and regression analysis the study provides a general description of the characteristics of these teacher educators, their Technological, Pedagogical, and Content Knowledge (TPACK) adoption, and the relationships between individual and institutional factors and their TPACK adoption. The results of the research show that TPACK adoption is generally low among these teacher educators and that there are multiple personal and institutional factors that influence TPACK adoption. The participants had a significant amount of both K12 and teacher education experience and had high levels of comfort with their technological knowledge. Factors that were shown to influence TPACK adoption included the highest degree offered at their institution, their self-rated TPACK score, and their individual adoption of the International Society for Teaching and Education (ISTE) standards. The results address implications for teacher educator professional development and program accreditation.

Journal ArticleDOI
TL;DR: A review of relevant empirical studies published between 1995 and 2017 found that metacognitive scaffolding strategies were all effective in enhancing both the process of searching and searching performance, and age was found to moderate this effect for search outcome, but not for search process.
Abstract: Online information search has become essential to knowledge construction. Digital information technologies are proliferating, and students are expected to be able to use them to manage the enormous volumes of information available online. Past research has shown that students of all ages may lack the ability to search for and find information effectively and efficiently. Therefore, it is necessary to determine ways of helping students to best apply search strategies to achieve their search goals. A review of relevant empirical studies published between 1995 and 2017 was conducted to examine the use of metacognitive scaffolding for online information search. Based on 36 studies, the reviewed metacognitive scaffolding strategies were all effective in enhancing both the process of searching and searching performance. Age was found to moderate this effect for search outcome, but not for search process. The results are discussed in online search contexts.

Journal ArticleDOI
TL;DR: The findings of this study have implications for designers who want to develop successful learning analytics dashboards, and further research is suggested related to measuring the cross validity of the evaluation instrument to broaden its usage.
Abstract: A learning analytics dashboard enables teachers and students to monitor and reflect on their online teaching and learning patterns This study was a review of prior studies on learning analytics dashboards to show the need to develop an instrument for measuring dashboard success An early version of the instrument based on the framework of Kirkpatrick’s four levels of evaluation was revised through expert reviews and exploratory factor analysis The instrument contains five criteria: visual attraction, usability, level of understanding, perceived usefulness, and behavioral changes The validity of the instrument was subsequently tested with factor analysis A total of 271 samples from students who utilized a learning analytics dashboard for one semester were collected and analyzed using structural equation modeling In the model with fair fit, the visual attraction and usability of the dashboard significantly affected the level of understanding, and level of understanding affected perceived usefulness, which in turn significantly affected potential behavior changes The findings of this study have implications for designers who want to develop successful learning analytics dashboards, and further research is suggested related to measuring the cross validity of the evaluation instrument to broaden its usage

Journal ArticleDOI
TL;DR: In this paper, a problem-solving science game was developed to help secondary students to learn about the motion of objects in an urban middle school environment, where participants were randomly assigned to four game-design conditions (individual-competition, individual-no-competitions, peercompetition and peer-nocompetition).
Abstract: The present study investigates how the different modes of game-design triggers learning outcomes, focusing on peer learning and intergroup competition. A problem-solving science game was developed to help secondary students to learn about the motion of objects. Participants (N = 110) from an urban middle school were randomly assigned to four game-design conditions (individual-competition, individual-no-competition, peer-competition, and peer-no-competition). The results indicated that the peer-competition and peer-no-competition groups outperformed those in the individual-competition and individual-no-competition groups in terms of conceptual knowledge. Additionally, peer-competition groups exhibited higher interest and value and lower tension than those in the individual gameplay groups. Patterns of learning behavior revealed the emergence of in situ science-related problem solving in the peer-competition mode of GBL. Implications on the effectiveness of game-design for GBL are discussed.

Journal ArticleDOI
TL;DR: In this article, a study surveyed 3730 Chinese primary and secondary school teachers, and adopted the environment-based design, exploratory factor analysis, confirmatory Factor Analysis, and structural equation modeling to analyze the factors influencing teachers' usage of ICT to develop teaching activities.
Abstract: In China, teachers’ ability to adopt information and communication technology (ICT) when teaching is far from satisfying. Previous studies on teachers’ ability to integrate ICT and teaching in China ignored the factors in the process of teachers’ ICT application and lacked the systematic analysis of the factors. ICT application is affected by complex factors and thus needs to be systematically explored. This study surveyed 3730 Chinese primary and secondary school teachers, and adopted the environment-based design, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling to analyze the factors influencing teachers’ usage of ICT to develop teaching activities and proposed a model of the influencing factors of ICT usage. This model indicated that application willingness, application frequency, ICT-based teaching competence, helpfulness degree and application context are the five major factors that influence teachers’ usage of ICT to develop high-quality teaching activities. According to the status of teachers’ ICT application in China, this study suggested strengthening teachers’ willingness and enriching application contexts of ICT. Implications of this study will be discussed.

Journal ArticleDOI
TL;DR: It is indicated that both novice and expert practitioners frequently used several strategies to manage extraneous load as prescribed by theory, as well as the simple-to-complex presentation strategy to manage intrinsic load.
Abstract: This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content sequencing, delivery medium, and technology within various domains with learners at different levels of expertise. The study employed a quasi-experimental, mixed methods design to gain insight into how practicing instructional designers perceive their awareness of strategies to manage cognitive load and implement those strategies within a standardized design scenario. The results of the study indicated that both novice and expert practitioners frequently used several strategies to manage extraneous load (worked examples, completion tasks, and dual modality) as prescribed by theory, as well as the simple-to-complex presentation strategy to manage intrinsic load. While participants frequently acknowledged differences in the levels of learner expertise within the instructional scenario, few employed strategies prescribed to address the expertise reversal effect as outlined by theory. Based on the results of this study, we present a framework to assist designers with managing for cognitive load in their everyday design practices.

Journal ArticleDOI
TL;DR: In this paper, the authors examined whether using From Here to There! (FH2T:E), a dynamic game-based mathematics learning technology relates to improved early algebraic understanding.
Abstract: This paper examines whether using From Here to There! (FH2T:E), a dynamic game-based mathematics learning technology relates to improved early algebraic understanding. We use student log files within FH2T to explore the possible benefits of student behaviors and gamification on learning gains. Using in app measures of student interactions (mouse clicks, resets, errors, problem solving steps, and completions), 19 variables were identified to summarize overall problem solving processes. An exploratory factor analysis identified five clear factors including engagement in problem solving, progress, strategic flexibility, strategic efficiency, and speed. Regression analyses reveal that after accounting for behavior within the app, playing the gamified version of the app contributed to higher learning gains than playing a nongamified version. Next, completing more problems within the game related to higher achievement on the post-test. Third, two significant interactions were found between progress and prior knowledge and engagement in problem solving and prior knowledge, where low performing students gained more when they completed more problems and engaged more with those problems.

Journal ArticleDOI
TL;DR: In this article, a model of gameful design for learning using interactive tabletops, enacted and evaluated in the context of socio-emotional education, is presented, and the design of a technology-enhanced learning experience in which a series of traditional lessons are enriched by collaborative work on interactive tablets; four gameful activities are used which may be directly linked to a school curriculum.
Abstract: Building on established pedagogy and technological advancement, this article presents a model of gameful design for learning using interactive tabletops, enacted and evaluated in the context of socio-emotional education. Based on the proposed model, we detail the design of a technology-enhanced learning experience in which a series of traditional lessons are enriched by collaborative work on interactive tabletops; four gameful activities are used which may be directly linked to a school curriculum. We conduct a qualitative case study with the participation of 86 fifth grade students across two elementary schools which have a significant minority enrolment. We demonstrate the ways in which the students draw on recently-acquired knowledge, engage in dramatic play, share the digital space and collaborate intensively to achieve a new and refined understanding of concepts and behaviours linked to perspective-taking. We discuss how tabletops, in synergy with constructivist pedagogy and principles of gameful design, allow researchers and practitioners to promote communication, collaboration and perspective-taking in ways that were hitherto difficult to enact in traditional lessons. Gameful design for learning is seen as a multilevel endeavour, which involves the selection of tasks and tools as well as the behaviour of the learners and the instructor as participants in the learning environment.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the factors motivating technology use in the Nepali context and found that there were strong relationships between computer selfefficacy and perceived enjoyment and behavioral intention.
Abstract: The question of what drives learners to adopt and use certain technologies over others, generally referred to as technology acceptance in the literature, is of interest to educational technology researchers, to policymakers, and developers in educational institutions. Technology acceptance models can inform adoption and implementation decisions. Despite the growing literature on technology acceptance, there is less evidence from countries with the lowest economic development indicators such as Nepal. The present study investigates the factors motivating technology use in the Nepali context. The study is grounded in an extended technology acceptance model (TAM) applied to using the internet for learning (not limited to online learning environments). The data were collected from 126 school students in Nepal (Mage = 15.19). We found empirical support for our proposed research model. There were strong relationships between computer self-efficacy and perceived enjoyment, and perceived enjoyment and behavioral intention. We found no influence of perceived usefulness or attitude on behavioral intention, contrary to theorized relationships and the empirical literature. Our findings show that the extended TAM translates to understudied populations such as Nepali secondary school students and suggests that it is sensitive to local situational differences that influence technology acceptance behaviors.

Journal ArticleDOI
TL;DR: In an exploratory mixed-methods study examined how instructional designers' imagined the cognitive and emotional learner experience as they designed a collaboration-based interactive case study to promote interaction and collaboration among physicians, radiobiologists, and radiation physicists as mentioned in this paper.
Abstract: In an effort to create meaningful user experiences, instructional designers participate in continuous projection and reflection during design. Empathic design draws on instructional designers’ sensitivity toward their learners as a reference for design. Empathic forecasting, or predictions about an emotional reaction to future events, is an important influence on design in general and may be particularly meaningful for empathic design. This exploratory mixed-methods study examined how instructional designers’ imagined the cognitive and emotional learner experience as they designed a collaboration-based interactive case study to promote interaction and collaboration among physicians, radiobiologists, and radiation physicists. We employed a protocol analysis methodology to document the verbal exchanges of members of this design team during collaborative meetings. Online surveys that included scale-based ratings and short open-ended questions assessed learners’ perceptions of their instructional experience. Findings indicate that instructional designers visualized learner interaction with the Virtual Hospital, and emoted learner feelings with the activity while engaging in design. User results indicate that the outcome the instructional designers envisioned for the user experience aligned with user perceptions of their experiences during the activity.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the perceptions of collaborative relationships between instructional designers and faculty at an R1 university and uncovered four thematic categories: (1) reasons for collaborative efforts; (2) structure of collaborative relationship; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers in a collaborative partnership.
Abstract: Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instructional designers and faculty. Based on semi-structured interviews of faculty and instructional designers, the following four thematic categories were uncovered: (1) reasons for collaborative efforts; (2) structure of collaborative relationships; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers and faculty in a collaborative partnership. Our findings support the existing research on the importance of collaboration between instructional designers and faculty, and spotlights instructional designers in the higher education setting. They also outline key elements of an effective relationship, including understanding the role of an instructional designer, trust and rapport building (and its components), administrative support and faculty buy-in. Suggestions are made for to how overcome potential barriers to ensure an effective and collaborative partnership. Implications and future directions for research and training programs are discussed.

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TL;DR: In this paper, the authors investigated how 26 elementary students participated in a 2-year digital storytelling community mediated by a social network application and found that the feature of the learning community that allows students to team up with partners to complete a story improved their engagement and motivation.
Abstract: Despite the positive potential of the online social networking platforms, the longitudinal studies regarding how children participate in digital storytelling communities is still scant in the literature. This study investigated how 26 elementary students participated in a 2-year digital storytelling community mediated by a social network application. By analyzing the students’ weekly responses, social networks, and their language learning performance, the results suggested that their oral reading proficiency improved along with their participation in the long-term activity. It was also found that the community features impacted the students’ sense of engagement in the activity. The feature of the learning community that allows students to team up with partners to complete a story improved their engagement and motivation. The social network analysis found that multiple literacies including multimedia processing, language, and collaboration were all considered by students as important criteria for the partnership to complete the collaborative digital storytelling work. However, such a prolonged collaborative digital storytelling activity also introduced new challenges for those students demonstrating unfavorable collaboration profiles as they needed to learn how to collaborate in order to team up with others. The implications of the findings for educational practice are discussed.