Showing papers in "Educational Technology Research and Development in 2021"
TL;DR: This paper is in response to the manuscript entitled, “Improving teacher professional development for online and blended learning: A systematic meta-aggregative review” (Philipsen et al. in Educ Technol Res Dev 67:1145–1174, 2019) from a research perspective.
Abstract: This paper is in response to the manuscript entitled, "Improving teacher professional development for online and blended learning: A systematic meta-aggregative review" (Philipsen et al. in Educ Technol Res Dev 67:1145-1174, 2019) from a research perspective. The impact of this study is that it resulted in a guiding framework for teacher professional development (TPD) for online and blended learning (OBL). The basis of this study may be applied to explore the quick shift to digital teaching and learning amidst the COVID-19 pandemic. A potential limitation of the resulting framework in this study is that TPD for OBL needs may currently differ, as teachers are experiencing appreciably different learning and performance contexts related to the mandated shift in professional practice to address continuity of instruction. The application of the methodology in this study combined with quick response research approaches (Quarantelli, in: Stallings (ed) Methods of disaster research, Philadelphia, Xlibris, 2002) could potentially extend the Philipsen et al. (Educ Technol Res Dev 67:1145-1174, 2019) TPD framework to address educator preparation for successful professional practice in online and blended environments in times of crisis.
54 citations
TL;DR: In this article, a mixed-methods study explored K-12 teachers' feelings, experiences, and perspectives regarding online teaching during the COVID-19 pandemic and examined teachers' perspectives of the "new normal" after COVID19 and of what should be done to better prepare teachers for future emergencies.
Abstract: This mixed-methods study explored K-12 teachers' feelings, experiences, and perspectives regarding online teaching during the COVID-19 pandemic. The study also examined teachers' perspectives of the "new normal" after COVID-19 and of what should be done to better prepare teachers for future emergencies. Both quantitative and qualitative data were collected from an online survey and follow-up interviews. A total of 107 teachers from 25 different states in the United States completed the online survey, and 13 teachers from 10 different states participated in the follow-up interviews. The results revealed teachers' feelings about online teaching and various strategies and tools they used during the early stage of the COVID-19 pandemic. The major challenges faced by teachers during the pandemic included lack of student participation and engagement (or lack of parental support), students without access to technology, concerns about students' well-being, no face-to-face interactions with students, no work-life balance, and learning new technology. Four major themes emerged regarding how to better prepare teachers for future emergencies: (1) professional development for online learning, (2) technology access, (3) technology training for both teachers and students, and (4) action plans and communication. Regarding teachers' perspectives of the "new normal," five major themes emerged: (1) more online or blended learning, (2) rethinking normal, (3) hygiene and social distancing, (4) smaller classes and different school schedules, and (5) uncertainty and concerns about the "new normal."
48 citations
TL;DR: This article presented an AR-supported Chinese character learning game designed for young learners and investigated its effects on learners' cognitive engagement in classroom learning, finding that learners were more continuously engaged in the learning activities designed for enabling selfgenerated contexts.
Abstract: Augmented Reality (AR) has been applied to education in a variety of subjects, but in comparison to AR in STEM education, research on integrating pedagogical designs with AR in language learning is less mature. This study presents an AR-supported Chinese character learning game designed for young learners and investigates its effects on learners’ cognitive engagement in classroom learning. A total of 53 grade 2 students and two teachers from a Singapore government primary school participated in the study. The findings indicate an obvious improvement of students’ levels of cognitive engagement in the AR-supported activities. Furthermore, compared with acquiring expert-created content knowledge, students are more continuously engaged in the learning activities designed for enabling self-generated contexts. Suggestions for future system design and pedagogical strategies of leveraging AR to engage young learners in language learning are proposed from this study. The study also provides some insight into how to investigate cognitive outcomes of AR-enabled learning design through analysing learning process.
38 citations
TL;DR: This article compares deep learning in computers and humans to examine their similarities and differences and concludes with recommendations about machine learning for teachers, students, policymakers, developers and researchers.
Abstract: Machine learning systems are infiltrating our lives and are beginning to become important in our education systems. This article, developed from a synthesis and analysis of previous research, examines the implications of recent developments in machine learning for human learners and learning. In this article we first compare deep learning in computers and humans to examine their similarities and differences. Deep learning is identified as a sub-set of machine learning, which is itself a component of artificial intelligence. Deep learning often depends on backwards propagation in weighted neural networks, so is non-deterministic—the system adapts and changes through practical experience or training. This adaptive behaviour predicates the need for explainability and accountability in such systems. Accountability is the reverse of explainability. Explainability flows through the system from inputs to output (decision) whereas accountability flows backwards, from a decision to the person taking responsibility for it. Both explainability and accountability should be incorporated in machine learning system design from the outset to meet social, ethical and legislative requirements. For students to be able to understand the nature of the systems that may be supporting their own learning as well as to act as responsible citizens in contemplating the ethical issues that machine learning raises, they need to understand key aspects of machine learning systems and have opportunities to adapt and create such systems. Therefore, some changes are needed to school curricula. The article concludes with recommendations about machine learning for teachers, students, policymakers, developers and researchers.
36 citations
TL;DR: In this article, a literature review focusing on the impact of learning analytics on supporting learning and teaching, a Delphi study involving international expert discussion on current opportunities and challenges of learning analytic as well as outlining a research agenda for closing identified research gaps is presented.
Abstract: This paper is based on (a) a literature review focussing on the impact of learning analytics on supporting learning and teaching, (b) a Delphi study involving international expert discussion on current opportunities and challenges of learning analytics as well as (c) outlining a research agenda for closing identified research gaps. Issues and challenges facing educators linked to learning analytics and current research gaps were organised into four themes, the further development of which by the expert panel, led to six strategy and action areas. The four themes are 1. development of data literacy in all stakeholders, 2. updating of guiding principles and policies of educational data, 3. standards needed for ethical practices with data quality assurance, and 4. flexible user-centred design for a variety of users of analytics, starting with learners and ensuring that learners and learning is not harmed. The strategies and actions are outcomes of the expert panel discussion and are offered as provocations to organise and focus the researcher, policymaker and practitioner dialogs needed to make progress in the field.
27 citations
TL;DR: This short report shows how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit, and suggests the importanceof heuristic evaluation in the design of online systems to support twenty-first century learning.
Abstract: Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students' higher-order thinking skills. In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.
27 citations
TL;DR: A methodological framework for the analysis of embodied interaction with technology captured through video recording is presented and it is suggested that, for young children, computational thinking was extended to include the structures in the environment and guided by their embodiment of mathematical concepts.
Abstract: The purpose of this paper is twofold. We first present a methodological framework for the analysis of embodied interaction with technology captured through video recording. The framework brings together a social semiotic approach to multimodality with the philosophical and theoretical roots of embodied cognition. We then demonstrate the application of the framework by exploring how the computational thinking of two fifth grade learners emerged as an embodied phenomenon during an educational robotics activity. The findings suggest that, for young children, computational thinking was extended to include the structures in the environment and guided by their embodiment of mathematical concepts. Specifically, the participants repeatedly used their bodies to simulate different possibilities for action while incorporating both perceptual and formal multiplicative reasoning strategies to conceptualize the robot’s movements. Implications for the design of embodied educational robotics activities and future application of the methodological framework are discussed.
24 citations
TL;DR: A critical thematic review of international literature on creativity and technology in the context of educational practice is presented in this article, where the authors identify four essential domains that emerge from the literature and represent these in a conceptual model, based around: (1) Learning in regard to creativity, (2) Meanings of creativity, Discourses that surround creativity, and (3) the futures or impacts on creativity.
Abstract: Internationally, creativity is a widely discussed construct that is pivotal to educational practice and curriculum. It is often situated alongside technology as a key component of education futures. Despite the enthusiasm for integrating creativity with technologies in classrooms, there is a lack of common ground within and between disciplines and research about how creativity relates to technology in teaching and learning—especially in the uncertain space of classroom implementation. This article provides a critical thematic review of international literature on creativity and technology in the context of educational practice. We identify four essential domains that emerge from the literature and represent these in a conceptual model, based around: (1) Learning in regard to creativity, (2) Meanings of creativity, (3) Discourses that surround creativity, and (4) the Futures or impacts on creativity and education. Each of these clusters is contextualized in regard to emerging technologies and the developing scope of twenty-first century skills in classroom implementation. We offer conclusions and implications for research and practice.
23 citations
TL;DR: The findings show students’ continuous intention and their actual usage have implications for how faculty and institutions may need to promote the usefulness of mobile technology for students to accept and adopt the technology.
Abstract: This paper responds to Joo et al. (Educational Technology Research and Development 64:611-630, 2016) study of the factors predicting South Korean online students' use of a mobile learning management system (m-LMS). The findings show students' continuous intention and their actual usage have implications for how faculty and institutions may need to promote the usefulness of mobile technology for students to accept and adopt the technology. This would be particularly relevant for lower income students with limited digital literacy skills and limited access. For many students, mobile technology is the only means through which they can persist in taking courses while institutions offer classes primarily in online modalities during the COVID-19 pandemic.
22 citations
TL;DR: In this paper, the authors focus on big data that increases the scale and granularity of data gathered, and propose a useful checklist as an instructional design model for scholars, policymakers, and instructional designers, so that trusted partners may use LA responsibly to improve teaching and learning.
Abstract: Learning analytics (LA) collects, analyses, and reports big data about learners to optimise learning. LA ethics is an interdisciplinary field of study that addresses moral, legal, and social issues; therefore, institutions are responsible for implementing frameworks that integrate these topics. Many of the ethical issues raised apply equally to educational data sets of any size. However, in this study, we focus on big data that increases the scale and granularity of data gathered. The purpose of this study is twofold: (a) to critically review the published (2011–2018) scientific literature on LA ethics issues and (b) to identify current trends and answer research questions in the field. This study’s research questions are as follows: what is essential in LA ethics for key educational stakeholders, and what should a proposed checklist for LA ethics include for specific educational stakeholders? After systematically searching online bibliographic databases, journals, and conferences, a literature review identified 53 articles from a sample of 562. The selected articles, based on critical and qualitative content analysis, were exhaustively analysed. The findings demonstrate the shortage of empirical evidence-based guidelines on LA ethics and highlight the need to establish codes of practices to monitor and evaluate LA ethics policies. Finally, this work proposes a useful checklist as an instructional design model for scholars, policymakers, and instructional designers, so that trusted partners may use LA responsibly to improve teaching and learning.
22 citations
TL;DR: In this paper, the authors explored the underlying affective and cognitive mechanisms of learning in an immersive virtual reality (IVR) environment and found that participants who viewed a history lesson in VR or a 3D interactive video display on a desktop monitor outperformed those who viewed the video lesson on transfer tests.
Abstract: A relatively new technology being used to deliver academic lessons is immersive virtual reality (IVR). This study examined whether IVR is a more effective instructional medium than other multimedia, such as a video on a computer monitor. Additionally, this study explored the underlying affective and cognitive mechanisms of learning in an immersive environment. Participants viewed a history lesson in IVR or a 3D interactive video display on a desktop monitor. The results showed that participants who viewed the video lesson outperformed those who viewed the IVR lesson on transfer tests. The IVR lesson caused higher emotional arousal based on self-report and heart rate measures, and lower cognitive engagement based on electroencephalogram (EEG) measures. The results suggest that immersive environments may create excessive positive emotions, which distract form the necessary cognitive processing during the lesson, thereby harming performance on subsequent tests of learning outcomes.
TL;DR: How the integration of emerging yet essential technologies, such as Artificial Intelligence and blockchain, with big learning data and educational data mining algorithms could have a profound impact on enhancing OER-based learning and teaching is discussed.
Abstract: The rapid advancements in online education have pointed to a new open learning approach using Open Educational Resources (OER). In this approach, educators and learners can freely access or redistribute educational resources that have been released online in the public domain under an open licence. Whereas this approach looks appealing in reducing learning costs, as well as in enhancing learning quality and facilitating knowledge sharing, several challenges might hinder the adoption of OER, such as locating and selecting the most appropriate resources among the thousands that are published and that are available online, and trusting them. This paper elaborates on those challenges and suggests an emerging technologies-based perspective for addressing the efficient inclusion of OER. To this end, this paper discusses how the integration of emerging yet essential technologies, such as Artificial Intelligence (AI) and blockchain, with big learning data and educational data mining algorithms could have a profound impact on enhancing OER-based learning and teaching. The dynamics of incorporating these technologies to solve several OER challenges are demonstrated through numerous examples, and the potential limitations are also discussed. The paper concludes with visions of the future, possible research challenges and directions.
TL;DR: In this paper, the authors argue that personalized learning requires feedback at different points of the learning process that utilizes a range of feedback functions and forms and employs contextualization and a situated approach.
Abstract: During the COVID-19 pandemic, higher education institutions have been faced with a rapid shift to remote digital learning across courses. The resultant proliferation of online learning in traditional, hybrid, and distance higher education courses has enhanced the possibilities for technology-supported student-centered learning design. The prominence of feedback in student-centered teaching could be argued in two ways: (1) instructed learning is based on interaction and communication in which the teacher provides personalized information to students about their progress and (2) feedback is oriented towards students' improvements, which in turn guides student engagement. Therefore, feedback addressing students' personal needs integrates multiple dimensions and profoundly influences learning. In response to J. Borup, R. E. West, and R. Thomas (2015)'s article The Impact of Text Versus Video Communication on Instructor Feedback in Blended Courses we discusses the efforts to prepare higher education for online learning. During the pandemic, teachers rapidly faced requirements for providing feedback to students remotely and performing all teaching roles online. The authors in this section build a strong argument that feedback with a supportive function is essential in a time when students and teacher are working remotely. They argued for personalized learning requiring feedback at different points of the learning process that utilizes a range of feedback functions and forms and, most of all, employs contextualization and a situated approach.
TL;DR: In this article, the authors developed criteria to assess the quality and scope of conceptual models and identified and compared exemplary models for technology integration in educational settings along with these quality criteria, and provided additional insight into applying these models in research and practice.
Abstract: In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual models are of relevance as they can bridge theory with practical applications. Today, there are a wide range of conceptual models are developed and used in research and/or practice focusing on educational technology integration. These models can be seen as simplified versions of theories for practical application or as condensed wisdoms of practice that need to be further investigated theoretically and empirically. However, there is insufficient agreement on the dimensions and criteria used to judge the quality of conceptual models in educational technology. Therefore, the main goals of this article are to: (1) develop criteria to assess the quality and scope of conceptual models and (2) identify and compare exemplary models for technology integration in educational settings along with these quality criteria. The resulting five criteria from this investigation provide the means to effectively evaluate the quality and scope of conceptual models focused on technology integration while providing additional insight into applying these models in research and practice.
TL;DR: In this paper, a Lag-sequential analysis of the participants' observed behavioral patterns, and of differences in such patterns between two performance subgroups (i.e., students with high vs. low academic performance), yielded two main findings.
Abstract: Mobile serious games are increasingly utilized as educational tools in elementary schools, and a considerable body of research has focused on evaluating such games’ educational effectiveness. However, such work has generally ignored learning processes, and especially how knowledge is constructed. Given the important role of knowledge construction in various educational settings, this study examines it in the context of 83 elementary schoolers’ mobile serious game-playing behaviors. Lag-sequential analysis of the participants’ observed behavioral patterns, and of differences in such patterns between two performance subgroups (i.e., students with high vs. low academic performance), yielded two main findings. First, all these young learners exhibited knowledge construction, and moved smoothly from lower to higher phases of it in the mobile environment; and second, the high-performing group attained a deeper level of knowledge construction through the negotiation of meaning than the low-performing group did. Some theoretical and practical implications of these results are also discussed.
TL;DR: In this paper, the optimal design and evaluation of learning support videos for a physics educational game was examined, and the videos were the only support that significantly predicted posttest scores and game levels completed and viewing patterns did not affect game enjoyment.
Abstract: Over three years, our research team has designed various learning supports for promoting content knowledge and solving game levels. In this case study, we examined the optimal design and the evaluation of learning support videos for a physics educational game. Often studies focus on investigating the effects of research-based principles without a systematic examination of the design and development processes. Thus, comprehensive design descriptions and recommendations for developing effective in-game learning supports are scarce in the literature. This study comprises two stages: design and evaluation. In the design stage, we collaborated with two physics experts to design and iteratively revise 18 learning support videos. We applied the First Principles of Instruction (Merrill, 2002) to create instructional strategies and multimedia learning principles (Mayer, 2017) to develop the videos and help learners engage in cognitive processing. In the evaluation stage, we presented the videos to 14 students to gather feedback on their perceptions and, in the following year, examined the effectiveness of the final videos with 263 students. Results revealed that, among all supports, the videos were the only support that significantly predicted posttest scores and game levels completed and viewing patterns did not affect game enjoyment. We conclude with a discussion of our experiences and recommendations to contribute to the foundation of designing in-game learning supports.
TL;DR: In this paper, the positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions, and it is shown that positive instructors are more likely to facilitate learning, more credible, and more engaging than negative instructors.
Abstract: The positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or a delayed test (Experiment 2). In a between-subjects design, students saw an instructor who used her voice, body movement, gesture, facial expression, and eye gaze to display one of four emotions while lecturing: happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). First, learners were able to recognize the emotional tone of the instructor in an instructional video lecture, particularly by more strongly rating a positive instructor as displaying positive emotions and a negative instructor as displaying negative emotions (in Experiments 1 and 2). Second, concerning building a social connection during learning, learners rated a positive instructor as more likely to facilitate learning, more credible, and more engaging than a negative instructor (in Experiments 1 and 2). Third, concerning cognitive engagement during learning, learners reported paying more attention during learning for a positive instructor than a negative instructor (in Experiments 1 and 2). Finally, concerning learning outcome, learners who had a positive instructor scored higher than learners who had a negative instructor on a delayed posttest (Experiment 2) but not an immediate posttest (Experiment 1). Overall, there is evidence for the positivity principle and the cognitive-affective model of e-learning from which it is derived.
TL;DR: In this article, a study was conducted to understand what type of learning situations trigger affective states in collaborative groups, and how these affectives states are related to group members' physiological activation.
Abstract: During collaborative learning, affect is constantly present in groups’ interactions, influencing and shaping the learning process. The aim of this study was to understand what type of learning situations trigger affective states in collaborative groups, and how these affective states are related to group members’ physiological activation. The participants were 12-year-old primary school students (N = 31, 10 groups) performing a collaborative science task. In the analysis, video data observations were combined with data of group members’ physiological activation. The groups’ situational valence was identified based on the group members’ observed emotional expressions and their physiological activation levels were measured with electrodermal activity (EDA). Results revealed that situations with group members’ simultaneous physiological activation were rare compared with the observable emotional expressions. However, when group members indicated physiological activation simultaneously, they also showed visible emotional expressions more often than in deactivating situations. Moreover, the results showed that socially-related factors were more likely to trigger physiological activation with a mixed group level valence. In turn, task-related factors were more likely to trigger physiological activation with a neutral group level valence. The results of this study imply that by combining different process data modalities revealing the different components of affect, it might be possible to track emotionally meaningful situations that shape the course of the collaborative learning process.
TL;DR: In this article, a proof-of-concept adaptive skills intervention for adults on the autism spectrum was developed to promote safe and appropriate utilization of public transportation, and a multi-phase usage study was conducted to evaluate the efficiency and appeal of the prototype intervention so as to reveal design flaws and uncover opportunities to improve the overall learner experience.
Abstract: Research on the use of virtual reality (VR) for individuals with autism lacks design precedent and theoretical guidance. Further, research in this area often fails to include participants in the design of interventions. This paper seeks to address these gaps. A proof-of-concept adaptive skills intervention for adults on the autism spectrum was developed to promote safe and appropriate utilization of public transportation. Grounded in theories of complexity and generalization, technological and pedagogical scaffolds were designed in a staged manner and gradually faded to promote acquisition and generalization of target skills. A constellation of technologies was employed, including 360-degree video and headset-based VR. A multi-phase usage study was conducted to evaluate the efficiency and appeal of the prototype intervention so as to reveal design flaws and uncover opportunities to improve the overall learner experience. Findings are presented from the perspectives of expert testers (n = 4) and participant testers with autism (n = 5). Results suggest a largely positive learner experience and that the intervention is feasible and relevant to the unique needs of the target population. Implications are presented from the perspective of Roger's adoption characteristics.
TL;DR: In this article, the authors applied learning analytics to explore learner profiles in terms of how they performed self-regulated learning (SRL) in Massive Open Online Courses (MOOCs).
Abstract: Learning in Massive Open Online Courses (MOOCs) requires learners to self-regulate their learning process or receive effective self-regulated learning (SRL) interventions to accomplish personal goals. Much attention has thus been paid to how SRL influences learner performance in MOOCs, but research has overlooked a person-centered analysis of how online learners perform SRL in this setting. Without understanding this individual difference, educators are unlikely to provide effective SRL interventions tailored to each type of self-regulated learner. In addition, it remains uncertain how culture shapes the differences in SRL traces, especially given that most of the existing understandings of SRL are rooted in Western cultures. To fill the gaps, this research applied learning analytics to explore learner profiles in terms of how they performed SRL in MOOCs. Using K-means clustering analysis, this research revealed four different self-regulated learner profiles: all-around SRL learners, disillusioned SRL learners, control-oriented SRL learners, and control-dominated SRL learners. In addition, all-around SRL learners outperformed the other three clusters in course grades. This research also identified cultural differences between those clusters. Practical implications on how to design effective SRL interventions are provided.
TL;DR: In this article, the authors designed a cross-cultural learning activity in virtual reality (VR) using a 360-degree video technology, and two groups of university students, one from China and the other from Uzbekistan, who exchanged culture-related information with each other, participated in the activity.
Abstract: Cross-cultural learning projects were carried out in learning environments created using Web 1.0 or Web 2.0 technologies in previous related studies. However, such environments have a limited ability to provide learners with immersive learning experiences of a foreign culture and fail to make them feel virtually present in a foreign cultural context. In this study, we aimed to create such an environment, one that enables not only communication among learners from different cultures but also gives them a sense of presence and provides an immersive experience in a foreign culture without their being physically there. To this end, based on the cultural convergence theory, we designed a cross-cultural learning activity in virtual reality (VR) using a 360-degree video technology. Two groups of university students, one from China (n = 10) and the other from Uzbekistan (n = 11), who exchanged culture-related information with each other, participated in the activity. We investigated whether cross-cultural understanding and the trait emotional intelligence of the participants was facilitated after their participation in the activity. In addition, we explored the participants sense of perceived presence in the VR environment and their acceptance of VR technology. A mixed methods research approach was adopted. We analyzed the reflective journals of the participants, administered three questionnaires, and interviewed the participants. We obtained the following four findings: First, the participants had no prior knowledge of their foreign partners’ cultures and traditions before the learning activity; however, they had knowledge that they could summarize, explain, compare, and contrast at the end of the activity. Second, the comparison of the results of the pre- and post-questionnaires showed that the two trait emotional intelligence constructs (i.e., self-control and emotionality) were significantly improved from the beginning of the activity to its end. Third, the participants perceived a high level of presence in the VR environment. Finally, the participants accepted VR technology in terms of its usefulness for cross-cultural learning and ease of use. The originality of this study lies in creating cross-cultural learning environments based on a 360-degree video technology that enables communication across cultures and gives learners a sense of presence and an immersive experience. The value of the study for the literature and its contribution to theoretical knowledge is that it creates virtual cross-cultural learning environments based on a 360-degree video technology and presents evidence suggesting that the cross-cultural learning environments created in this study can facilitate cross-cultural knowledge and perceived self-control, emotionality, and sense of presence.
TL;DR: In this article, the authors designed and implemented an interdisciplinary Scratch course in a primary school, examined the impact of the new problem-solving instructional approach (the adapted IGGIA) on pupils' CT skills and self-efficacy, and explored the gender differences in these two aspects.
Abstract: Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and problem-solving, this study designed and implemented an interdisciplinary Scratch course in a primary school, examined the impact of the new problem-solving instructional approach (the adapted IGGIA) on pupils’ CT skills and self-efficacy, and explored the gender differences in these two aspects. A pretest–posttest nonequivalent group design was conducted among 63 fifth-grade students in two computer science classes over 14 weeks. Both quantitative and qualitative data were collected through the administration of CT scales, Scratch artifacts analysis and focus group interviews. The results revealed that the adapted IGGIA (1) significantly improved the CT skills of primary school students; (2) had a significant positive impact on pupils’ CT self-efficacy, especially on their critical thinking, algorithmic thinking and problem-solving; and (3) significantly enhanced girls’ CT skills and self-efficacy. These findings indicated that problem-solving instructional approaches could promote both cognitive and noncognitive aspects of students’ deeper computational learning.
TL;DR: In this article, emotion variability was examined among 21 medical students in the context of solving two patient cases of different complexity with BioWorld, a computer-based intelligent tutoring system.
Abstract: Prior research has focused extensively on how emotion tendencies (e.g., duration, frequency, intensity, and valence) affect students’ performance, but little is known about emotion variability (i.e., the fluctuations in emotion states) and how emotion variability affects performance. In this paper, emotion variability was examined among 21 medical students in the context of solving two patient cases of different complexity with BioWorld, a computer-based intelligent tutoring system. Specifically, we examined the influences of task complexity on emotion variability, emotion variability in self-regulated learning (SRL) phases, and the differences in emotion variability between high and low performers. We found that students’ emotion variability varies depending on the SRL phases (i.e., forethought, performance, and self-reflection) and task complexity. High performing students had smaller emotion variability than low performers across the three SRL phases, but the differences in emotion variability were not statistically significant. Moreover, emotion variability in the forethought phase contributed most to high performance when compared to the emotional variability in the performance and self-reflection phases. This study advances theoretical development about emotion variability and provides insights that help explain the mixed results that existed in extant literature.
TL;DR: The authors conducted a meta-analysis that consisted of 69 between-subject design studies in the field of ESL/EFL, in which they compared the flipped and lectured-based classrooms in improving students' achievements.
Abstract: Flipped learning is a pedagogical approach in which the traditional way of instruction is inverted by presenting new concepts and subject matters before class and allocating more class time to collaborative, individualized, and differentiated learning. Recently, the use of flipped learning has become popular in the context of learning English as a second/foreign language (ESL/EFL). However, no quantitative synthesis has been conducted on the results of flipped ESL/EFL studies so far. Therefore, with this gap in our mind, we conducted a meta-analysis that consisted of 69 between-subject design studies in the field of ESL/EFL, in which we compared the flipped and lectured-based classrooms in improving students’ achievements. In order to interpret the results, we used the field-specific benchmark for L2 research proposed by Plonsky and Oswald (2014) in Mod Lang J 100: 538–553, 2021. We found that the influence of flipped learning on students’ achievements was large and positive. Also, the findings of moderator analysis indicated that the flipped group performed better when some extra activities and exercises were accompanied by pre-class materials. We conclude that although flipped learning is new in the ESL/EFL field, it has the potential to improve students’ achievements if appropriately designed and implemented. Moreover, since flipped learning is in its fledgling state in the ESL/EFL field, more empirical evidence and research is required in all educational levels to examine its effectiveness, more specifically regarding design and implementation.
TL;DR: In this article, the authors developed a badminton teaching system using wearable technology for improving the teaching and learning of the sport of Badminton, which can provide the similarity scores automatically by comparing a student's movement and strength with a well trained expert model.
Abstract: The aim of this study was to develop a badminton teaching system using the wearable technology for improving badminton teaching and learning. This system can provide the similarity scores automatically by comparing a student’s movement and strength while playing badminton with a well-trained expert model. A quasi-experiment was conducted for eight weeks to evaluate the effectiveness of the developed system. A paired-sample t-test was analyzed to evaluate whether there is a significant difference between the pretest and posttest for the experimental group (EG) and the control group (CG) respectively. Also, an independent sample t test was utilized to compare the posttests between EG and CG. The results show that the badminton teaching system developed in this study could enhance the learning effectiveness of novice badminton learners. The results not only show that applying wearable technology, the Myo armband, can benefit learners’ badminton training, but also can demonstrate the importance of providing instant and adaptive feedback in motor skill learning.
TL;DR: A new research approach with the use of virtual reality (VR) classroom as the experimental platform to investigate whether the same redundant material may cause different results in classroom, which is a major learning place for students.
Abstract: Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant material may cause different results in classroom, which is a major learning place for students. Considering that it is not easy to control the internal validity in classroom environment, this study proposed a new research approach with the use of virtual reality (VR) classroom as the experimental platform to investigate this issue. In the current study, one hundred and four fifth-grade students were randomly assigned to four experimental conditions with two different presentation formats (redundant and non-redundant) and two learning environments (lab and VR classroom). The retention test scores, cognitive load, and performance efficiency were used as dependent variables. The results revealed that the redundancy effect occurred in the lab environment and the reverse redundancy effect occurred in the VR classroom environment. In the lab environment, participants who had learned with non-redundant materials demonstrated better learning performance than those who had learned with redundant materials. On the contrary, the results were reversed in the VR classroom environment. The programmed interferences in the VR classroom are suggested as the main factor influencing the results.
TL;DR: In this paper, the mediating effects of learning approach on the association between four learning factors (i.e., intrinsic motivation, extrinsic motivation, collaboration, and communication) and higher order thinking skills were examined using Partial least square (PLS) analyses.
Abstract: Collaborative inquiry-based learning (CIBL) is a notable instructional method used to nurture students’ higher order thinking skills. Few studies, however, have examined the mediating effect of learning approach (i.e., deep approach and surface approach) as an essential component in collaborative inquiry-based learning and the association between learning factors and higher order thinking skills. The present study conducted a semester-long survey of 80 college students who had studied using the collaborative inquiry-based learning approach. The mediating effects of learning approach on the association between four learning factors (i.e., intrinsic motivation, extrinsic motivation, collaboration, and communication) and higher order thinking skills were examined using Partial least square (PLS) analyses. The results showed that deep approach served as a significant mediating variable in the relationship between the four learning factors and higher order thinking skills, while the surface approach did not. This study also found that collaboration was the only learning factor that had both indirect (via deep approach) and direct effects on higher order thinking skills. The fact that the relationship was examined in the collaborative inquiry-based learning context may explain the reasons for this. The findings of the study have practical implications for educators, indicating that guiding students to use the deep approach as often as possible may prove beneficial. Instructors can help students who use surface approach to gradually adjust to deep approach with careful instructional scaffoldings. Educators should also provide students with more opportunities to collaborate during inquiry-based learning activities.
TL;DR: The authors investigates how the concept of learner interaction supports success and includes examples from online courses informed by critical humanizing pedagogy, in which social interaction is a key driver of learning.
Abstract: Millions of college students in the U.S. are enrolled in online courses, with the global pandemic resulting in a “pivot to online” for educational and health reasons. African-American college students continue to face barriers to academic success, and this response to Kuo and Belland (in Educ Technol Res Dev 64(4):661–680, 2016) investigates how the concept of “learner interaction” supports success. Finally, this response includes examples from online courses informed by “critical humanizing pedagogy,” in which social interaction is a key driver of learning.
TL;DR: In this paper, the authors explored the influence of predictive and descriptive learning analytics dashboards on graduate students' motivation and statistics anxiety in an online graduate-level statistics course and found that learners who adopted a more performance-avoidance goal orientation exhibited higher levels of anxiety regardless of the dashboard used.
Abstract: Based on the achievement goal theory, this experimental study explored the influence of predictive and descriptive learning analytics dashboards on graduate students’ motivation and statistics anxiety in an online graduate-level statistics course. Participants were randomly assigned into one of three groups: (a) predictive dashboard, (b) descriptive dashboard, or (c) control (i.e., no dashboard). Measures of motivation and statistical anxiety were collected in the beginning and the end of the semester via the Motivated Strategies for Learning Questionnaire and Statistical Anxiety Rating Scale. Individual semi-structured interviews were used to understand learners’ perceptions of the course and whether the use of the dashboards influenced the meaning of their learning experiences. Results indicate that, compared to the control group, the predictive dashboard significantly reduced learners’ interpretation anxiety and had an effect on intrinsic goal orientation that depended on learners’ lower or higher initial levels of intrinsic goal orientation. In comparison to the control group, both predictive and descriptive dashboards reduced worth of anxiety (negative attitudes towards statistics) for learners who started the course with higher levels of worth anxiety. Thematic analysis revealed that learners who adopted a more performance-avoidance goal orientation approach demonstrated higher levels of anxiety regardless of the dashboard used.
TL;DR: The authors found significant relationships between the use of authentic case studies in online preservice teaching, self-regulation, and mastery approach goals, and they also identified that the relationship between self-regulated learning was strengthened when using case studies that were authentic.
Abstract: Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and practice in programs of teacher education where application is an integral part of the curriculum as well as students’ future career is of utmost importance. Instruction using the case study method enables instructors to involve their students with the realities of teaching using scenarios built around authentic educational dilemmas, where students can problem-solve varying outcomes and generate possible solutions from multiple theoretical viewpoints. Self-regulated learning has been consistently shown to be a fundamental component in the academic success of online learners. Existing research studies on distance learners has specifically shown mastery-approach goals to be predictive of self-regulated learning. This study found significant relationships between the use of authentic case studies in online preservice teaching, self-regulation, and mastery approach goals. Additionally, the results of this study also identified that the relationship between self-regulation and mastery approach goals was strengthened when using case studies that were authentic.