【SSCI】教育学期刊《Computers and Education Open》最新论文推送（2024年10月）
《Computers and Education Open》共70篇，祝大家阅读愉快。
《Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources》
《在职教师是否接受人工智能技术? 学校支持与资源的中介作用》
作者：Rethabile Rosemary Molefi · Musa Adekunle Ayanwale · Lehlohonolo Kurata · Julia Chere-Masopha
英文摘要：This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho's educational landscape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers' perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non-significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers' intentions to use AI in their teaching practices. As a result, the study recommends tailored continuous professional development programs and collaborative learning communities to enhance teachers' skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers' teaching practices in schools and outline future directions.
中文摘要：本研究调查了莱索托在职教师对人工智能(AI)的接受程度和利用程度，重点研究了学校支持和资源(SSR)的中介作用。在莱索托的教育领域，拥有属性对技术整合的兴趣越来越浓厚，本研究通过探索在职教师对人工智能采用和 SSR 的中介影响的观点，填补了现有文献中的一个重要空白。本研究以技术接受与使用统一理论(UTAUT)为理论框架，采用横断面设计，以315名在职教师为样本，通过在线调查收集数据。数据分析采用最大似然估计。结果显示，感知有用性、感知易用性和对 AI 的积极态度之间存在实质性的正相关关系，SSR 在这些关系中扮演着互补的中介角色。然而，这项研究发现技术熟练程度和行为意图之间并不存在显著的关系，这表明需要进一步研究有效的人工智能整合所必需的技术技能。研究结果显示，SSR 在塑造在职教师在教学实践中使用人工智能的意愿方面扮演重要角色。因此，该研究建议量身定制持续专业发展项目和合作学习社区，以提高教师的技能。此外，报告强调了倡导支持将人工智能纳入教育的政策的重要性，并强调了与使用人工智能有关的道德考虑。我们讨论了我们的研究结果对将人工智能融入学校教师教学实践的影响，并概述了未来的发展方向。
https://doi.org/10.1016/j.caeo.2024.100191
《Connectedness with Students as a Key Factor in Online Teaching Self-efficacy》
《网络教学自我效能感的关键因素——与学生的联系》
作者：Rosa K. Leino · Tomas Kaqinari · Elena Makarova · Anna K. Döring
英文摘要：This paper investigates how lecturers’ connectedness with students affected their experience of online teaching during the first COVID-19 lockdown in the UK and Switzerland. We examined how this connectedness predicted lecturers’ self-efficacy in online teaching. This was in addition to other social context variables (connectedness with colleagues and perceived support from the university) and their previous experience with digital tools. The shift to online teaching in the lockdown period abruptly removed any in-person contact between lecturers and their students. Lecturers’ self-efficacy in online teaching is crucial to student motivation, achievement, and the lecturer's own teaching experience. Likewise, lecturers’ connectedness with students and colleagues has been identified as a key factor in learning. Consequently, this study explored how different forms of connectedness predicted lecturers’ self-efficacy in the new teaching environment. A total of 252 lecturers from UK and Swiss universities completed an online survey about their teaching experiences before and during the COVID-19 lockdown. Multiple regressions were used to predict lecturers’ online teaching self-efficacy. The results revealed that connectedness with students was a significant and positive predictor of online teaching self-efficacy. However, connectedness with colleagues and perceived support from the university did not. The perception that digital tools enhanced teaching prior to the lockdown was a significant predictor only for the UK lecturers, but not for the Swiss ones. These findings point towards lecturers’ connectedness with their students being a pathway to success in online teaching.
中文摘要：本文调查了英国和瑞士首次2019冠状病毒疾病封锁期间，讲师与学生的联系如何影响他们的在线教学经验。我们研究了这种连通性如何预测讲师在网络教学中的自我效能感。除此之外，还有其他的社会背景变量(与同事的联系和大学的支持)以及他们之前使用数字工具的经验。在封锁期间转向在线教学突然消除了讲师与学生之间的任何面对面接触。网络教学中教师的自我效能感对于学生的学习动机、学习成绩以及教师自身的教学经验都具有重要意义。同样，讲师与学生和同事的联系也被认为是学习的一个关键因素。因此，本研究探讨了不同形式的连通性如何在新的教学环境中预测讲师的自我效能感。共有252名来自英国和瑞士大学的讲师完成了一项关于他们在2019冠状病毒疾病封锁前和封锁期间的教学经历的在线调查。采用多元回归方法对教师网络教学自我效能感进行预测。结果表明，与学生的联系对网络教学自我效能感有显著的正向预测作用。然而，与同事的联系和感知到的来自大学的支持却没有。认为数字工具在封锁之前提高了教学质量的看法，只对英国的讲师有重要的预测作用，而对瑞士的讲师则没有。这些发现表明，教师与学生之间的联系是网络教学成功的一条途径。
https://doi.org/10.1016/j.caeo.2024.100192
《Academic Dishonesty Out, Use of Resources In》
《学术欺诈资源的运用》
作者：Shahin Vaezi · Mahdi Vaezi · Fatemeh Nami
英文摘要：The outbreak of COVID-19 necessitated the call for integrating teaching and assessment into virtual environments. To explore the types of resources students accessed during online exams, engineering students were administered an unproctored online English for Academic Purposes (EAP) mid-term exam. Subsequently, a questionnaire was administered to investigate students’ use of resources while taking the exam. The results of an exploratory factor analysis was used to categorize students’ use of resources, external to one's self, shedding light on student perception of the act. The analysis revealed that 60 % of the common variance could be attributed to access to both human and nonhuman resources external to oneself. The transition from face to face teaching and assessment to online education has led to an increase in the utilization of resources external to one's self. Traditionally this act has been termed academic dishonesty. The study argues that this should not be viewed as a disruption, but rather a symptom of the transition embraced by online education with recourse to high accessibility to online and offline resources. Despite the general notion that of the use of resources external to one's self is discouraged, students exhibited a prevalent tendency to use resources external to themselves on the online exam. Of significance is the call for a redefinition of what constitutes academic misbehavior or dishonesty in a world that is digitally connected 24/7.
中文摘要：2019冠状病毒疾病的爆发促使人们呼吁将教学和评估融入虚拟环境。为了探索学生在网络考试中获取的资源类型，工程专业学生在期中考试中使用了一种不受监督的网络学术英语(EAP)。随后，对学生进行问卷调查，以了解他们在参加考试时对资源的使用情况。一个因子分析的结果被用来分类学生对资源的使用，除了他们自己之外，这些资源可以帮助学生理解他们的行为。分析表明，60% 的共同变异可归因于获得外部人力资源和非人力资源。从面对面的教学和评估过渡到网络教育，导致了个人外部资源利用的增加。传统上，这种行为被称为学术欺诈。该研究认为，这不应被视为一种中断，而应被视为在线教育转型的一个症状，这种转型诉诸于在线和离线资源的高可获得性。尽管人们普遍认为不鼓励使用自己以外的资源，但学生们在网上考试中普遍表现出使用自己以外的资源的倾向。重要的是呼吁重新定义什么构成学术不端行为或不诚实的世界是数字连接24/7。
https://doi.org/10.1016/j.caeo.2024.100193
《Enhancing Active Learning through Collaboration Between Human Teachers and Generative AI》
《通过人类教师与生成性人工智能的协作促进主动学习》
作者：Kritish Pahi · Shiplu Hawlader · Eric Hicks · Alina Zaman · Vinhthuy Phan
英文摘要：To address the increasing demand for AI literacy, we introduced a novel active learning approach that leverages both teaching assistants (TAs) and generative AI to provide feedback during in-class exercises. This method was evaluated through two studies in separate Computer Science courses, focusing on the roles and impacts of TAs in this learning environment, as well as their collaboration with ChatGPT in enhancing student feedback. The studies revealed that TAs were effective in accurately determining students’ progress and struggles, particularly in areas such as “backtracking”, where students faced significant challenges. This intervention’s success was evident from high student engagement and satisfaction levels, as reported in an end-of-semester survey. Further findings highlighted that while TAs provided detailed technical assessments and identified conceptual gaps effectively, ChatGPT excelled in presenting clarifying examples and offering motivational support. Despite some TAs’ resistance to fully embracing the feedback guidelines-specifically their reluctance to provide encouragement-the collaborative feedback process between TAs and ChatGPT improved the quality of feedback in several aspects, including technical accuracy and clarity in explaining conceptual issues. These results suggest that integrating human and artificial intelligence in educational settings can significantly enhance traditional teaching methods, creating a more dynamic and responsive learning environment. Future research will aim to improve both the quality and efficiency of feedback, capitalizing on unique strengths of both human and AI to further advance educational practices in the field of computing.
中文摘要：为了满足对人工智能素养日益增长的需求，我们引入了一种新的主动学习方法，利用教学助理(TA)和生成性人工智能在课堂练习中提供反馈。这种方法是通过在不同的计算机科学课程中的两项研究来评估的，重点是助教在这种学习环境中的作用和影响，以及他们与 ChatGPT 在增强学生反馈方面的合作。研究显示，助教在准确判断学生的进步和努力方面是有效的，特别是在学生面临重大挑战的“回溯”等领域。这种干预的成功从学生参与度和满意度的高水平就可以看出来，正如学期末的一项调查所报告的那样。进一步的调查结果强调，虽然助教们提供了详细的技术评估，并有效地查明了概念上的差距，但 ChatGPT 在提供澄清实例和提供激励性支持方面表现出色。尽管一些助教反对完全接受反馈指南——特别是他们不愿意提供鼓励——助教和 ChatGPT 之间的协作反馈过程在几个方面提高了反馈的质量，包括解释概念问题的技术准确性和清晰度。这些结果表明，在教育环境中整合人类和人工智能可以显著提高传统的教学方法，创造一个更加动态和响应性更强的学习环境。未来的研究将致力于提高反馈的质量和效率，利用人类和人工智能的独特优势，进一步推进计算机领域的教育实践。
https://doi.org/10.1016/j.caeo.2024.100183
《A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration》
《从知识整合的角度对基于 TPACK 的干预进行系统综述和元分析》
作者：Armin Fabian · Iris Backfisch · K A Kirchner · Andreas Lachner
英文摘要：A common dilemma in educational game design is identifying the right balance between freedom and structure. Too much structure limits constructive learning and curiosity, while too much freedom diverts focus away from the educational content. How can we create a feeling of freedom while encouraging students to interact with learning material? We argue that a compelling, open-world action-adventure game with a branching storyline could provide just the right balance. To test this idea, we created a single-player custom map action-adventure game, Ulfberht's Sword, using the popular Minecraft game. Our objective was that the game would support prehistory education and we piloted it with 151 students in their history classrooms. To determine how effective our game was for delivering educational material, we collected and analyzed the students' log files in combination with students' Minecraft experience. Our structure discovery revealed four interaction types, (1) intellectuals, (2) wanderers, (3) explorers, and (4) achievers, which reflect the students' interaction with the educational content and perseverance in challenging situations. Ultimately, the game design engaged Minecraft-experienced player types and guided them toward primary educational materials. Less-experienced player types remained curious but would have benefited from more direct in-game scaffolding, demonstrating the importance of players' pre-existing gaming skills and thoughtful choice architecture. In conclusion, the player types provide insight into how we can best support different types of students in the open-world game environment. In turn, this information allows us to identify design challenges and suggest better ways to strike the structure-autonomy balance in realistically heterogeneous classrooms.
中文摘要：在教育游戏设计中，一个常见的困境是如何在自由和结构之间找到正确的平衡。太多的结构限制了建设性的学习和好奇心，而太多的自由转移了对教育内容的关注。我们如何在鼓励学生与学习材料互动的同时创造一种自由的感觉？我们认为，一个引人注目的、具有分支故事情节的开放世界动作冒险游戏可以提供恰到好处的平衡。为了验证这个想法，我们使用流行的 Minecraft 游戏创建了一个单人自定义地图动作冒险游戏——乌尔夫伯特之剑。我们的目标是该游戏将支持史前教育，我们试点了151名学生在他们的历史课堂。为了确定我们的游戏在传递教育材料方面的效果如何，我们收集并分析了学生的日志文件，并结合了学生的 Minecraft 体验。结构发现揭示了四种互动类型: (1)知识分子、(2)流浪者、(3)探索者和(4)成就者，它们反映了学生与教育内容的互动以及在挑战情境中的毅力。最终，游戏设计吸引了《我的世界》经验丰富的玩家类型，并引导他们使用初级教育材料。经验不足的玩家类型仍然好奇，但会受益于更直接的在游戏中的脚手架，证明了玩家的重要性预先存在的游戏技能和周到的选择架构。总之，玩家类型提供了洞察力，我们如何才能最好地支持不同类型的学生在开放世界的游戏环境。反过来，这些信息使我们能够识别设计的挑战，并提出更好的方法来实现结构-自主的平衡，在现实的异构教室。
https://doi.org/10.1016/j.caeo.2024.100172
《Online Education Benefits Instructors’ Emotional Labor Management》
《网络教育有利于辅导员的情感劳动管理》
作者：Danielle Sonnenberg · Pamela Rutledge
英文摘要：The adoption of intelligent tutoring systems (ITSs) worldwide has led to a considerable accumulation of process data as students interact with different learning topics within these systems. Typically, these learning topics are structured within ITSs (e.g., the fraction topic includes subtopics such as a fraction number line subtopic). However, there is a lack of methods that offer quick, data-driven insights into the content structure of ITSs, particularly through easily accessible visualizations. Here, we applied psychological network analysis to process data (230,241 students; 5,365,932 problem sets) from an ITS for learning mathematics to explore performance interdependencies between 40 different subtopics. We argue that the visualization of these content interdependencies allows for a quick empirical evaluation of the validity of the existing structuring of the respective learning content. These insights allow for deriving recommendations concerning potential changes in the ITS structure and are thus highly valuable for ITS developers. Our results are also relevant for researchers as the interdependencies illustrated through psychological network analysis can contribute towards a better understanding of the interplay between mathematical skills. Together, our results indicate that psychological network analysis represents a valuable data-driven method to evaluate and optimize ITSs.
中文摘要：智能辅导系统(ITS)在全球范围内的应用导致了过程数据的大量积累，因为学生在这些系统中与不同的学习主题进行交互。通常，这些学习主题是在 ITS 中构建的(例如，分数主题包括子主题，如分数数行子主题)。然而，缺乏能够快速、数据驱动地洞察 IT 系统内容结构的方法，特别是通过易于访问的可视化。在这里，我们应用心理网络分析来处理来自 ITS 的数学学习数据(230,241名学生; 5,365,932个问题集) ，以探索40个不同子主题之间的表现相互依赖性。我们认为，这些内容相互依赖的可视化允许对各自学习内容的现有结构的有效性进行快速的实证评估。这些见解有助于就智能交通系统结构的潜在变化提出建议，因此对智能交通系统开发人员非常有价值。我们的研究结果也与研究人员有关，因为通过心理网络分析所阐明的相互依赖性有助于更好地理解数学技能之间的相互作用。总之，我们的研究结果表明，心理网络分析代表了一个有价值的数据驱动的方法来评估和优化 ITS。
https://doi.org/10.1016/j.caeo.2024.100225
《Balancing Enjoyment and Learning in Teaching Software Project Management with Game-Based Learning》
《游戏学习与教学软件项目管理中的享受与学习的平衡》
作者：Alf Inge Wang · Vegard Aas Knutsen · Eivind Toresen Askestad
英文摘要：Despite advancements in project management education, project failures remain common, often due to insufficient experience and skills. Games offer a valuable platform for teaching practical project management skills, allowing players to learn from mistakes without significant economic costs. However, many serious games in this field lack focus on engagement and motivation. The "Software Project Management Game" introduced in this article addresses these issues by incorporating motivational game design principles, drawing inspiration from entertainment games like Game Dev Tycoon and The Sims. The game ensures a smooth flow without unnecessary interruptions, putting players in control. Players progress through five projects of increasing complexity, gradually developing their skills and learning soft skills and task dependencies. This article details the design, implementation, and evaluation of the game, focusing on gameflow, intrinsic motivation, perceived learning, and usability. The results indicate that the game successfully balances enjoyment and learning, making it an effective tool for teaching core project management skills.
中文摘要：尽管在项目管理教育方面取得了进步，但项目失败仍然很常见，通常是由于缺乏经验和技能。游戏为教授实用的项目管理技巧提供了一个宝贵的平台，让玩家从错误中学习，而不会付出巨大的经济代价。然而，这个领域的许多严肃的游戏缺乏对参与和动机的关注。本文介绍的“软件项目管理游戏”通过结合动机游戏设计原则，从游戏开发大亨和模拟人生等娱乐游戏中获得灵感来解决这些问题。游戏保证了流畅，没有不必要的干扰，让玩家处于控制之中。玩家通过五个不断增加复杂性的项目，逐渐发展他们的技能，学习软技能和任务依赖。本文详细介绍了游戏的设计、实现和评估，重点关注游戏流程、内在动机、感知学习和可用性。结果表明，游戏成功地平衡了享受和学习，使其成为教授核心项目管理技能的有效工具。
https://doi.org/10.1016/j.caeo.2024.100226
《Disentangling the Influence of Mobile Learning Usability and Its Determinants–PLS-SEM and Importance-Performance Investigation》
《移动学习可用性及其影响因素的 PLS-SEM 和重要性-性能研究》
作者：Andreas Janson · Sissy-Josefina Ernst
英文摘要：Today, numerous mobile learning applications are used to enable learning during the working process or on-the-go. However, few insights that are available regarding mobile application usability (MAU) and its determinants in the context of mobile learning. More specifically, there is a critical need to disentangle the determinants of MAU and their overall impact on MAU while also acknowledging the possible motivational consequences. Therefore, we developed a theoretical model of MAU, its determinants, and its consequences. By utilizing a free simulation experiment, we investigated the role of MAU in the domain of mobile learning. We used structural equation modeling to analyze the theoretical model. The results show a significant influence of MAU on mobile learning compatibility, performance expectancy, and self-efficacy. The results also indicate that compatibility acts as a partial mediator of usability on performance expectancy. Finally, we conducted an importance-performance analysis that reveals key usability insights: UI output, the most critical factor, underperforms, highlighting a major improvement area. UI structure and application design also need enhancement. In contrast, UI input and application utility perform well despite lower importance, with UI graphics showing adequate performance despite being least crucial. The present paper contributes to the discussion concerning MAU and its impact on mobile learning, while delivering formative insights of MAU for mobile learning applications.
中文摘要：今天，大量的移动学习应用程序被用来在工作过程中或在路上学习。然而，在移动学习的背景下，关于移动应用可用性(MAU)及其决定因素的见解很少。更具体地说，迫切需要理清多边投资协定的决定因素及其对多边投资协定的总体影响，同时承认可能产生的激励后果。因此，我们发展了一个 MAU 的理论模型，它的决定因素，以及它的后果。通过一个自由模拟实验，我们研究了 MAU 在移动学习领域中的作用。采用结构方程模型对理论模型进行了分析。结果表明，MAU 对移动学习相容性、绩效期望和自我效能感有显著影响。结果还表明，兼容性在性能预期方面扮演着可用性的部分中介者的角色。最后，我们进行了重要性-性能分析，揭示了关键的可用性见解: UI 输出，最关键的因素，表现不佳，突出了一个主要的改进领域。UI 结构和应用程序设计也需要改进。相比之下，UI 输入和应用程序实用程序表现良好，尽管重要性较低，UI 图形显示足够的性能，尽管是最不重要的。本文讨论了移动学习单元及其对移动学习的影响，同时提供了移动学习单元在移动学习应用中的形成性见解。
https://doi.org/10.1016/j.caeo.2024.100230
《Exploring teacher characteristics and participation in TPACK-related online Teacher Professional Development in Assam, India》
《在印度阿萨姆邦探索教师特点和参与 TPACK 相关的在线教师专业发展》
作者：Amina Charania · Simon Cross · Freda Wolfenden · Sohini Sen · Lina Adinolfi
英文摘要：Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.
中文摘要：近年来，支持印度教师提高数字技能的专业发展机会显著增加。然而，迄今为止，几乎没有证据表明教师在课堂上自信地利用数字技术。我们认为，这可能是由于对教师参与以 TPACK 为中心的教师专业发展(TPD)计划的关注不足，而这种关注是由教师的价值观、先前的经验和在社会中的定位所调解的。为了探索这一点，我们调查了政府高中和中学教师参加一个名为“ TPACK 框架内的建构主义教学和技术学习”(CTLT)的课程的经验，该课程在印度阿萨姆邦的23个地区为500多名教师提供。基于对209名(课前)和109名(课后)教师的问卷调查，研究结果表明，女性教师在完成课程方面的表现明显优于男性教师，这与人们的预期和目前的学术水平相反。然而，用英语进行调查的教师比用阿萨姆语进行调查的教师表现得更好。本文探讨了产生这些结果的可能原因，同时建议在设计和实施包容性的大规模 TPD TPACK 方案时需要考虑到教师的特点。
https://doi.org/10.1016/j.caeo.2024.100227
《University student and instructor experiences with HyFlex learning: A scoping review》
《大学生和讲师使用 HyFlex 学习的经验: 范围回顾》
作者：Therese M. Cumming · Chen Han · Lisa Gilanyi
英文摘要：The global pandemic precipitated the movement of higher education course delivery from face-to-face to teaching online. During the post-pandemic period, some universities adopted the HyFlex model, which involves teaching students on-campus and online simultaneously. Widespread use of this model is in its infancy, therefore little is known about the experiences of university students and instructors using HyFlex mode. This knowledge is essential to the consideration of whether to continue, modify, or cease this form of course delivery. Therefore, the aim of this scoping review was to fill this gap in the literature by exploring the experiences of university instructors and students with the HyFlex model via a scoping review that followed Arksey and O'Malley's scoping review framework. A thematic analysis approach was used to analyse the data from each study reviewed. Four key themes emerged from the analysis: (a) learning satisfaction, (b) benefits of the HyFlex mode, (c) barriers and challenges related to the HyFlex mode, and (d) external factors that influence the quality of teaching and learning in the HyFlex mode. Each of these is discussed in detail and implications for future practice and further research directions are considered. The review also uncovered that there is a dearth of studies that included the voice of instructors, hence highlighting an underresearched area regarding the HyFlex mode of instruction.
中文摘要：这一全球流行病促使高等教育课程从面对面教学转向在线教学。在流感大流行之后的时期，一些大学采用了 HyFlex 模式，即同时在校园和在线教学学生。这种模式的广泛应用还处于起步阶段，因此对于大学生和教师使用 HyFlex 模式的经验知之甚少。这种知识对于考虑是否继续、修改或停止这种形式的课程交付是必不可少的。因此，这次范围审查的目的是通过遵循 Arksey 和 O’Malley 的范围审查框架，通过 HyFlex 模型探索大学教师和学生的经验来填补文献中的这个空白。采用专题分析方法分析每项研究的数据。分析中提出了四个关键主题: (a)学习满意度，(b) HyFlex 模式的益处，(c)与 HyFlex 模式相关的障碍和挑战，以及(d)影响 HyFlex 模式教学质量的外部因素。每个问题都进行了详细的讨论，并对今后的实践和进一步的研究方向进行了考虑。综述还发现，缺乏研究，包括教师的声音，因此突出了关于 HyFlex 教学模式研究不足的领域。
https://doi.org/10.1016/j.caeo.2024.100229
《Middle School Teachers’ Implementation and Perceptions of Automated Writing Evaluation》
《中学教师对自动化写作评价的认知与实施》
作者：Joshua Wilson · Amanda Delgado · Corey Palermo · Tania Cruz Cordero · Matthew C. Myers · Halley Eacker · Andrew Potter · Jessica Coles · Saimou Zhang
英文摘要：Despite research supporting the efficacy of Automated Writing Evaluation (AWE) in improving writing outcomes, inconsistent implementation by teachers raises concerns about the efficacy of these systems in practice. However, little is known about what factors influence teachers’ implementation and perceptions of AWE. This study examined the relationship between teachers’ implementation and perceptions of the MI Write AWE system, seeking to identify actionable factors that could enhance AWE implementation and acceptance in the future. A mixed-methods design was utilized, combining quantitative analysis of usage logs and survey data with qualitative insights from focus groups and interviews with 19 teachers who participated in a randomized controlled trial (RCT) testing the efficacy of MI Write on students’ writing outcomes. Quantitative data were subjected to descriptive and non-parametric statistical analyses, while qualitative data underwent a deductive coding process, offering an integrated view of MI Write's use and educators’ perceptions. Teachers implemented MI Write variably and not to the extent expected of them within the RCT, but they did report generally positive attitudes towards MI Write. Findings indicated that positive perceptions of system usability and usefulness may be insufficient to promote effective implementation. Instead, ecological factors such as curricular alignment and the challenge of incorporating AWE into existing workload, administrative support, and broader social and educational policy appeared as factors influencing implementation. Findings emphasize that teachers’ implementation and perceptions of AWE are dependent on a range of contextual elements beyond mere system functionality, suggesting that successful adoption requires addressing broader ecological considerations.
中文摘要：尽管有研究支持自动写作评估(AWE)在改善写作结果方面的有效性，但是教师执行不一致引起了人们对这些系统在实践中的有效性的关注。然而，究竟是什么因素影响着教师对 AWE 的执行和认知，目前还知之甚少。本研究旨在探讨教师执行与认知心理学写作 AWE 系统的关系，以期找出可行的因素，加强未来对 AWE 系统的执行与接纳。采用混合方法设计，结合使用日志和调查数据的定量分析和焦点小组的定性见解，以及对19名教师的访谈，这些教师参加了一项随机对照试验测试(RCT) ，测试 MI Write 对学生写作结果的效果。定量数据进行描述性和非参数统计分析，而定性数据进行演绎编码过程，提供了一个综合的观点，多媒体写作的使用和教育工作者的看法。教师对 MI Write 的执行情况各不相同，没有达到 RCT 期望的程度，但他们对 MI Write 的态度总体上是积极的。调查结果表明，对系统可用性和有用性的积极认识可能不足以促进有效实施。相反，生态因素，如课程调整和将 AWE 纳入现有工作量、行政支持以及更广泛的社会和教育政策的挑战，似乎是影响执行的因素。研究结果强调，教师对 AWE 的执行和认知，除了系统功能外，还依赖于一系列的情境因素，这表明成功的采用需要更广泛的生态考虑。
https://doi.org/10.1016/j.caeo.2024.100231
《What influences teachers’ implementation of ICT in early childhood education? A qualitative exploration based on an ecological-TPACK framework》
《影响教师在幼儿教育中应用 ICT 的因素是什么? 基于生态 TPACK 框架的定性探索》
作者：Tian Yang · Chuanmei Dong
英文摘要：Teachers’ implementation of information and communication technologies (ICT) directly shapes how children learn in early childhood education (ECE) contexts. While the number of studies on teachers’ implementation of ICT in ECE settings has increased in recent years, a more comprehensive understanding of what decides teachers’ actual technology-based practices are still needed. Therefore, this study aims to gain an in-depth understanding of what factors may influence ECE teachers’ ICT implementation. Drawing on the TPACK model and the ecological theory, this study develops the ecological-TPACK framework that provides a lens for interpreting the complex explanations behind teachers’ ICT implementation practices. A qualitative research design that involves individual interviews, classroom observations and field notes was used to collect data. The findings show that participants made decisions about ICT implementation based on their TPACK, which is further shaped by the ecological context surrounding them. The analysis based on the ecological-TPACK framework found factors influencing participants’ ICT implementation are complex and interrelated, which shows this framework is a valuable tool for understanding the complicated story behind teachers’ ICT implementation. Implications for policy-making and future research direction, are addressed at the end of this article.
中文摘要：教师应用资讯及通讯科技直接影响儿童在幼儿教育环境中的学习方式。虽然近年有关教师在幼儿教育环境中应用资讯及通讯科技的研究数目有所增加，但我们仍须更全面了解教师实际应用资讯及通讯科技的决定因素。因此，本研究旨在深入了解哪些因素可能影响幼儿教师的 ICT 实施。借鉴 TPACK 模型和生态学理论，本研究构建了生态学 TPACK 框架，为解释教师 ICT 实施背后的复杂解释提供了一个视角。采用个人访谈、课堂观察和实地笔记的质性研究设计来收集数据。研究结果表明，与会者根据他们的 TPACK 对信息和通信技术的实施作出决定，而 TPACK 又进一步受到围绕他们的生态环境的影响。基于生态学-TPACK 框架的分析发现，影响参与者信息通信技术实施的因素是复杂的、相互关联的，这表明该框架是理解教师信息通信技术实施背后复杂故事的一个有价值的工具。对政策制定和未来研究方向的影响，在本文的最后讨论。
https://doi.org/10.1016/j.caeo.2024.100228
《Feedback for learning from text: What kind and where in the text is most effective?》
《从课文中学习的反馈: 课文中哪种反馈和哪些反馈最有效？》
作者：Virginia Clinton‐Lisell
英文摘要：Etextbooks have the affordance of providing immediate feedback for review questions on the content. However, it needs to be clarified what type and placement of feedback is most effective. College and high school students (N = 390) were randomly assigned to receive either correct-answer-only feedback or elaborative feedback either in the middle-and-end of the textbook excerpt or the end only. Elaborative feedback at the end of the text had more accurate posttest scores and more efficient learning (based on time reading per correct answer) than did other conditions. Metacomprehension accuracy, based on the difference between predicted performance and actual performance, did not reliably differ by condition. Neither the perceived difficulty of the text nor the review questions reliably differed based on feedback condition. This study has practical implications for the design of etextbooks provided the findings generalize across disciplines and entire etextbooks.
中文摘要：电子教科书有提供即时反馈的审查问题的内容。然而，需要澄清什么类型和放置反馈是最有效的。大学生和高中生(N = 390)被随机分配接受正确答案的反馈或详细的反馈，要么在中间和结束的教科书摘录或结束只。与其他条件相比，文章末尾的精细反馈具有更准确的后测分数和更有效的学习(基于每个正确答案的阅读时间)。基于预测性能和实际性能之间的差异，元理解的准确性并没有因条件的不同而有可靠的差异。无论是文本的感知难度，还是复习问题的可靠性差异都取决于反馈条件。这项研究对教科书的设计具有实际意义，只要研究结果能够跨学科和整个教科书进行概括。
https://doi.org/10.1016/j.caeo.2024.100216
《From physical feelings to empathy: An immersive virtual reality approach to facilitate physical empathy》
《从身体感受到移情: 一种身临其境的虚拟现实方法，以促进身体移情》
作者：Xiuli Huang · Felicitas Macgilchrist
英文摘要：Studies have suggested that virtual reality (VR) as an ‘empathy-making machine’ has the potential to trigger historical empathy. Different VR technologies offer different levels of immersion with different educational implications. Higher immersive VR technology has shown promise in enhancing learners’ empathy levels. However, how highly immersive VR promotes learners’ historical empathy in real-life classroom settings has not been explored. Hence, this study focuses on comparing two levels of immersive VR-supported learning for historical empathy acquisition among secondary learners. A total of 49 students were recruited. A quasi-experimental design was employed and the quantitative and qualitative data were analyzed to explore participants’ historical knowledge and empathy. The quantitative data show no significant difference between immersive virtual reality (IVR) approach-supported learning and flatscreen VR-supported learning. However, the qualitative analysis suggests that the students from the IVR group showed stronger ‘physical empathy’. Intriguingly, even though the tests did not demonstrate that the students learned more in IVR-supported learning, they self-reported that they learned better in IVR-supported learning. The paper identifies implications for the connection between ‘physical empathy’ and the level of immersive technology.
中文摘要：研究表明，虚拟现实(VR)作为一种“移情制造机器”有可能触发历史移情。不同的虚拟现实技术提供不同程度的沉浸与不同的教育含义。更高的沉浸式虚拟现实技术在提高学习者的移情水平方面显示出了希望。然而，如何高度沉浸式虚拟现实促进学习者的历史移情在现实生活中的课堂环境中尚未被探讨。因此，本研究着重于比较沉浸式虚拟现实支持学习对中学生历史移情习得的两个水平。共招收了49名学生。采用准实验设计，分析定量和定性数据，探讨被试的历史知识和移情作用。定量数据显示沉浸式虚拟现实(IVR)方法支持的学习和平板显示虚拟现实支持的学习没有显著差异。然而，定性分析表明，IVR 组的学生表现出更强的“身体移情”。有趣的是，尽管这些测试并没有证明学生在 IVR 支持的学习中学到了更多的东西，但是他们自己报告说在 IVR 支持的学习中他们学得更好。这篇论文指出了“身体移情”和沉浸式技术水平之间的联系。
https://doi.org/10.1016/j.caeo.2024.100215
《Schoolfeeds: A study of principals’ governance of school social media pages and students’ data, privacy and treatment》
《Schoolfeed: 关于校长管理学校社交媒体页面和学生数据、隐私和处理的研究》
作者：Karley Beckman · Tiffani Apps · Sue Bennett
英文摘要：It is common for contemporary schools to have a presence on social media for the purpose of connecting with the school community and often the wider public. Drawing on the perspectives of five Australian non-government principals, the study explored why schools engaged with social media and the approaches used to manage the school's social media activities. We found that the main perceived value was in marketing the school to prospective families, which required active curation of posts and comments to ensure a positive image was presented and maintained. We further found that principals consider social media platforms to be neutral mechanisms for communication, not dissimilar to previous forms of communication long used by schools to engage with their communities. When viewed through a data justice lens, we argue that these views result in unintended consequences by presenting an image of the school that does not represent the diversity of its students and activities and by perpetuating the exploitative practices of commercial platforms that commodify students’ data. There are also missed opportunities for schools to better promote their educational goals and activate students as agents in representing themselves online and developing their data literacy. We propose that by adopting the term ‘schoolfeeds’ we can promote a more critical engagement with school social media that can lead to better policy and practice.
中文摘要：当代学校通常在社交媒体上露面，以便与学校社区和更广泛的公众联系。该研究采用了五位澳大利亚非政府机构校长的观点，探讨了学校参与社交媒体的原因以及管理学校社交媒体活动的方法。我们发现，主要的感知价值是在营销学校的未来家庭，这需要积极策划的职位和评论，以确保一个积极的形象，提出和保持。我们进一步发现，校长们认为社交媒体平台是一种中立的沟通机制，与学校长期以来与其社区互动的沟通形式没有什么不同。从数据正义的角度来看，我们认为，这些观点的意外后果是，学校的形象不能代表学生和活动的多样性，商业平台利用学生数据进行商品化的做法得以延续。学校也错失了更好地促进其教育目标和激活学生作为在线代表自己和发展其数据素养的代理人的机会。我们建议，通过采用“学校反馈”这一术语，我们可以促进学校社交媒体的更关键的参与，从而导致更好的政策和实践。
https://doi.org/10.1016/j.caeo.2024.100213
《The Effects of Influencing Factors on Upper Secondary School Teachers’ Use of Digital Learning Resources for Teaching》
《高中教师利用数字化学习资源进行教学的影响因素》
作者：Lena Gleisner Villasmil
英文摘要：Due to the disruptive societal challenges in the 2020s and increased use of digital tools in education, there is a growing need for more studies that investigate and reveal the factors that influence teachers’ use of digital learning resources (DLR). Therefore, the aim of this study is to explore the effects of influencing factors on upper secondary school teachers' use of digital learning resources for teaching. 243 teachers from 23 upper secondary schools in Sweden participated in a survey that included a six-point Likert scale. The data was analysed using exploratory factor- and correlation analyses. The study contributes with five unique different influencing factors: 1) facilitating school environment, 2) social support, 3) previous work, education, and hobby, 4) student-oriented factors, and 5) stress. The previous work, education and hobby, and the stress categories differ significantly from previous studies. The findings also revealed five different dimensions of teachers’ use of DLR: creative purposes, providing teaching materials, providing student feedback, tests and games, and the use of film, audio, and virtual simulation. The findings indicate that teachers who use DLR with a focus on their students’ learning are more creative in their use of DLR. The implications are that some teachers need more time and in-service training to develop basic skills with DLR to reduce their stress for using DLR. Based on the findings of this research, it can be suggested that in-service training programs need to focus more on students’ needs to promote a more creative use of DLR for teaching.
中文摘要：由于21世纪20年代的颠覆性社会挑战以及数字化工具在教育中的使用日益增加，人们越来越需要更多的研究来调查和揭示影响教师使用数字化学习资源(DLR)的因素。因此，本研究旨在探讨影响高中教师使用数位学习资源进行教学的因素。来自瑞典23所高中的243名教师参加了一项调查，其中包括李克特六分量表。数据分析采用探索性因素和相关分析。这项研究有五个独特的影响因素: 1)促进学校环境，2)社会支持，3)以前的工作，教育和爱好，4)以学生为导向的因素，和5)压力。以前的工作，教育和爱好，以及压力类别与以前的研究有很大不同。研究结果还揭示了教师使用 DLR 的五个不同维度: 创造性目的、提供教材、提供学生反馈、测试和游戏以及使用电影、音频和虚拟模拟。研究结果显示，以学生学习为中心使用 DLR 的教师在使用 DLR 时更具创造性。这意味着一些教师需要更多的时间和在职培训来发展 DLR 的基本技能，以减轻他们使用 DLR 的压力。基于这项研究的结果，可以建议在职培训计划需要更多地关注学生的需要，以促进更具创造性地使用 DLR 进行教学。
https://doi.org/10.1016/j.caeo.2024.100210
《Promising practices for online professional learning》
《在线专业学习的有前途的实践》
作者：Laura Morrison · Janette Hughes
英文摘要：This study took place at the beginning of the COVID-19 pandemic when most schools worldwide were making the transition to online teaching and learning. Through this single-case study design, the study examined the learning experiences of a group of teachers engaged in interactive, inquiry-based professional learning focused on math, making and coding during a shift to emergency remote teaching. The primary objective was to identify promising practices for online professional learning (PL) focused on math and coding using a maker-pedagogies approach to teaching and learning, based on the teachers’ learning experiences. Study participants included 20 teachers from a rural school board in Northern Ontario, Canada. Findings indicated that the following may be considered as promising practices when developing and implementing virtual math and coding PL from a maker perspective. It is important to: a) balance sessions focused on specific math and coding content with more general sessions focused on learning the various maker-technology tools; b) include both synchronous and asynchronous learning opportunities for the variety of teachers involved in the learning; c) include collaborative learning in the teacher PL and a virtual platform that can support this type of social learning; d) ensure the PL sessions are on-going as opposed to one-off or isolated sessions. This research suggests that online professional learning sessions need to consider three elements: the teacher, the content, and the learning environment and offers important recommendations for future work in this area.
中文摘要：这项研究发生在2019冠状病毒疾病大流行之初，当时全世界大多数学校正在向在线教学过渡。通过这个个案研究设计，研究考察了一组教师的学习经验，这些教师从事互动式的、探究式的专业学习，重点是数学、制作和编码，他们正在转向紧急远程教学。本研究的主要目的是在教师学习经验的基础上，通过创造教学法的教与学方法，确定有希望的在线专业学习实践，重点是数学和编码。研究参与者包括来自加拿大北安大略省农村学校董事会的20名教师。研究结果表明，在开发和实现虚拟数学和编码 PL 时，从制造商的角度来看，以下方法可能被认为是有前途的实践。这是很重要的: a)平衡会议集中在特定的数学和编码内容与更多的一般会议集中在学习各种制造技术工具; b)包括同步和异步学习机会的各种教师参与学习; c)包括合作学习在教师的 PL 和一个虚拟平台，可以支持这种类型的社会学习; d)确保 PL 会议是持续的，而不是一次性或孤立的会议。这项研究表明，在线专业学习课程需要考虑三个因素: 教师、内容和学习环境，并为今后在这一领域的工作提供了重要的建议。
https://doi.org/10.1016/j.caeo.2024.100209
《The Need for Empirical Research on the School Data Protection Officer's Role》
《有需要就学校资料保护主任的角色提供实证研究》
作者：Caroline Stockman · Dr Emma Nottingham
英文摘要：Data protection regulations in educational settings rely to a great extent on the (School) Data Protection Officer. In this paper, we focus the analytical lens on the socio-legal position of the School Data Protection Officer in the UK, showing they are pivotal to ensure schools’ legal compliance. Their role requires a unique combination of skills and knowledge in a complicated landscape of data protection regulations, the pressure of the digital economy, and maintaining high-quality, high-stakes education. Yet their professional experiences and need for empowerment have gone largely unheard in academia and public debate. The social reality of schools may raise certain practical and conceptual tensions for the legal importance of the School Data Protection Officer. We highlight where this raises questions for the effective implementation of digital data protection regulation for children and young people in schools today. Further empirical research is needed to ensure the pivotal role of the School Data Protection Officer is recognised in upcoming data protection policy reviews. We recommend specific questions for future research to consider, to help overcome this gap in knowledge related to the practical safeguarding of children's digital data rights.
中文摘要：教育环境中的数据保护条例在很大程度上依赖于(学校)数据保护官员。在本文中，我们集中分析了英国学校数据保护官员的社会法律地位，表明他们是确保学校法律合规的关键。在复杂的数据保护法规、数字经济的压力以及维持高质量、高风险的教育环境中，他们的角色需要技能和知识的独特结合。然而，在学术界和公共辩论中，她们的专业经验和增强权能的需要基本上没有得到重视。学校的社会现实可能会对学校数据保护官员的法律重要性造成某些实际和概念上的紧张关系。我们强调，这在哪些方面提出了有效实施针对当今学校儿童和青少年的数字数据保护条例的问题。我们需要进一步的实证研究，以确保学校资料保护主任在即将进行的资料保护政策检讨中担当的关键角色得到认同。我们建议未来研究需要考虑的具体问题，以帮助克服与儿童数字数据权利的实际保障相关的知识差距。
https://doi.org/10.1016/j.caeo.2024.100218
《Web-assisted instruction for teaching and learning EFL phonetics to Spanish learners: Effectiveness, perceptions and challenges》
《网络辅助西班牙语学习者英语语音教学: 效果、认知和挑战》
作者：María de los Ángeles Gómez González · A. Lago
英文摘要：Research has established that phonetic training is particularly challenging for learners in EFL contexts. Computer-Assisted Pronunciation Training (CAPT) resources have proved to enhance learners’ perceptual and productive phonetic capacities. No prior study, however, has evaluated the effectiveness of EPSSML (English Pronunciation for Speakers of Spanish Multimedia Lab) (https://www.usc.gal/multimlab/), a CAPT tool for web-assisted, blended instruction (WABI), while simultaneously examining the students’ and instructors’ perceptions in order to identify the emerging and existing needs. Statistical significance tests applied to course results from 504 Spanish university students supported the effectiveness of EPSSML, which was reported to increase students’ academic achievements and learning motivation, fostering course participation and empowering learners with the necessary capabilities and attitudes to decide not to drop the class. Additionally, questionnaires administered to 127 Post-WABI students showed that they enjoyed and were very interested in EPSSML and WABI. In the case of EFL university instructors, 128 responses revealed that most of them also rated the tool very highly, featuring specialized open web-sites with free downloadable materials and gamified learning pathways as the “ideal CAPT resources”.
中文摘要：研究表明，英语语境下的语音训练对学习者来说尤其具有挑战性。计算机辅助语音训练(CAPT)资源已被证明可以提高学习者的感知和产出语音能力。然而，没有先前的研究评估了 EPSSML (西班牙语多媒体实验室英语发音)( https://www.usc.gal/multimlab/)的有效性，这是一个网络辅助混合教学的 CAPT 工具(WABI) ，同时检查学生和教师的感知，以确定新出现的和现有的需求。对504名西班牙大学生的课程结果应用统计显着性测试支持 EPSSML 的有效性，据报道，EPSSML 可以提高学生的学习成绩和学习动机，促进课程参与，并赋予学习者决定不退学的必要能力和态度。此外，对127名 WABI 后的学生进行的问卷调查显示，他们喜欢并且对 EPSSML 和 WABI 非常感兴趣。以 EFL 大学教师为例，128份回复显示，他们中的大多数人也对该工具给予了很高的评价，特色是提供免费下载材料和游戏化学习途径的专业开放网站被认为是“理想的 CAPT 资源”。
https://doi.org/10.1016/j.caeo.2024.100214
《TPACK in Action: Contextual Effects of Pre-Service and In-Service Teachers’ Knowledge Structures for Technology Integration》
《TPACK 在行动: 职前和在职教师技术整合知识结构的语境效应》
作者：Franziska Tschönhens · Iris Backfisch · Tim Fütterer · Andreas Lachner
英文摘要：Context is regarded to crucially affect teachers’ application of technological pedagogical content knowledge (TPACK). However, whether and how contextual variables, such as instructional context or teaching experience, influence the concrete application of the different TPACK-components remains an open question. To explore teachers’ application of TPCK in various contexts, we re-analyzed data from two studies composing n = 198 pre-service and n = 243 in-service teachers. All teachers were asked to reason about the potential integration of educational technology across three instructional contexts (i.e., individualized learning, collaborative learning, and practice tasks). We analyzed the application of the different first-order TPACK-components (i.e., technological, pedagogical, and content knowledge) using percentages and logistic regressions to determine the effects of instructional context and teaching experience. Additionally, we examined the co-occurrences of these components using Epistemic Network Analysis (ENA). Overall, we found that technological knowledge played a dominant role across all instructional contexts regardless of teaching experience. However, the application of content knowledge varied considerably across instructional contexts. The analysis of the co-occurrences showed that technological and pedagogical knowledge was consistently applied together across all instructional contexts, while content knowledge co-occurred predominantly in practice tasks. Qualitative analyses further revealed that in-service teachers applied their TPCK in a more situated way in specific teaching scenarios, whereas pre-service teachers’ reasoning was more fragmented. These findings suggest that TPACK may be conceptualized as a dynamic construct that is applied differently depending on the context and teaching experience rather than a static integration of its components.
中文摘要：语境是影响教师运用技术教学内容知识的重要因素。然而，语境变量，如教学语境或教学经验，是否以及如何影响不同 TPACK 成分的具体应用仍然是一个悬而未决的问题。为了探讨教师在不同情境下的 TPCK 应用情况，我们重新分析了198名职前教师和243名在职教师的研究数据。所有教师都被要求对教育技术在三个教学环境(即个性化学习、合作学习和实践任务)中的潜在整合进行推理。采用百分比和逻辑回归分析了不同一阶 TPACK 成分(即技术知识、教学知识和内容知识)在教学情境和教学经验中的应用效果。此外，我们使用认知网络分析(ENA)检验了这些成分的共现性。总的来说，我们发现技术知识在所有的教学环境中都起着主导作用，不管教学经验如何。然而，内容知识的应用在不同的教学环境中差异很大。对共现现象的分析表明，技术知识和教学知识在所有教学环境中始终一致地应用在一起，而内容知识主要在实践任务中共现。定性分析进一步显示，在职教师在特定教学情境下运用 TPCK 的方式较为情境化，而职前教师的推理则较为零散。这些研究结果表明，TPACK 可以被概念化为一个动态的结构，根据上下文和教学经验的不同，而不是其组成部分的静态整合应用不同。
https://doi.org/10.1016/j.caeo.2024.100219
《Examining the adoption of Technology-Enhanced learning in universities and its effects on student performance, satisfaction, and motivation》
《技术强化学习在大学中的应用及其对学生学习成绩、满意度和学习动机的影响》
作者：Yan Liang · Shujie Chen · Ruwan Abeysekera · Helen O’Sullivan · Dr Jeff Bray · Izzy Keevill-Savage
英文摘要：The integration of technology in Higher Education has witnessed substantial growth in recent years. While extensive research has explored the collective educational implications of Technology-Enhanced Learning (TEL) at universities, there remains an incomplete understanding of its effects on individual students when viewed through the lens of Person-Environment misfit theory and technostress. This paper aims to fill this gap by examining the impact of student and university misfit when adopting TEL and technostress on students' performance, satisfaction, and motivation. Utilizing a quantitative survey, we gathered data from a sample of 332 Higher Education students in the UK. The results reveal the significant influence of student and university misfit in adopting TEL on academic performance, satisfaction, and motivation. Moreover, the findings highlight the mediating role of technostress in these intricate relationships. Our research indicates that technostress stems not from the use of technology itself but from the misfit between students and the university learning environment. To address this, universities should enhance students' sense of belonging by offering additional pastoral and academic support. Moreover, providing training to boost students' digital confidence and skills is crucial. Creating a psychologically healthy technology-enhanced learning environment will ensure a more pleasant learning experience, alleviating student technostress.
中文摘要：高等教育技术一体化近年来取得了长足的发展。虽然大量的研究已经探索了技术强化学习(TEL)在大学中的集体教育意义，但是从人与环境不匹配理论和技术压力的视角来看，对于 TEL 对个体学生的影响仍然缺乏完整的理解。本文旨在通过考察学生和大学生在采用 TEL 和技术压力时的不匹配对学生的表现、满意度和动机的影响来填补这一空白。通过定量调查，我们收集了英国332名高等教育学生的样本数据。研究结果显示，学生与大学生不适合英语教学对学业成绩、满意度及动机有显著影响。此外，研究结果强调了技术压力在这些错综复杂的关系中的中介作用。我们的研究表明，技术压力不是来自于技术本身的使用，而是来自于学生与大学学习环境的不匹配。为了解决这个问题，大学应该通过提供额外的田园和学术支持来增强学生的归属感。此外，提供培训以提高学生的数字信心和技能是至关重要的。创造一个心理健康的科技提升学习环境，可确保学生有更愉快的学习体验，纾缓学生的技术压力。
https://doi.org/10.1016/j.caeo.2024.100223
《Factors Influencing Faculty's Adoption of Engineering Technology: A Qualitative Study》
《影响教师工程技术采用因素的定性研究》
作者：Michelle Jarvie-Eggart · Shari L. Stockero · Alfred Owusu-Ansah
英文摘要：With technologies changing faster than ever before, engineering faculty must continuously update the technologies they use and teach to students to meet accreditation requirements and keep up with industry standards. Many do not, however. Additionally, existing models of technology adoption do not account for all variability within intention to use a technology, nor its actual use. Informed by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study examined which constructs from prior models apply to engineering faculty's adoption of industry-specific technologies, as well as other factors influencing faculty adoption of these technologies for their teaching or research. We interviewed 21 engineering faculty at a Midwestern United States STEM-focused institution about their adoption of engineering technologies. Deductive and inductive coding were used to identify themes within the qualitative data. Constructs from existing models were confirmed to influence faculty engineering technology adoption. We also identified specific Facilitating Conditions (Other People, Digital Resources, Non-Digital Resources, Time, and Formal Training) that faculty leverage to adopt new engineering technologies, and uncovered two additional themes—Access and Personal Traits, including several component traits (Persistence, Humility, Self Efficacy, Growth Mindset, Ambiguity Acceptance, and Curiosity) that influence faculty engineering technology adoption. We propose a new Theory of Faculty Adoption of Engineering Technologies specific to faculty adoption of new engineering technologies. These findings have the potential to help universities determine how to effectively support faculty in providing their students with relevant technological skills for entry into the engineering workforce.
中文摘要：随着技术的变化比以往任何时候都更快，工程学院必须不断更新他们使用的技术，并向学生传授技术，以满足认证要求，并与行业标准保持一致。然而，许多人并不这样认为。此外，现有的技术采用模型没有考虑到使用技术的意图和实际使用中的所有可变性。在统一接受和使用技术理论(UTAUT)的指导下，这项研究调查了以前模型中的哪些结构适用于工程学院采用特定行业的技术，以及其他影响教师采用这些技术进行教学或研究的因素。我们采访了一家美国中西部以 STEM 为重点的机构的21名工程学教师，了解他们对工程技术的采用情况。演绎和归纳编码被用来识别定性数据中的主题。从现有的模型构建被确认，以影响教师工程技术的采用。我们还确定了教师采用新工程技术的具体促进条件(其他人、数字资源、非数字资源、时间和正式培训) ，并发现了另外两个主题ーー访问和个人特征，包括几个组成特征(坚持、谦逊、自我效能、成长心态、模糊接受和好奇心) ，这些特征影响教师采用工程技术。我们提出了一个新的教师采用工程技术的理论具体到教师采用新的工程技术。这些发现有可能帮助大学决定如何有效地支持教师为他们的学生提供相关的技术技能，以进入工程师队伍。
https://doi.org/10.1016/j.caeo.2024.100221
《Examining peer review network dynamics in higher education visual communication courses using ERGM》
《基于 ERGM 的高等教育视觉传达课程同行评议网络动态研究》
作者：Ly Dinh · Alon Friedman · Kevin Hawley
英文摘要：Peer review plays a pivotal role in shaping collaborative learning environments and evaluating student engagement, but there is a lack of research on the relational dynamics that underlie the interactions between students during the peer review process, which is critical for understanding the effectiveness of peer review for students’ learning outcomes. Using explanatory sequential study design, this study’s objectives are to explore the dynamics of peer review as a feedback mechanism in higher education within a social network context, focusing on student interactions during the feedback process. Specifically, we applied dyadic-independent Exponential Random Graph Modeling (ERGM), along with mixed-methods design to analyze peer review interactions within a visual communication course at a large state university. We collected and analyzed two samples: a quantitative sample of 167 students for network analysis, drawn from 3082 peer reviews and rubric scores, and a qualitative sample of 136 students from post-course surveys that provided feedback on the peer review process and course methodologies. Our investigation revealed the inherently social network nature of peer review, shedding light on its significance in engaging students and assessing student engagement. Specifically, we examined the role of students’ performance levels, edge-based attributes derived from the visual peer review rubric, and language used in the feedback on the likelihood of forming peer review connections in the network. Our findings indicate that attributes derived from the visual peer review rubric significantly influence the likelihood of peer connections. On the other hand, students’ performance levels do not have any impact on the formation of peer connections. The findings highlight the importance of visual peer review activities in shaping peer connections in the classroom. Future studies will incorporate higher-order structures, such as transitivity and triadic closure, into our ERGM model to further enhance our understanding of peer review dynamics in educational settings.
中文摘要：同行评议在塑造合作学习环境和评估学生参与度方面发挥着关键作用，但缺乏关于同行评议过程中学生之间相互作用的关系动态的研究，这对于理解同行评议对学生学习成果的有效性至关重要。本研究采用解释性序贯研究设计，探讨社会网络背景下高等教育中同伴互评作为反馈机制的动态过程，重点研究学生在反馈过程中的互动行为。具体来说，我们应用了二进独立的指数随机图模型(ERGM) ，以及混合方法设计来分析大型州立大学视觉传达课程中的同行评议互动。我们收集并分析了两个样本: 一个是来自3082个同行评议和评分的167名学生的定量样本，另一个是来自课后调查的136名学生的定性样本，他们提供了对同行评议过程和课程方法的反馈。我们的调查揭示了同行评议固有的社会网络性质，阐明了它在吸引学生和评估学生参与度方面的重要性。具体来说，我们检查了学生的表现水平的作用，从可视化的同行评议标题得到的基于边缘的属性，以及在网络中形成同行评议联系的可能性的反馈中使用的语言。我们的研究结果表明，来自可视化同行评议标题的属性显著影响同行联系的可能性。另一方面，学生的表现水平对同伴关系的形成没有任何影响。研究结果强调了视觉同行评议活动在塑造课堂同行关系方面的重要性。未来的研究将把高阶结构，如传递性和三元闭包，纳入我们的 ERGM 模型，以进一步加强我们对教育环境中同行评审动态的理解。
https://doi.org/10.1016/j.caeo.2024.100222
《Online Collaborative PBL - The Bridge21 Approach》
《在线协作 PBL-桥21方法》
作者：Brendan Tangney · Kevin Sullivan · Jennifer Lawlor
英文摘要：Collaborative project-based learning is one pedagogical approach which has the potential to play a meaningful role in synchronous online teaching but its use at second level, or high school, is under-explored. This paper describes the use, in an online setting, of the Bridge21 pedagogical model for collaborative project-based learning with secondary school students. It compares the experiences of a group (N = 119) of students (aged 15–16) who, in an Emergency Remote Teaching offered during Covid, experienced the model in an online, synchronous modality with that of a group (N = 253) who participated face-to-face in the following year. Two related research questions are addressed. (RQ1) Are the Bridge to College collaborative project-based learning workshops as effective, in terms of enhancing secondary school student confidence in Transversal Skills, when delivered in a synchronous online modality as they were when delivered face-to-face? (RQ2) If so, then what are the elements of the workshops which contribute to their effectiveness? Data on improvement in student confidence in Transversal Skills show that the online experience was on a par with face-to-face offerings. Student feedback suggests that the focus on collaborative work, and the structured approach to PBL, were key factors in the success of the model in the online setting. The modifications needed to adapt the model for use online were minimal. Thus, the contribution of the paper is to provide a model for synchronous online learning, for secondary schools, which preserves the benefits arising from face-to-face collaborative PBL.
中文摘要：协作专题研习是一种有潜力在同步网上教学中发挥重要作用的教学方法，但在二年级或高中使用这种方法的探索不足。本文描述了在网上环境下使用 Bridge21教学模式与中学生进行协作专题研习的情况。它比较了一组15-16岁的学生的经验，这些学生在冠状病毒疾病期间的紧急远程教学中，以在线、同步的方式体验了模型，而另一组(253人)在第二年参加了面对面的教学。提出了两个相关的研究问题。(问题1)就提高中学生对横向技能的信心而言，“通往大学的桥梁”协作专题研习工作坊以同步在线方式举办时，是否与面对面举办时一样有效？(RQ2)如果是的话，工作坊的哪些元素有助提高工作坊的成效？有关学生对横向技能信心提高的数据显示，在线体验与面对面教学相当。学生反馈表明，对协作工作的关注，以及 PBL 的结构化方法，是该模式在网络环境中成功的关键因素。调整该模型以便在线使用所需的修改很少。因此，本文的贡献在于为中学提供了一个同步在线学习的模式，它保留了面对面协作 PBL 所带来的好处。
https://doi.org/10.1016/j.caeo.2024.100224
《An Assessment Framework for Creative Production in Computing and Engineering Disciplines》
《计算机与工程学科创新产品的评价框架》
作者：Xianhui Che · Barry Ip
英文摘要：With the increasing expansion of creative computing courses among higher education institutions, there is a growing demand for more objective and efficient assessment frameworks that cater to the multidisciplinary skills that students engage in during the production of such work. This research addresses persistent gaps for a systematic approach of assessing creative content in technical courses. Existing theories are reviewed including creative requirements framework and computing production model, which leads to the establishment of a newly proposed assessment framework. A mixture of research methods is employed combining both inductive and deductive approaches, evidence- based analysis, and case study, based on data collected over three academic years at a British university. The proposed assessment framework incorporates three factors of production (function, usability, and management) and two attributes of creativity (core and optional requirements), which is evaluated to determine its suitability for accurately reflecting the work undertaken by students. Creativity is quantified in the assessment based on technical contribution. The proposed framework can be applied in the delivery of courses involving creative production in the computer science and engineering disciplines in which teaching usually focuses on technical content rather than contextual design, creativity, or aesthetics. The findings reveal positive feedback and a number of pertinent outcomes, including promoting creativity, student satisfaction, and efficient assessments. The framework may be adopted by educators for similar courses that are underpinned by technical skills and creativity.
中文摘要：随着高等教育机构中创造性计算机课程的不断扩大，人们越来越需要更客观、更有效的评估框架，以满足学生在完成这类工作过程中所需的多学科技能。这项研究解决了在评估技术课程中创造性内容的系统方法方面长期存在的差距。综述了现有的评估理论，包括创新的需求框架和计算生产模型，建立了一个新的评估框架。研究方法综合运用归纳法和演绎法、基于证据的分析法和案例研究法，以英国一所大学三个学年收集的数据为基础。建议的评估框架包括三个生产要素(功能、可用性和管理)和两个创造力属性(核心和可选要求) ，评估的目的是确定其是否适合准确反映学生所从事的工作。创造力在评估中以技术贡献为基础进行量化。计算机科学与工程学科的创意制作课程，教学通常侧重于技术内容，而不是背景设计、创意或美学。研究结果揭示了积极的反馈和一些相关的结果，包括促进创造力，学生满意度和有效的评估。教育工作者可以采用这一框架，开设以技术技能和创造力为基础的类似课程。
https://doi.org/10.1016/j.caeo.2024.100220
《Pre-service English Teachers‘ Approaches to Technology-Assisted Teaching and Learning: Associations with Study Level, Self-Efficacy and Value Beliefs》
《职前英语教师技术辅助教学方法与学习水平、自我效能感和价值观的关系》
作者：Andreas Hülshoff · Regina Jucks
英文摘要：Information and communications technology (ICT) plays an important role in teaching and learning English as a Foreign Language (EFL) at school. However, there are still relevant research gaps regarding (prospective) teachers’ attitudes and approaches towards ICT-assisted EFL teaching and learning. The present study examined possible different groups of pre-service teachers based on patterns regarding their approaches to ICT-assisted EFL teaching and learning and associations with study level and value and self-efficacy beliefs based on a sample of pre-service EFL teachers from various universities in North Rhine-Westphalia (Germany). Results from a cluster analysis identified three distinct clusters of pre-service teachers who differed significantly in their transmissive and constructivist approaches to ICT-assisted EFL teaching and learning. Cluster allocation varied significantly depending on participants’ study level. Further cluster comparisons also partly indicated significant associations between participants’ transmissive and constructivist beliefs and their value beliefs regarding ICT-assisted EFL teaching and learning. Participants’ self-efficacy beliefs regarding ICT-assisted EFL teaching did not vary significantly between different clusters of pre-service teachers. Possible implications are discussed conclusively.
中文摘要：信息和通信技术(ICT)在学校英语作为外语的教学中起着重要作用。然而，有关教师对 ICT 辅助外语教学的态度和方法的研究仍然存在差距。本研究以德国不同大学的职前英语教师为样本，根据他们使用 ICT 辅助英语教学的模式，以及与学习水平、价值观和自我效能信念的关系，考察了不同类别的职前英语教师的北莱茵-威斯特法伦。数据聚类调查结果显示，三组不同类别的职前教师对于 ICT 辅助的英语教与学，在传导性和建构性方法上存在显著差异。根据参与者的学习水平，集群分配有显著差异。进一步的聚类比较也部分显示了参与者的传递和建构主义信念与他们对 ICT 辅助外语教学的价值信念之间的显著关联。不同组别的职前教师对于 ICT 辅助英语教学的自我效能信念没有显著差异。最后讨论可能的影响。
https://doi.org/10.1016/j.caeo.2024.100199
《Data-related Concepts for Artificial Intelligence Education in K-12》
《中小学人工智能教育中的数据相关概念》
作者：Viktoriya Olari · Ralf Romeike
英文摘要：Due to advances in Artificial Intelligence (AI), computer science education has rapidly started to include topics related to AI along K-12 education. Although this development is timely and important, it is also concerning because the elaboration of the AI field for K-12 is still ongoing. Current efforts may significantly underestimate the role of data, the fundamental component of an AI system. If the goal is to enable students to understand how AI systems work, knowledge of key concepts related to data processing is a prerequisite, as data collection, preparation, and engineering are closely linked to the functionality of AI systems. To advance the field, the following research provides a comprehensive collection of key data-related concepts relevant to K-12 computer science education. These concepts were identified through a theoretical review of the AI field, aligned through a review of AI curricula for school education, evaluated through interviews with domain experts and teachers, and structured hierarchically according to the data lifecycle. Computer science educators can use the elaborated structure as a conceptual guide for designing learning arrangements that aim to enable students to understand how AI systems are created and function.
中文摘要：由于人工智能(AI)的进步，计算机科学教育已经迅速开始包括与人工智能有关的课题在 K-12教育。虽然这一发展是及时和重要的，它也令人担忧，因为人工智能领域的发展为 K-12仍在进行中。目前的努力可能大大低估了数据的作用，数据是人工智能系统的基本组成部分。如果目标是让学生理解人工智能系统是如何工作的，那么与数据处理相关的关键概念的知识是一个先决条件，因为数据收集、准备和工程与人工智能系统的功能密切相关。为了推动这一领域的发展，下面的研究提供了与 K-12计算机科学教育相关的关键数据相关概念的全面收集。这些概念是通过对人工智能领域的理论审查确定的，通过对学校教育人工智能课程的审查进行了调整，通过与领域专家和教师的访谈进行了评估，并根据数据生命周期进行了分级结构。计算机科学教育工作者可以使用精心设计的结构作为设计学习安排的概念指南，目的是使学生了解人工智能系统是如何创建和运作的。
https://doi.org/10.1016/j.caeo.2024.100196
《The datafication of student engagement and children's digital rights》
《学生参与数据化与儿童数字权利》
作者：Chris Zomer
英文摘要：In this commentary paper, I will introduce the concept of engagement data. I define engagement data as the digital metrics, calculations and visualisations that are deemed to give an insight into students’ on-task behaviour, their participation, their perceived capacity to pay attention, or their (technical) interactions with an educational platform. These kinds of data are common in Learning Management Systems and learning content platforms on which schools increasingly rely. The categories of engagement data discussed in this paper include time spent on-task, task completion, contribution, and biometric data. Besides conceptualising engagement data, this paper invites both scholars and educators to reflect critically on the datafication of engagement. I will argue that engagement data only offer a limited, quantified idea of student engagement and that this has far-reaching implications for children's digital rights. Children's behavioural data is harvested without their explicit consent or knowledge. These engagement data then become prescriptive constructs used for monitoring and accountability purposes, ignoring children's voice in relation to their own (dis)engagement.
中文摘要：在这篇评论文章中，我将介绍参与数据的概念。我将参与度数据定义为数字度量、计算和可视化，它们被认为能够洞察学生的任务行为、参与度、感知注意力的能力，或者他们与教育平台的(技术)互动。这类数据在学习管理系统和学习内容平台中很常见，学校越来越依赖这些平台。本文讨论的参与数据的类别包括花在任务上的时间、任务完成、贡献和生物特征数据。除了概念化参与数据，本文邀请学者和教育工作者批判性地反思参与的数据化。我认为，参与数据只能提供一个有限的、量化的学生参与的概念，这对儿童的数字权利有着深远的影响。儿童的行为数据是在没有他们明确同意或知情的情况下获取的。然后，这些参与数据成为用于监控和问责目的的规范性结构，忽略了孩子们与他们自己的参与相关的声音。
https://doi.org/10.1016/j.caeo.2024.100189
《AI in education: Comparative perspectives from STEM and Non-STEM instructors》
《教育中的人工智能: STEM 和非 STEM 教师的比较视角》
作者：Muhammed Parviz
英文摘要：The integration of artificial intelligence into education has emerged as a promising avenue for enriching teaching and learning experiences. Nevertheless, the successful implementation of artificial intelligence in educational contexts hinges upon various factors, one of which is the perspective of instructors. With this in mind, this study aimed to examine the perspectives of 536 instructors in STEM and non-STEM disciplines regarding AI integration. The respondents’ thoughts, opinions, and concerns regarding advantages, disadvantages and challenges were gathered through an online questionnaire featuring both closed and open-ended questions. Additionally, a series of semi-structured interview sessions were conducted with a cohort of instructors to collect qualitative and quantitative data. The findings revealed that both STEM and non-STEM instructors expressed positive attitudes toward the integration of AI technologies into education. However, notable differences in responses and concerns were also identified in relation to the perceived capabilities and limitations of AI technologies within educational contexts. The results further elucidated a spectrum of opinions on the benefits (e.g., scalability and tirelessness), drawbacks (e.g., deepfake technology and comfort-seeking behavior), and potential challenges (e.g., educational disillusionment and espionage) associated with AI integration. The study concluded by discussing the implications of these findings for STEM and non-STEM education and offering recommendations for the effective and ethical integration of AI technologies in classrooms.
中文摘要：将人工智能融入教育已成为丰富教学经验的一个有希望的途径。然而，人工智能在教育语境中的成功实施取决于多种因素，其中之一就是教师的视角。考虑到这一点，本研究旨在审查536名 STEM 和非 STEM 学科教师关于人工智能整合的观点。受访者的想法，意见和关注的优势，劣势和挑战是通过一个在线问卷收集封闭和开放式问题。此外，一系列的半结构化访谈会议与教师队列进行了收集定性和定量数据。研究结果显示，STEM 和非 STEM 教师对于将人工智能技术融入教育表现出积极的态度。然而，在教育背景下对人工智能技术的能力和局限性的认识方面，也发现了答复和关切方面的显著差异。研究结果进一步阐明了一系列关于人工智能集成的好处(例如，可扩展性和不知疲倦)、缺点(例如，深度伪造技术和寻求安慰的行为)和潜在挑战(例如，教育幻灭和间谍)的观点。该研究最后讨论了这些发现对 STEM 和非 STEM 教育的影响，并为在课堂上有效和合乎道德地整合人工智能技术提出了建议。
https://doi.org/10.1016/j.caeo.2024.100190
《Define, Foster, and Assess Student and Teacher AI Literacy and Competency for All: Current Status and Future Research Direction》
《定义、培养和评估学生和教师的人工智能素养和能力: 现状和未来的研究方向》
作者：Thomas K. F. Chiu · Ismaila Temitayo Sanusi
英文摘要：
中文摘要：
https://doi.org/10.1016/j.caeo.2024.100182
《A Latent Dirichlet Allocation Approach to Understanding Students’ Perceptions of Automated Writing Evaluation》
《从隐含狄利克雷分布角度理解学生对自动写作评价的认知》
作者：Joshua Wilson · Saimou Zhang · Corey Palermo · Tania Cruz Cordero · Fan Zhang · Matthew C. Myers · Andrew Potter · Halley Eacker · Jessica Coles
英文摘要：Automated writing evaluation (AWE) has shown promise in enhancing students’ writing outcomes. However, further research is needed to understand how AWE is perceived by middle school students in the United States, as they have received less attention in this field. This study investigated U.S. middle school students’ perceptions of the MI Write AWE system. Students reported their perceptions of MI Write's usefulness using Likert-scale items and an open-ended survey question. We used Latent Dirichlet Allocation (LDA) to identify latent topics in students’ comments, followed by qualitative analysis to interpret the themes related to those topics. We then examined whether these themes differed among students who agreed or disagreed that MI Write was a useful learning tool. The LDA analysis revealed four latent topics: (1) students desire more in-depth feedback, (2) students desire an enhanced user experience, (3) students value MI Write as a learning tool but desire greater personalization, and (4) students desire increased fairness in automated scoring. The distribution of these topics varied based on students’ ratings of MI Write's usefulness, with Topic 1 more prevalent among students who generally did not find MI Write useful and Topic 3 more prominent among those who found MI Write useful. Our findings contribute to the enhancement and implementation of AWE systems, guide future AWE technology development, and highlight the efficacy of LDA in uncovering latent topics and patterns within textual data to explore students’ perspectives of AWE.
中文摘要：自动化写作评估(AWE)在提高学生的写作成绩方面显示出了希望。然而，美国中学生对 AWE 的认知还需要进一步的研究，因为他们在这一领域受到的关注较少。本研究调查了美国中学生对 MI 写作 AWE 系统的认知。学生使用李克特量表项目和一个开放式调查问卷报告了他们对 MI Write 的有用性的看法。我们使用隐含狄利克雷分布分析(LDA)来识别学生评论中的潜在话题，然后进行定性分析来解释与这些话题相关的主题。然后，我们检查这些主题是否不同的学生同意或不同意 MI 写作是一个有用的学习工具。LDA 分析揭示了四个潜在的主题: (1)学生希望得到更深入的反馈; (2)学生希望获得更好的用户体验; (3)学生重视 MI Write 作为一种学习工具，但希望获得更高的个性化; (4)学生希望在自动评分中获得更高的公平性。这些主题的分布根据学生对多媒体写作有用性的评价而不同，主题1在普遍认为多媒体写作无用的学生中更为普遍，而主题3在认为多媒体写作有用的学生中更为突出。我们的研究结果有助于增强和实施 AWE 系统，指导未来的 AWE 技术发展，并强调 LDA 在发现潜在的主题和文本数据模式的功效，以探索学生的观点的 AWE。
https://doi.org/10.1016/j.caeo.2024.100194
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
