【SSCI】教育学期刊《Journal of Educational Computing Research》最新论文推送（2024年10月）

《Journal of Educational Computing Research》共50篇，祝大家阅读愉快。

《Teachable Q&A Agent: The Effect of Chatbot Training by Students on Reading Interest and Engagement》

《可教性问答代理: 学生聊天机器人训练对阅读兴趣和参与度的影响》

作者：Chen-Chung Liu · Wanjun Chen · Feng En Lo · Chia‐Hui Chang · Hung‐Ming Lin

英文摘要：Reading requires appropriate strategies to spark initial interest and sustain engagement. One promising strategy is the pedagogical approach of learning-by-teaching, transforming learners into active participants. Integrating this approach into digitalized and individualized reading contexts has the potential to foster the development of young readers. Currently, AI techniques are primarily used in chatbots as tutors, with limited focus on tutee chatbots that employ the learning-by-teaching pedagogy. Therefore, this study adopted a teachable Q&A agent and probed into the effect of chatbot training, employing AI techniques and utilizing student-generated questions and answers, with the aim of enhancing students’ reading interest and engagement. Ninety-five fifth graders participated in a 9-week reading program. A quasi-experimental design was conducted. The results proved that incorporating a learning-by-teaching approach into the chatbot training activity significantly enhanced their reading interest and engagement. However, the quantity of certain question types is negatively correlated with interest and engagement. This implies that asking diverse questions poses a certain level of challenge to young readers, which requires deliberate training and incubation. Additionally, the identification of four distinct student clusters exhibited the affordances and limitations of tutee chatbots for reading.

中文摘要：阅读需要适当的策略来激发最初的兴趣和保持参与。一个有前途的策略是教学中学习的教学方法，将学习者转化为积极的参与者。将这种方法融入到数字化和个性化的阅读环境中，有可能促进青少年读者的发展。目前，人工智能技术主要应用于聊天机器人作为导师，有限的重点是教导聊天机器人采用教学中学习的教学法。因此，本研究采用可教学的问答式智能体，探讨聊天机器人训练、人工智能技术和学生自发问答的效果，旨在提高学生的阅读兴趣和参与度。95名五年级学生参加了为期9周的阅读课程。进行了准实验设计。结果表明，在聊天机器人训练活动中引入教与学相结合的教学方法能显著提高学生的阅读兴趣和参与度。然而，某些问题类型的数量与兴趣和参与度呈负相关。这意味着提出不同的问题对年轻读者构成了一定程度的挑战，需要有意识的训练和培养。此外，四个不同的学生群体的识别显示了阅读辅导聊天机器人的启示和局限性。

https://doi.org/10.1177/07356331241236467

《A Study on ChatGPT-4 as an Innovative Approach to Enhancing English as a Foreign Language Writing Learning》

《ChatGPT-4作为提高英语作为外语写作学习的创新途径研究》

作者：Azzeddine Boudouaia · Samia Mouas · Bochra Kouider

英文摘要：The field of computer-assisted language learning has recently brought about a notable change in English as a Foreign Language (EFL) writing. Starting from October 2022, students across different academic fields have increasingly depended on ChatGPT-4 as a helpful resource for addressing particular challenges in EFL writing. This study aimed to investigate the use and acceptance of ChatGPT-4 in students’ EFL writing. To this end, an experiment was conducted with 76 undergraduate students from a private school in Algeria. The participants were randomly allocated into two groups: experimental group (n = 37) and control group (n = 39). Additionally, a questionnaire was administered. The results showed that the experimental group (EG) outperformed the control group (CG). Besides, the findings revealed that students in the EG in post-test outperformed their pre-test scores. The findings also revealed substantial improvements in the EG’s views of perceived usefulness, perceived ease of use, attitudes, and behavioral intention. According to the results, ChatGPT-4 helped boost students' EFL writing skills, which ultimately led to their acceptance. Students appear particularly interested in ChatGPT-4 because of its potential usefulness in putting what they learn about EFL writing into practice. Some suggestions and recommendations were provided.

中文摘要：计算机辅助语言学习领域最近给作为外语的英语写作带来了显著的变化。从2022年10月开始，不同学术领域的学生越来越依赖 ChatGPT-4来解决英语写作中的特殊挑战。本研究旨在探讨 ChatGPT-4在学生英语写作中的使用和接受情况。为此，对阿尔及利亚一所私立学校的76名本科生进行了实验。随机分为实验组(37例)和对照组(39例)。此外，还进行了问卷调查。结果表明，实验组(EG)的治疗效果优于对照组(CG)。此外，研究结果显示，学生在测验后的 EG 表现优于测验前的成绩。研究结果还显示，EG 对感知有用性、感知易用性、态度和行为意图的看法也有实质性的改善。结果表明，ChatGPT-4有助于提高学生的英语写作能力，最终导致他们被录取。学生似乎对 ChatGPT-4特别感兴趣，因为它在将他们所学的英语写作付诸实践方面具有潜在的用处。提出了一些建议和意见。

https://doi.org/10.1177/07356331241247465

《Crafting Compelling Argumentative Writing for Undergraduates: Exploring the Nexus of Digital Annotations, Conversational Agents, and Collaborative Concept Maps》

《为大学生打造引人注目的议论文写作: 探索数字注释、会话代理和协作概念图之间的关系》

作者：Randi Proska Sandra · Wu‐Yuin Hwang · Afifah Zafirah · Uun Hariyanti · Engkizar Engkizar · Ahmaddul Hadi · Ahmad Fauzan

英文摘要：Argumentative writing is a fundamental aspect of undergraduate students’ academic and scientific writing related to critical thinking and problem-solving skills. However, previous studies have shown that students face various difficulties with argumentative writing, such as unclear and illogical ideas, less-structured arguments, and unbalanced interpretation of issues, data, and evidence. This study aims to improve the argumentative writing skills of undergraduate students by integrating computer-supported argumentative writing tools, such as annotation, conversational agents (CAs), and collaborative concept maps, into an online learning management system. Since the study was conducted during the COVID-19 pandemic, these tools can support meaningful learning activities and investigation in argumentative writing. The researchers divided sixty participants into the experimental group (N = 30) and the control group (N = 30). The results showed that the experimental group’s writing achievements outperformed the control group, and the three tools effectively improved the five elements of argumentative writing, including claims, grounds, warrants, backings, and rebuttal. Furthermore, a deep analysis found that the number of annotations, valid CAs’ responses, and argument nodes on collaborative concept maps can significantly predict students’ argumentative writing development. Moreover, students perceived that the incorporated tools could effectively improve their argumentative writing skills.

中文摘要：议论文写作是大学生学术和科学写作的一个基本方面，涉及到批判性思维和解决问题的能力。然而，以往的研究表明，学生在议论文写作中面临各种困难，如思路不清晰和不合逻辑，论证结构不清晰，对问题、数据和证据的解释不平衡。本研究旨在通过在线学习管理系统中集成注释、会话代理(CA)、协作概念图等计算机支持的议论文写作工具，提高大学生的议论文写作能力。由于这项研究是在2019冠状病毒疾病大流行期间进行的，这些工具可以支持有意义的学习活动和议论文写作调查。研究人员将六十名参与者分为实验组(n = 30)和对照组(n = 30)。结果表明，实验组的写作成绩优于对照组，三种写作工具有效地提高了议论文写作的五个要素，包括主张、依据、证明、支持和反驳。此外，深入分析发现，注释的数量、有效的 CA 的回答以及协作概念图上的论点节点可以显著预测学生论述性写作的发展。此外，学生认为使用这些工具可以有效地提高他们的议论文写作技巧。

https://doi.org/10.1177/07356331241242437

《Effects of Robot-Assisted Language Learning on English-as-a-Foreign-Language Skill Development》

《机器人辅助语言学习对英语作为外语技能发展的影响》

作者：WU Xue-qing · Rui Li

英文摘要：While numerous studies of robot-assisted language learning (RALL) for English-as-a-foreign-language (EFL) learners’ language skill development have been done, a comprehensive and theoretically-driven meta-analysis on its effects is still in paucity. To fill the gap, drawing on Activity Theory (AT), this study reported a meta-analysis from 47 independent studies out of 29 literature samples involving 1791 EFL learners on RALL for language skill development published during 2004–2023. The results indicated that the overall effect size was g = .69, 95% CI [.49, .90], suggesting that RALL outperforms non-RALL conditions. In addition, educational levels and intervention durations were found to be significant moderators. Based on the results, implications for practice were discussed.

中文摘要：针对机器人辅助语言学习(RALL)对外语学习者语言技能发展的影响，国内外已有大量研究，但对其影响的综合性、理论驱动的元分析研究还很少。为了填补这一空白，本研究采用活动理论(AT) ，对2004-2023年期间发表的29篇文献样本中的47篇进行了元分析，涉及1791名英语学习者的 RALL 语言技能发展。结果表明，整体效应大小为 g = .69,95% CI [ .49，.90] ，表明 RALL 优于非 RALL 条件。此外，教育水平和干预持续时间被发现是显著的调节剂。根据研究结果，讨论了对实践的启示。

https://doi.org/10.1177/07356331231226171

《Effects of Dynamic Mathematical Software on Students’ Performance: A Three-Level Meta-Analysis》

《动态数学软件对学生学习成绩影响的三级元分析》

作者：Zhongtian Ji · Kan Guo · Shuang Song

英文摘要：As a significant tool to integrate information technology and education, dynamic mathematical software (DMS) has been widely concerned in recent years. However, how to better apply it to instruction practice deserves further exploration. Thus, we adopted the meta-analysis method to analyze the DMS-based experiments published between 2000 and 2020. A three-level meta-analysis of data from 107 studies involving 10,507 participants and 138 effect sizes revealed a moderate effect size (d = .632, 95% CI = [.550, .713]). Moreover, moderator analyses showed that: (1) cultural background had significant moderating effects; (2) students performed better on near-transfer tests than far-transfer tests; (3) DMS used by students independently had better effects; (4) intervention duration had significant moderating effects; (5) some of the above significant moderating effects were unique after controlling for others. Overall, our findings suggest that DMS has positive effects on students’ performance and teachers should be meticulous in designing their teaching plans.

中文摘要：动态数学软件(DMS)作为信息技术与教育相结合的重要工具，近年来受到了广泛的关注。然而，如何更好地将其应用于教学实践，值得进一步探讨。因此，我们采用荟萃分析的方法来分析2000年至2020年间发表的基于 DMS 的实验。对107项研究的数据进行了三级荟萃分析，涉及10,507名参与者和138个效应量，结果显示中等效应量(d = .632,95% CI = [ .550，.713])。此外，调节因素分析表明: (1)文化背景对调节效应有显著影响; (2)学生在近迁移测验中的表现优于远迁移测验; (3)学生自主使用的 DMS 具有更好的调节效应; (4)干预持续时间对调节效应有显著影响; (5)上述一些显著调节效应在控制了其他因素后具有独特性。总的来说，我们的研究结果表明，DMS 对学生的表现有积极的影响，教师应该精心设计他们的教学计划。

https://doi.org/10.1177/07356331241226594

《Examining the Effects of Communication Features of Educational Robots on Students’ Cognitive Load, Attitudes, and Learning Performance》

《教育机器人通信特性对学生认知负荷、态度和学习成绩的影响》

作者：Shan Li · Z. Liu · Miao Qiu · Jiaxin Huang · Jie Zheng · Guozhu Ding

英文摘要：Educational robots represent a unique form of teacher presence. Exploring how the communication features of robot instructors affect student learning experience could contribute to the advancement of educational robots. This study examined the impact of speech rate, voice type, and emotional tone of robots on students’ cognitive load, attitudes toward robot-assisted teaching, and learning performance. We recruited 477 Chinese primary school students assigned to either the speech rate, voice type, or emotional tone experiment. The results indicate that speech rate significantly influenced students’ cognitive load, with the medium speed condition resulting in higher germane load compared to both fast and slow speed conditions. Moreover, students had a lower preference for adult male voices over adult female, boy, or girl voices. However, voice type did not significantly impact attitudes toward robot-assisted teaching or learning outcomes. Emotional tone did not affect students’ cognitive load, attitudes, or learning performance. These findings provide valuable insights for instructors and designers when configuring the communication features of educational robots in classroom environments. Additionally, students generally prioritized the intelligence of the robot over its communication features, and they did not perceive the teaching content as difficult in all experiments. This study has methodological and practical significance.

中文摘要：教育机器人代表了教师存在的一种独特形式。探讨机器人教师的交流特性如何影响学生的学习体验，有助于教育机器人的发展。本研究考察了机器人的语音频率、语音类型和情绪语调对学生的认知负荷、对机器人辅助教学的态度和学习表现的影响。我们招募了477名中国小学生，分别进行语速、语音类型或情绪语调实验。结果表明，语速对学生的认知负荷有显著影响，中速条件下学生的相关负荷高于快速和慢速条件下学生的相关负荷。此外，学生对成年男性声音的偏好低于对成年女性、男孩或女孩声音的偏好。然而，语音类型对机器人辅助教学或学习结果的态度没有显著影响。情绪基调不影响学生的认知负荷、态度和学习成绩。这些发现为教师和设计师在课堂环境中配置教育机器人的交流特性提供了有价值的见解。此外，学生一般优先考虑的智能机器人的通信功能，他们不认为教学内容是困难的，在所有的实验。本研究具有方法论和现实意义。

https://doi.org/10.1177/07356331231226422

《Preparing Teachers for Teaching Spatial Computational Thinking With Integrated Data Viewer Visualization of Weather Data: A Discipline-Based Perspective of Computational Thinking》

《让教师为教授集成数据查看器可视化天气数据的空间计算思维做好准备: 基于学科的计算思维视角》

作者：Yan Sun · Jamie Dyer · Jonathan G. Harris

英文摘要：This study was grounded in the spatial computational thinking model developed by the 3D Weather project funded by the NSF STEM+C program. The model reflects a discipline-based perspective towards computational thinking and captures the spatial nature of computational thinking in meteorology and the reliance of computational thinking on spatial thinking for geospatial analysis. The research was conducted among nineteen teachers attending the summer workshop offered by the project in its third project year to prepare them for teaching spatial computational thinking with IDV (Integrated Data Viewer, downloadable at https://www.unidata.ucar.edu/software/idv/) visualization of weather data. Quantitative survey data were collected measuring these teachers’ meteorology content knowledge, spatial computational thinking, self-efficacy for teaching spatial computational thinking, and epistemic cognition of teaching meteorology. The data were analyzed to examine the effects of the workshop in terms of these variables and the correlations among them were also explored.

中文摘要：这项研究的基础是由国家科学基金会 STEM + c 项目资助的3 d 天气项目开发的空间计算思维模型。该模型反映了以学科为基础的计算思维视角，捕捉了气象学中计算思维的空间特性，以及计算思维在地理空间分析中对空间思维的依赖。这项研究是在十九名教师中进行的，他们参加了该项目第三个项目年度举办的暑期工作坊，为他们教授使用 IDV (综合数据查看器，可在计算思维下载)可视化天气数据的空间 https://www.unidata.ucar.edu/software/IDV/做准备。采用定量调查的方法，测量这些教师的气象内容知识、空间计算思维、教授空间计算思维的自我效能感以及对教学气象学的认知程度。通过数据分析，考察了研讨会对这些变量的影响，并探讨了它们之间的相关性。

https://doi.org/10.1177/07356331241226746

《Debugging in Computational Thinking: A Meta-analysis on the Effects of Interventions on Debugging Skills》

《计算思维调试: 干预对调试技能影响的荟萃分析》

作者：Chengyu Sun · Stephanie Yang · Betsy Jane Becker

英文摘要：Computational thinking (CT), an essential 21st century skill, incorporates key computer science concepts such as ion, algorithms, and debugging. Debugging is particularly underrepresented in the CT training literature. This multi-level meta-analysis focused on debugging as a core CT skill, and investigated the effects of various debugging interventions. Moderator analyses revealed which interventions were effective, in which situations, and for what kind of learner. A significant overall mean effect of debugging interventions ( 𝑔 ¯ = 0.64, CI = (0.32, 0.96), p < .001), was found based on 62 effect sizes from 18 source articles. Significant between-studies variation indicated that true effects could range from −0.54 to 1.82. In addition, sensitivity analyses and checks on confounding provided further understandings of intervention features and their impacts. Interventions using enhanced debuggers and systematic instruction were particularly effective in fostering debugging skills. Debugging intervention effects varied by participant population and potentially by publication type. Moreover, debugging interventions had impact regardless of how debugging skills were measured, programming medium used, control-group type, and whether the study was randomized. Future studies should investigate the best practices for improving debugging abilities for whom and under what circumstances.

中文摘要：计算思维(CT)是21世纪的一项基本技能，融合了抽象、算法和调试等关键的计算机科学概念。调试在 CT 培训文献中尤其缺乏代表性。这个多层次的荟萃分析集中在调试作为一个核心的 CT 技能，并调查了各种调试干预的影响。调节因子分析揭示了哪些干预措施是有效的，在什么情况下，对于什么样的学习者。调试干预的显著总体平均效果( 克 ̄ = 0.64，CI = (0.32,0.96) ，p < .001) ，基于来自18篇来源文章的62个效应量。显著的研究间差异表明，真正的影响范围可能从 -0.54至1.82。此外，敏感性分析和混杂检查提供了进一步了解干预特征及其影响。使用增强的调试器和系统指令的干预在培养调试技能方面特别有效。调试干预效果因参与者人数和潜在的发表类型而异。此外，无论调试技能如何测量，使用的编程介质，对照组类型，以及研究是否是随机的，调试干预都会产生影响。未来的研究应该调查在什么情况下为谁提高调试能力的最佳实践。

https://doi.org/10.1177/07356331241227793

《Mobile Learning and Students’ Academic Achievement: A Second-order Meta-analysis Study》

《移动学习与学生学业成绩的二阶元分析研究》

作者：Hong Li Yang · Xiang Jing

英文摘要：Though the relationship between mobile learning and academic achievement has increasingly gained attention by some researchers, the meta-analysis studies have yet to definitively conclude the overall impact of mobile learning on academic achievement. In order to synthesize the findings of 22 meta-analyses that are directly pertinent to the research question, encompassing papers that have been published, we examine to what extent publication year, subject category, and grade level moderate the influences of mobile learning on academic achievement as well as the moderating effect of methodological quality of first-order meta-analyses. There is the positive overall effect with significance (g = .665 p < .001, 95% CI = .443–.887) of mobile learning on students’ academic achievement compared to traditional learning. Moreover, the results confirmed that meta-analyses published in 2019–2020 had a significantly larger effect size than the ones published in 2014–2018, and the results were stable regardless of subject category, grade level, and methodological quality of first-order meta-analyses. Finally, insight and limitations were discussed.

中文摘要：虽然移动学习与学业成绩之间的关系日益受到一些研究者的关注，但是元分析研究还没有明确得出移动学习对学业成绩的整体影响。为了综合与研究问题直接相关的22个荟萃分析的结果，包括已经发表的论文，我们检查了发表年份，主题类别和年级水平在多大程度上调节了移动学习对学业成绩的影响以及一阶荟萃分析的方法学质量的调节作用。与传统学习相比，移动学习对学生学业成绩有显著的正向整体效应(g = .665 p < .001,95% CI = .443-.887)。此外，结果证实，2019-2020年发表的荟萃分析的效应量显着大于2014-2018年发表的效应量，无论主题类别，等级水平和一级荟萃分析的方法学质量如何，结果都是稳定的。最后，讨论了洞察力和局限性。

https://doi.org/10.1177/07356331241226589

《Empowering Students to Thrive: The Role of CT and Self-Efficacy in Building Academic Resilience》

《授权学生成长: CT 和自我效能感在建立学业弹性中的作用》

作者：Ting‐Ting Wu · Lusia Maryani Silitonga · Budi Dharmawan · Astrid Tiara Murti

英文摘要：The relationship between computational thinking (CT) and academic self-efficacy for building students’ academic resilience—a trait crucial for problem-solving, peer relationships, and confidence development—was investigated. A mixed-methods approach was employed in a study involving 60 participants; half were given CT instruction and half were instructed traditionally. Quantitative data were analyzed using analysis of covariance and path analysis, while MAXQDA software was employed for qualitative interview data. The study found a positive correlation between CT instruction and academic self-efficacy with increased academic resilience, particularly in the experimental group, and identified key factors contributing to resilience. This study demonstrates the effectiveness of computational thinking (CT) and academic self-efficacy in enhancing academic performance, offering a new understanding of how these elements can be integrated into education to boost student resilience. It establishes a direct empirical link between CT instruction and increased academic self-efficacy, underscoring the value of specific teaching methodologies in fostering resilience. The findings are significant for educators, policymakers, and stakeholders in developing strategies to enhance students’ academic and personal success, thereby promoting their overall well-being. Recognizing the importance of CT and self-efficacy paves the way for customized educational programs that effectively support and empower students to thrive.

中文摘要：本研究旨在探讨计算思维与学业自我效能感之间的关系，以建构学生的学业应变能力ーー学业应变能力是解决问题、建立同侪关系和发展自信心的关键特质。在一项涉及60名参与者的研究中，采用了混合方法; 一半人接受 CT 指导，另一半人传统上接受 CT 指导。定量数据采用协方差分析和通径分析，定性访谈数据采用 MAXQDA 软件。研究发现 CT 教学和学业自我效能感与学业复原力的提高呈正相关，特别是在实验组，并确定了影响学业复原力的关键因素。这项研究展示了计算思维和学业自我效能在提升学业成绩方面的有效性，为如何将这些元素融入教育以提升学生的抗逆能力提供了新的认识。它在计算机辅助教学和提高学业自我效能之间建立了直接的经验联系，强调了具体教学方法在培养复原力方面的价值。研究结果对教育工作者、政策制定者和利益相关者制定战略提高学生的学业和个人成功，从而促进他们的整体幸福感具有重要意义。认识到 CT 和自我效能感的重要性，为定制教育计划铺平了道路，有效地支持和赋予学生茁壮成长的能力。

https://doi.org/10.1177/07356331231225468

《Coding With Robots or Tablets? Effects of Technology-Enhanced Embodied Learning on Preschoolers’ Computational Thinking and Social-Emotional Competence》

《使用机器人还是平板电脑编码? 技术增强的体验式学习对学龄前儿童计算思维和社会情绪能力的影响》

作者：Weipeng Yang

英文摘要：Computational Thinking (CT) is essential for developing creativity, problem-solving, and digital competence in the 21st century. Coding tools like robotic toys and tablet apps have become popular in early childhood education to support CT development, but there is a debate on which tool is more effective. Little evidence exists on the effect of coding on children’s Social-Emotional Competence (SEC), which is crucial for lifelong development and extends beyond cognitive development. This experimental study aimed to compare the effectiveness of two 9-week programs on promoting 73 preschool children’s CT and SEC, one using coding robots and the other using coding apps. The results showed that children who participated in the Coding Robot Program had higher CT scores than those in the Coding App Program, after controlling for age, gender, family socioeconomic status, and baseline CT scores. While the SEC scores showed no substantial disparities between the groups, it was revealed that the initial performance levels moderated the intervention effects on emotional regulation and overall SEC. This suggests that the Coding Robot Program could be especially advantageous for a subset of children who initially have difficulties with emotional regulation and social skills. Implications of this study are presented for research and practice.

中文摘要：在二十一世纪，计算思维对培养创造力、解决问题和数码能力至关重要。编码工具，如机器人玩具和平板电脑应用程序已成为流行的早期儿童教育，以支持 CT 的发展，但有一个关于哪种工具更有效的争论。编码对儿童社会情绪能力(SEC)影响的研究很少，而 SEC 对于儿童的终身发展至关重要，并且超越了认知发展的范畴。本研究旨在比较两个为期9周的项目对73名学龄前儿童 CT 和 SEC 的促进作用，一个使用编码机器人，另一个使用编码应用程序。结果显示，在控制了年龄、性别、家庭社会经济地位和基础 CT 评分后，参加编码机器人计划的儿童比参加编码应用程序计划的儿童有更高的 CT 评分。结果表明，初始表现水平对情绪调节干预效应和整体情绪调节干预效应有显著的调节作用。这表明，编码机器人计划可能特别有利于儿童的子集谁最初有情绪调节和社会技能的困难。本文的研究结果对研究和实践具有一定的启示意义。

https://doi.org/10.1177/07356331241226459

《Effects of Virtual Reality Based Microteaching Training on Pre-Service Teachers’ Teaching Skills from a Multi-Dimensional Perspective》

《多维视角下基于虚拟现实的微格教学训练对职前教师教学技能的影响》

作者：Jiahua Zhang · Qiwen Pan · Di Zhang · Bin Meng · Gwo‐Jen Hwang

英文摘要：Virtual Reality (VR) shows the potential to tackle the limitations and deficiencies of traditional microteaching training by offering an intricate and lifelike environment that helps pre-service teachers to develop their teaching skills. However, the effects of VR training on each teaching skill sub-dimension remain inconclusive. This study identified nine sub-dimensions of teaching skills through a literature review. Moreover, a VR-based microteaching training system was developed, and the effects of VR on these sub-dimensions of teaching skills were explored by conducting a comparative experiment between virtual and traditional microteaching training. The results showed that virtual microteaching considerably enhanced pre-service teachers' teacher efficacy compared to traditional training, especially the efficacy of instructional strategies and classroom management. Furthermore, more significant improvements were noted in the questioning skill and the language and posture skills after virtual microteaching training, although there was no significant difference in teaching skills overall. Moreover, pre-service teachers reported a highly immersive experience during the virtual microteaching.

中文摘要：虚拟现实(VR)通过提供一个复杂而逼真的环境，帮助职前教师发展他们的教学技能，显示了解决传统微格教学训练的局限性和不足的潜力。然而，虚拟现实训练对各个教学技能子维度的影响仍然是不确定的。本研究通过文献回顾，确定了教学技能的九个子维度。同时，开发了基于虚拟现实技术的微格教学训练系统，通过虚拟教学训练与传统微格教学训练的对比实验，探讨了虚拟现实技术对教学技能各子维度的影响。结果表明，与传统培训相比，虚拟微格教学显著提高了职前教师的教学效能感，尤其是教学策略和课堂管理的效能感。此外，在虚拟微格教学训练后，提问技巧、语言和姿势技巧有了更显著的提高，尽管整体教学技巧没有显著差异。此外，职前教师报告在虚拟微格教学高度沉浸式的经验。

https://doi.org/10.1177/07356331231226179

《Facilitating Student Learning With a Chatbot in an Online Math Learning Platform》

《在线数学学习平台中利用聊天机器人促进学生学习》

作者：Li Cheng · Ethan A. Croteau · Sami Baral · Cristina Heffernan · Neil T. Heffernan

英文摘要：Chatbots represent a promising technology for engaging students in math learning. Guided by Jerome Bruner’s constructivism and Lev Vygotsky’s Zone of Proximal Development, we designed and developed a chatbot that incorporates scaffolding strategies and social-emotional considerations, and we integrated it into ASSISTments, an online math learning platform. We conducted an experimental study to examine the influence of learning math with the chatbot compared to traditional learning with hints. This study involved 85 middle and high school students from three diverse school settings in the United States. The results revealed no significant differences in students' math learning performance and perceived helpfulness and interest between the chatbot and traditional hints conditions. However, students in the chatbot condition displayed significantly lower confidence in solving a similar problem after the intervention, likely due to the removal of the high level of support provided by the chatbot. Despite this, students’ open responses indicated that a significantly higher number of students had positive attitudes towards chatbots. They appreciated the chatting feature, breaking down a problem into steps, and real-time support. The study concludes with a discussion of the findings and implications for chatbot designers and developers and presents avenues for future research and practice in chatbot-assisted learning. In support of Open Science, this study has been preregistered and both the data and the analysis code used in this study are publicly available at https://osf.io/am3p8/.

中文摘要：聊天机器人是让学生参与数学学习的一种有前途的技术。在杰罗姆 · 布鲁纳的建构主义和列夫 · 维果茨基的近侧发展区间指导下，我们设计并开发了一个结合了脚手架策略和社会情感考虑的聊天机器人，并将其整合到在线数学学习平台 ASSISTments 中。我们进行了一项实验研究，以考察聊天机器人对数学学习的影响，与传统的暗示学习相比较。这项研究调查了来自美国三所不同学校的85名中学生。结果表明，聊天机器人与传统提示条件下学生的数学学习成绩、帮助感和兴趣感没有显著差异。然而，处于聊天机器人状态的学生在干预后解决类似问题的信心显著降低，这可能是由于去除了聊天机器人提供的高水平支持。尽管如此，学生们的开放式回答表明，对聊天机器人持积极态度的学生人数显著增加。他们欣赏聊天功能，将问题分解成步骤，以及实时支持。本研究最后讨论了对于聊天机器人设计者和开发者的发现和启示，并提出了未来在聊天机器人辅助学习方面的研究和实践的途径。为了支持开放科学，这项研究已经预先注册，在这项研究中使用的数据和分析代码都可以在 https://osf.io/am3p8/上公开获得。

https://doi.org/10.1177/07356331241226592

《From Blocks to Text: Bridging Programming Misconceptions》

《从块到文本: 消除编程误解》

作者：Monika Mladenović · Žana Žanko · Goran Zaharija

英文摘要：The use of a pedagogical approach mediated transfer with the bridging method has been successful in facilitating the transitions from block-based to text-based programming languages. Nevertheless, there is a lack of research addressing the impact of this transfer on programming misconceptions during the transition. The way programming concepts are taught to K-12 learners can later result in misconceptions for adult learners. The main objective was to examine the impact of mediated transfer using the bridging method pedagogical approach on the prevalence of programming misconceptions. We conducted a quasi-experimental study in school settings during informatics (computer science) classes among 163 sixth-grade students. The control group received traditional programming lectures using the text-based programming language, Python. Conversely, the experimental group utilized a mediated transfer pedagogical approach by starting with the block-based programming language MakeCode for micro:bit before transitioning to the text-based Python. Our findings indicate that the experimental group significantly reduced programming misconceptions in fundamental programming concepts: variables, sequencing, selection, and loops - compared to the control group. This suggests that the use of block-based programming language as an initial step in programming education, followed by a structured transition to text-based programming language, can effectively mitigate common misconceptions among K-12 learners.

中文摘要：使用带有衔接方法的教学方法，成功地促进了从以块为基础的编程语言向以文本为基础的编程语言的过渡。然而，在过渡期间，缺乏关于这种转移对方案编制误解的影响的研究。对 K-12学习者传授编程概念的方式可能会导致成年学习者产生误解。主要目标是使用桥接方法教学法研究中介转移对普遍存在的方案拟订错误观念的影响。我们对163名六年级学生在信息学(计算机科学)课堂上进行了准实验研究。对照组接受使用基于文本的编程语言 Python 的传统编程讲座。相反，实验组在转换到基于文本的 Python 之前，使用中介转换教学法，从基于块的编程语言 MakeCode for micro: bit 开始。我们的研究结果表明，与对照组相比，实验组显著减少了基本编程概念中的编程误解: 变量、排序、选择和循环。这表明使用基于块的编程语言作为编程教育的第一步，然后结构化地过渡到基于文本的编程语言，可以有效地减轻 K-12学习者的常见错误观念列表。

https://doi.org/10.1177/07356331241240047

《InquiryGPT: Augmenting ChatGPT for Enhancing Inquiry-Based Learning in STEM Education》

《探究性 GPT: 增强 ChatGPT 以加强 STEM 教育中的探究性学习》

作者：Pin‐Hui Li · Hsin‐Yu Lee · Chia‐Ju Lin · Wei‐Sheng Wang · Yueh‐Min Huang

英文摘要：The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students’ active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students’ knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students’ higher-order thinking skills and learning scores, proving that it significantly enhances students’ creativity, problem-solving abilities, critical thinking, and knowledge construction.

中文摘要：将探究式学习策略融入 STEM 活动的核心目的，是创造一个富挑战性的学习环境，刺激学生的主动学习，从而有效地提高他们对学习、思考技巧和实际应用能力的兴趣。为了实现这些目标，开发更多的技术辅助工具和平台，以提高教学效率和丰富学习经验变得至关重要。因此，本研究开发出探究性 GPT，在避免过度依赖 ChatGPT 的同时，通过施加限制、促进对话、提供反馈，引导学生完成 POEE 探究过程。通过与探究 GPT 的互动，促进了高层次思维能力的培养，从而加强了学生的知识建构和理解。本研究以技术接受模型(TAM)为基础，检验了探究性 GPT 的有效性。结果显示，InquiryGPT 和 ChatGPT 在感知有用性和感知易用性方面没有显著差异。此外，通过协方差分析(ANCOVA) ，本研究进一步分析了 InquiyGPT 对学生高阶思维能力和学习成绩的影响，证明它显著提高了学生的创造力、解决问题能力、批判性思维和知识建构。

https://doi.org/10.1177/07356331241289824

《Exploring Debugging Challenges and Strategies Using Structural Topic Model: A Comparative Analysis of High and Low-Performing Students》

《运用结构主题模型探索调试挑战与策略: 高分与低分学生的比较分析》

作者：Eunsung Park · Jongpil Cheon

英文摘要：Debugging is essential for identifying and rectifying errors in programming, yet time constraints and students’ trivialization of errors often hinder progress. This study examines differences in debugging challenges and strategies among students with varying computational thinking (CT) competencies using weekly coding journals from an online undergraduate CT course. Participants used Scratch, a block-based programming language, and their journals from five assignments were analyzed using Term Frequency-Inverse Document Frequency and Structural Topic Modeling. High-performing students engaged with diverse topics and specific blocks tied to their weekly projects while low-performing students faced repetitive and broad challenges, such as understanding motion blocks and broadcast concepts. These patterns reveal that low-performing students struggle particularly during the ‘diagnose the fault’ phase of debugging, often hindering their progress in the final stage. Such challenges highlight the necessity for targeted educational interventions to improve the debugging proficiency and overall CT skills. The study underscores the importance of further research into students’ logical thinking processes during code review and debugging, suggesting the use of think-aloud protocols and detailed tracking of debugging practices for deeper insights. This research contributes to the field by showing that differentiated instruction and strategic support can enhance debugging skills across different student performance levels.

中文摘要：调试对于识别和纠正编程中的错误至关重要，然而时间限制和学生对错误的轻视常常阻碍进步。这项研究调查了不同计算思维能力的学生在调试挑战和策略方面的差异。参与者使用 Scratch (一种基于块的编程语言) ，并使用术语频率-反向文档频率和结构化主题建模分析了他们来自五个作业的期刊。表现优秀的学生参与各种主题和与他们的每周项目相关的特定模块，而表现差的学生面临重复和广泛的挑战，如理解运动模块和广播概念。这些模式表明，表现不佳的学生在调试的“诊断故障”阶段尤其困难，常常阻碍他们在最后阶段的进步。这些挑战突出了有针对性的教育干预的必要性，以提高调试水平和整体 CT 技能。这项研究强调了进一步研究学生在代码审查和调试过程中的逻辑思维过程的重要性，建议使用有声思维协议和详细跟踪调试实践以获得更深层次的见解。该研究表明，差异化教学和战略支持可以提高不同学生表现水平的调试技能，从而为该领域做出了贡献。

https://doi.org/10.1177/07356331241291174

《Embodied Learning for Computational Thinking in a Mixed-Reality Context》

《混合现实环境下的计算思维体验式学习》

作者：Kyungbin Kwon · Thomas Brush · Keun-Jae Kim · Miran Seo

英文摘要：This study examined the effects of embodied learning experiences on students’ understanding of computational thinking (CT) concepts and their ability to solve CT problems. In a mixed-reality learning environment, students mapped CT concepts, such as sequencing and loops, onto their bodily movements. These movements were later applied to robot programming tasks, where students used the same CT concepts in a different modality. By explicitly connecting embodied actions with programming tasks, the intervention aimed to enhance students’ comprehension and transfer of CT skills. Forty-four first- and second-grade students participated in the study. The results showed significant improvements in students’ CT competency and positive attitudes toward CT. Additionally, an analysis of robot programming performance identified common errors and revealed how students employed embodied strategies to overcome challenges. The effects of embodied learning and the impact of embodied learning strategies were discussed.

中文摘要：这项研究考察了体验式学习经历对学生理解计算思维概念和解决 CT 问题能力的影响。在一个混合现实的学习环境中，学生将 CT 的概念，例如测序和循环，映射到他们的身体运动上。这些动作后来被应用到机器人编程任务中，在这些任务中，学生们以不同的方式使用相同的 CT 概念。通过明确地将具体行为与编程任务联系起来，这种干预旨在提高学生对 CT 技能的理解和转移。四十四名一年级和二年级学生参与了这项研究。结果表明，学生的 CT 能力和对 CT 的积极态度有显著提高。此外，对机器人编程性能的分析发现了常见的错误，并揭示了学生如何使用体现策略来克服挑战。讨论了具体化学习的效果和具体化学习策略的影响。

https://doi.org/10.1177/07356331241291173

《Designing and Learning With Pedagogical Agents: An Umbrella Review》

《教学主体的设计与学习: 一个综述》

作者：Noah L. Schroeder · R. O. Davis · Eunbyul Yang

英文摘要：Pedagogical agents are virtual characters that instructional designers include in learning environments to help students learn. Research in the area has flourished for thirty years, yet there are still critical questions about the efficacy of pedagogical agents for influencing learning and affect. As such, we conducted an umbrella review to synthesize the field. We located 17 systematic reviews or meta-analyses focused on the use of pedagogical agents in educational settings. We found that agents can have small positive effects on learning, motivation, and other affective variables. However, we still cannot say how one should design a pedagogical agent for any given educational context. We highlight the limitations of existing theory in the area, as well as existing reviews from a practical and methodological perspective, and highlight productive areas for future research.

中文摘要：教学主体是教学设计者在学习环境中为帮助学生学习而设计的虚拟人物。该领域的研究已经蓬勃发展了三十年，然而仍然有关于影响学习和情感的教学机构的功效的关键问题。因此，我们进行了一个总括性的审查，以综合该领域。我们定位了17个系统评价或荟萃分析，重点关注教育环境中教学代理的使用。我们发现主体对学习、动机和其他情感变量的积极影响很小。然而，我们仍然不能说一个人应该如何为任何给定的教育背景设计一个教学代理。我们强调现有的理论在这个领域的局限性，以及现有的评论从实践和方法论的角度，并突出未来研究的富有成效的领域。

https://doi.org/10.1177/07356331241288476

《Enhancing Computational Thinking, Spatial Reasoning, and Executive Function Skills: The Impact of Tangible Programming Tools in Early Childhood and Across Different Learner Stages》

《提高计算思维、空间推理和执行功能技能: 有形编程工具在儿童早期和不同学习阶段的影响》

作者：Νικόλαος Πέλλας

英文摘要：Tangible programming tools (TPTs) are promising teaching aids in programming courses due to their interactivity and ability to enhance early childhood students’ computational thinking, spatial reasoning, and executive function skills. However, it remains unclear whether TPTs support these skills simultaneously. This study examines the impact of TPTs on enhancing cognitive thinking skills among students at different developmental stages, with a focus on early childhood education. A quasi-experimental study with pre- and post-tests was conducted involving 82 preschoolers aged 5-7. Participants were categorized into three developmental stages (beginner, intermediate, advanced) based on their prior programming experience. A TPT called “Bee-bot Brushing Challenge: A Computational Adventure” was employed during a STEM summer camp program. The findings revealed significant improvements in students’  thinking, problem decomposition, and spatial reasoning skills, particularly among beginners. Participants at intermediate levels showed notable improvement in algorithm design and efficiency. Results also indicate significant differences in cognitive flexibility and inhibitory control between groups, with advanced students outperforming beginners and intermediates while working memory remained unaffected. This research provides important evidence supporting the inclusion of TPTs in early childhood curricula to foster comprehensive cognitive development. It offers valuable insights for educators and policymakers in designing similar learning environments.

中文摘要：有形编程工具(TPTs)在编程课程中是很有前途的教学辅助工具，因为它们具有互动性，能够提高幼儿学生的计算思维、空间推理和执行功能技能。然而，目前还不清楚 TPTs 是否同时支持这些技能。本研究以幼儿教育为重点，探讨不同发展阶段的学生在认知思考技巧上的差异。本研究对82名5-7岁的学龄前儿童进行了测试前和测试后的准实验研究。参与者根据他们之前的编程经验被分为三个发展阶段(初级、中级、高级)。在一个 STEM 夏令营项目中，使用了一个名为“蜜蜂机器人刷牙挑战: 计算机冒险”的 TPT。研究结果显示，学生的抽象思维、问题分解和空间推理能力有显著提高，尤其是初学者。中级水平的参与者在算法设计和效率方面有显著改善。结果还表明，高年级学生在认知灵活性和抑制控制能力上存在显著差异，高年级学生的表现优于初学者和中级学生，而工作记忆没有受到影响。这项研究提供了重要的证据，支持将 TPTs 纳入早期儿童课程，以促进全面的认知发展。它为教育工作者和决策者设计类似的学习环境提供了宝贵的见解。

https://doi.org/10.1177/07356331241292767

《Real-Time Collaborative Programming in Undergraduate Education: A Comprehensive Empirical Analysis of Its Impact on Knowledge, Behaviors, and Attitudes》

《本科教育中的实时协作编程: 对知识、行为和态度影响的综合实证分析》

作者：Dan Sun · Fan Xu

英文摘要：Real-time collaborative programming (RCP), which allows multiple programmers to work concurrently on the same codebase with changes instantly visible to all participants, has garnered considerable popularity in higher education. Despite this trend, little work has rigorously examined how undergraduates engage in collaborative programming when using RCP. This study utilized a quasi-experimental design to investigate the impact of RCP on undergraduates’ programming knowledge and skills, behaviors, and attitudes toward collaboration. Eighty-two participants were randomly assigned to either the RCP group or the Traditional Collaborative Programming (TCP) group. The data analysis yielded noteworthy findings. First, RCP significantly improved learners’ problem-solving skills and led to higher knowledge test scores compared to TCP. Second, there were no significant differences in attitudes toward collaboration between the two groups. Third, analysis of programming behaviors indicated that the RCP group exhibited more efficient coding practices, including producing a greater volume of code and executing it more successfully. Additionally, the RCP group’s code-testing activities were predominantly concentrated at the first half of the class sessions. Based on the empirical research results, three major pedagogical implications were proposed. These findings highlight the benefits of integrating RCP into programming education and suggest avenues for future research into collaborative learning dynamics.

中文摘要：实时协作编程(RCP)允许多个程序员在同一个代码库上并发工作，所有参与者都可以立即看到变化，它在高等教育中已经获得了相当大的普及。尽管存在这种趋势，但很少有研究严格考察大学生在使用 RCP 时如何参与协作编程。本研究采用准实验设计，探讨 RCP 对大学生编程知识、技能、行为及合作态度的影响。82名参与者被随机分配到 RCP 组或传统协作编程(TCP)组。数据分析产生了值得注意的结果。首先，与 TCP 相比，RCP 显著提高了学习者的问题解决能力，并导致了更高的知识测试分数。第二，两组在对待合作的态度上没有显著差异。第三，对编程行为的分析表明，RCP 组展示了更有效的编码实践，包括产生更大量的代码和更成功地执行它。此外，RCP 小组的代码测试活动主要集中在课程的前半部分。根据实证研究的研究结果，我们提出了三个主要的教学启示。这些发现强调了将 RCP 融入规划教育的好处，并为未来研究合作学习动态提出了建议。

https://doi.org/10.1177/07356331241295739

《Contributions of Computerized Dynamic Assessment and Digitalized Feedback to L2 Learners’ Grammar Acquisition: Technology-Enhanced Learning Facilitation Theory》

《计算机动态评估和数字化反馈对二语学习者语法习得的贡献: 技术促进学习促进理论》

作者：Sedigheh Karimpour · Ehsan Namaziandost · Hossein Kargar Behbahani

英文摘要：As an integral part of dynamic assessment, computerized dynamic assessment (CDA) offers learners computer-assisted automated mediation. Accordingly, the possible efficacy of corrective feedback seems to be enhanced with new technologies, such as artificial intelligence tools, that offer automatic corrective feedback. Using technology-enhanced learning facilitation theory, this study examined, in this respect, the combined effect of CDA and digitalized feedback (DF) on L2 learners' grammar acquisition. Under a quantitative methodology and in an Iranian language institute, the study used a pretest-posttest quasi-experimental design with a control group to evaluate how CDA with DF affected language learners' grammar acquisition. The statistical analyses using t-tests and ANCOVAs revealed that compared to the control group, the experimental group that underwent CDA with DF showed notable increases in both comprehension and production of conditional type 1. The results underlined how well the theory of technology-enhanced learning facilitation helps recognize and produce the target grammatical feature. Emphasizing the significance of including individualized instruction, dynamic assessment, and DF in language teaching and learning methods, implications for language teachers, syllabus designers, materials producers, and policymakers are offered.

中文摘要：计算机动态评估(CDA)作为动态评估的一个组成部分，为学习者提供了计算机辅助的自动化中介。因此，纠正反馈的可能有效性似乎可以通过新技术得到加强，如提供自动纠正反馈的人工智能工具。本研究运用技术促进学习理论，从这个角度考察了批评语篇分析(CDA)和数字化反馈(DF)对二语学习者语法习得的联合作用。本研究采用定量研究方法，在伊朗语言研究所进行了前测-后测准实验设计，并与对照组进行了对比研究。使用 t 检验和 ANCOVAs 的统计分析显示，与对照组相比，接受 DF CDA 的实验组在条件类型1的理解和产生方面均显著增加。研究结果强调了技术促进学习理论在识别和产生目标语法特征方面的作用。强调在语言教学和学习方法中纳入个性化教学、动态评估和 DF 的重要性，为语言教师、教学大纲设计者、材料制作者和决策者提供启示。

https://doi.org/10.1177/07356331241296889

《Effects of Collaborative Support on Learning in Serious Games for Programming》

《协作支持对程序设计严肃游戏学习的影响》

作者：Pavlos Toukiloglou · Stelios Xinogalos

英文摘要：This study examines the effectiveness of a collaborative support method in enhancing programming learning outcomes in a serious game. The game Code Hasp was developed to facilitate the comparison between two support methods, worked examples and a collaborative peer support approach. A total of 111 elementary school students participated, divided into two groups. The experimental group received collaborative support from teammates alongside worked examples, while the control group relied solely on worked examples. Pre- and post-test results and in-game data revealed that the collaborative support method improved learning efficiency and problem-solving skills. A notable effect of the process was the emergence of a leadership role in most collaborative groups. The game’s support design and shared goal structure mitigate potential problems associated with unbalanced participation. These findings suggest that collaborative support systems in serious games are a promising strategy for promoting engagement and improving learning outcomes in programming education.

中文摘要：本研究探讨在严肃游戏中，协作支援方法在提升程式设计学习成果上的有效性。游戏 Code Hasp 的开发是为了便于比较两种支持方法、工作实例和一种协作的同行支持方法。共有111名小学生参加，分为两组。实验组在工作范例的同时得到了队友的协作支持，而对照组仅仅依靠工作范例。测试前后的结果和游戏中的数据显示，协作支持方法提高了学习效率和解决问题的能力。这一过程的一个显著效果是，在大多数合作小组中出现了领导角色。游戏的支持设计和共享目标结构可以缓解与不平衡参与相关的潜在问题。这些研究结果表明，严肃游戏中的协作支持系统是促进参与和改善规划教育学习成果的一个有前途的战略。

https://doi.org/10.1177/07356331241296888

《Effects of Block-Based Visual Programming on K-12 Students’ Learning Outcomes》

《基于块的可视化编程对 K-12学生学习效果的影响》

作者：Qing Yu · Kun Yu · Baomin Li

英文摘要：Computer programming is regarded as an important skill for the future. However, many K-12 students face challenges and difficulties in learning traditional text-based programming. Block-based visual programming (BVP) can reduce the difficulty of learning programming and is seen as a potential programming education tool. Nevertheless, the effects of BVP on K-12 student learning outcomes remain unclear, and there is no evidence of meta-analysis. This is the first meta-analysis that aims to examine the effects of BVP on K-12 students’ learning based on 42 effect sizes from 29 independent experimental studies (2000–2023). The result suggests that BVP has an upper-medium effect on learning (SMD = 0.769, 95% CI = [0.554, 0.984], p < .001), particularly in the cognitive outcome (SMD = 0.698, p < .001). Moreover, the BVP tool, study design, and region have moderating effects. The BVP’s effects are larger when: (1) with 61∼100 students, (2) for junior high school, (3) with the learning duration of >1 month, (4) targeting math, (5) among novice students, (6) using Scratch, ScratchJr, Alice, and App Inventor, (7) employing project-based learning and project-based + game-based learning, (8) base on quasi-experimental design, (9) in Africa and Europe, (10) with latter publication years. Finally, discussions, implications, limitations, and future directions are put forward.

中文摘要：计算机编程被认为是未来的一项重要技能。然而，许多 K-12学生在学习传统的基于文本的编程时面临挑战和困难。基于块的可视化编程(BVP)可以降低学习编程的难度，被视为一种潜在的编程教育工具。然而，BVP 对 K-12学生学习结果的影响尚不清楚，也没有荟萃分析的证据。本研究以29个独立实验研究(2000-2023年)的42个效应量为基础，首次对 BVP 对 K-12学生学习的影响进行了元分析。结果表明，BVP 对学习有中上效应(SMD = 0.769,95% CI = [0.554,0.984] ，p < .001) ，特别是在认知结果(SMD = 0.698，p < .001)。此外，BVP 工具、研究设计和区域具有调节作用。当(1)有61100名学生，(2)初级中学，(3)学习时间 > 1个月，(4)针对数学，(5)在新手学生中，(6)使用 Scratch，ScratchJr，Alice 和 App Inventor，(7)使用专题研习和基于项目 + 基于游戏的学习，(8)基于准实验设计，(9)在非洲和欧洲，(10)在后期发表年份。最后提出讨论、启示、局限性和未来发展方向。

https://doi.org/10.1177/07356331241293163

《Predicting Robotics Pedagogical Content Knowledge: The Role of Computational and Design Thinking Dispositions via Teaching Beliefs》

《预测机器人学教学内容知识: 通过教学信念的计算和设计思维倾向的作用》

作者：Chung-Yuan Hsu · Meng‐Jung Tsai

英文摘要：This research aimed to investigate the structural relationships among teachers’ computational thinking (CT), design thinking (DT), robotics teaching beliefs, and robotics pedagogical content knowledge (RPCK). A total of 98 in-service and pre-service teachers who participated in a robotics teaching professional development workshop served as the sample of the study. A survey including the Computational Thinking Scale, the Design Thinking Disposition Scale, the Robotics Teaching Beliefs Scale and the Technological Pedagogical Content Knowledge–Robotics Scale was conducted after the workshop. A confirmatory factor analysis was employed to validate the measurement constructs, and Partial Least Squares - Structural Equation Modeling (PLS-SEM) analysis was utilized to examine the relationships among the factors. The results revealed that both CT and DT dispositions could positively predict teachers’ robotics teaching beliefs, which subsequently predicted their RPCK. Moreover, a direct positive relationship between CT and RPCK was identified, while such a relationship was not evident for DT. The model demonstrates the critical role of CT in shaping teachers' beliefs and pedagogical strategies of robotics teaching, and provides insights into the indirect influence of DT. Finally, the Model of Robotics Teaching Professional Development (MRTPD) was proposed to profile how to promote teachers’ pedagogical content knowledge of robotics teaching from their CT and DT dispositions.

中文摘要：本研究旨在探讨教师计算思维、设计思考、机器人学教学信念及机器人学教学内容知识之间的结构关系。共有98名在职和职前教师参加了机器人技术教学专业发展研讨会，作为本研究的样本。研讨会后进行了问卷调查，包括计算思维量表、设计思维倾向量表、机器人教学信念量表和技术教学内容知识-机器人量表。采用验证性因素分析对测量结构进行验证，并利用偏最小二乘-结构方程模型(PLS-SEM)分析各因素之间的关系。结果表明，CT 和 DT 倾向均能正向预测教师的机器人学教学信念，进而预测教师的 RPCK。此外，CT 与 RPCK 之间存在直接的正相关关系，而 DT 与 RPCK 之间的正相关关系不明显。该模型揭示了计算机辅助教学在塑造机器人学教师信念和教学策略方面的关键作用，并对计算机辅助教学的间接影响提供了见解。最后，提出了机器人教学专业发展模型(MRTPD) ，从教师的 CT 和 DT 配置出发，分析了如何提升机器人教学的教学内容知识。

https://doi.org/10.1177/07356331241236882

《Effect of Different Flow Design Approaches on Undergraduates' Computational Thinking During Pair Programming》

《不同流程设计方法对大学生结对编程计算思维的影响》

作者：Ruijie Zhou · Chong Xie · Xiuling He · Yangyang Li · Qiong Fan · Ying Yu · Zhong-Hua Yan

英文摘要：Computational thinking (CT), an essential competency for comprehending and addressing intricate issues in the digital world, has been incorporated into curriculum planning as a goal for programming education. This study introduced flow design into programming curricula to investigate its impact on undergraduates ’CT skills during pair work. Two types of flow design approaches, construct-by-self flow design (CBS-FD) and construct-on-scaffold flow design (COS-FD), were proposed to determine which approach better enhances students’ CT skills. Seventy-six first-year undergraduates participated, including thirty in the CBS group and thirty-six in the COS group. Evaluations made from the results and processes of programming tasks were employed to describe computational performance and computational practices, respectively. Data gathered from CT skill surveys were thoroughly analyzed to gain a deeper understanding of computational perspectives. Our findings highlighted that COS-FD significantly improved participants' computational performance compared with CBS-FD. The COS groups fostered an engaging, sharing atmosphere, while CBS groups spent more energy on negotiating the manipulation of flow design. Moreover, both COS-FD and CBS-FD proved beneficial in enhancing participants' computational perspectives, with the COS groups better improving their algorithm thinking. The study presents valuable perspectives on the design and implementation of collaborative programming activities within curriculum education.

中文摘要：计算思维是理解和处理数字世界中复杂问题的基本能力，已被纳入课程规划，作为编程教育的一个目标。本研究在程序设计课程中引入流程设计，探讨流程设计对大学生配对工作中 CT 技能的影响。提出了两种流程设计方法，即自我构建流程设计(CBS-FD)和脚手架上构建流程设计(COS-FD) ，以确定哪种方法更好地提高学生的 CT 技能。共有七十六名一年级学生参加，其中三十名来自哥伦比亚广播公司，另外三十六名来自哥伦比亚广播公司。根据编程任务的结果和过程进行评估，分别描述计算性能和计算实践。从 CT 技能调查收集的数据进行了彻底分析，以获得更深入的理解计算的观点。与 CBS-FD 相比，COS-FD 显著提高了参与者的计算能力。COS 团队培养了一种参与、分享的氛围，而 CBS 团队则花费更多精力在谈判流程设计的操纵上。此外，COS-FD 和 CBS-FD 都被证明有利于提高参与者的计算视角，COS 小组更好地改进了他们的算法思维。该研究对课程教育中协作编程活动的设计和实施提出了有价值的观点。

https://doi.org/10.1177/07356331241268474

《Does Generative Artificial Intelligence Improve the Academic Achievement of College Students? A Meta-Analysis》

《生成性人工智能能否提高大学生的学习成绩? ——一个元分析》

作者：Lihui Sun · Liang Zhou

英文摘要：The use of generative artificial intelligence (Gen-AI) to assist college students in their studies has become a trend. However, there is no academic consensus on whether Gen-AI can enhance the academic achievement of college students. Using a meta-analytic approach, this study aims to investigate the effectiveness of Gen-AI in improving the academic achievement of college students and to explore the effects of different moderating variables. A total of 28 articles (65 independent studies, 1909 participants) met the inclusion criteria for this study. The results showed that Gen-AI significantly improved college students’ academic achievement with a medium effect size (Hedges’s g = 0.533, 95% CI [0.408,0.659], p < .05). There were within-group differences in the three moderator variables, activity categories, sample size, and generated content, when the generated content was text (g = 0.554, p < .05), and sample size of 21–40 (g = 0.776, p < .05), the use of independent learning styles (g = 0.600, p < .05) had the most significant improvement in college student’s academic achievement. The intervention duration, the discipline types, and the assessment tools also had a moderate positive impact on college students’ academic achievement, but there were no significant within-group differences in any of the moderating variables. This study provides a theoretical basis and empirical evidence for the scientific application of Gen-AI and the development of educational technology policy.

中文摘要：利用生成性人工智能(Gen-AI)辅助大学生学习已成为一种趋势。然而，对于“基因 AI”能否提高大学生的学习成绩，学术界并没有达成共识。本研究采用元分析的方法，探讨人工智能在提高大学生学业成绩方面的有效性，以及不同调节变量的作用。共有28篇文章(65项独立研究，1909名参与者)符合这项研究的纳入标准。结果表明，Gen-AI 显著提高了大学生的学业成绩，中等效应大小(Hedge’s g = 0.533,95% CI [0.408,0.659] ，p < .05)。当生成内容为文本(g = 0.554，p < .05) ，样本量为21-40(g = 0.776，p < .05)时，自主学习风格的使用(g = 0.600，p < .05)对大学生学业成绩的提高最为显著。干预时间、学科类型和评价工具对大学生学业成绩也有中度的正向影响，但在任何一个调节变量上组内差异均不显著。这项研究为人工智能的科学应用和教育技术政策的制定提供了理论基础和经验证明。

https://doi.org/10.1177/07356331241277937

《On the Quality of the Experience With Virtual Reality-Based Instructional Tools for Science Lab Activities》

《基于虚拟现实的科学实验教学工具体验质量研究》

作者：Alberto Cannavò · Federico De Lorenzis · Filippo Gabriele Pratticò · L. Galante · Fabrizio Lamberti

英文摘要：Today, immersive technologies like Virtual Reality (VR) are regarded as disruptive tools in many domains, including education. While the body of literature in the field is growing, studies that present contrasting findings are not uncommon. In fact, although there is evidence of the benefits brought by VR in the educational processes, in some cases the effects of a possible trade-off between learning effectiveness and quality of the learning experience (or QoLE) may be observed. The two dimensions are difficult to disentangle, as besides learning effectiveness, other factors like motivation, technology acceptability, workload, presence, immersion, engagement, and usability come to play. This paper digs into the above scenario by focusing on the QoLE of immersive VR-based learning and comparing it with that of two conventional approaches (a physical prop-based one and a 3D desktop application). Separation of the two dimensions is pursued by imposing equality of the learning performance achieved with the three approaches, aiming at getting rid of possible confounding factors. From the results of the user study performed in the context of a STEM-related laboratory activity, the VR-based approach appeared to be generally superior to the prop-based approach and showed several advantages over the 3D desktop application.

中文摘要：如今，像虚拟现实(VR)这样的沉浸式技术被认为是包括教育在内的许多领域的颠覆性工具。虽然该领域的文献越来越多，但是提出对比研究结果的研究并不少见。事实上，尽管有证据表明虚拟现实技术在教育过程中带来了好处，但在某些情况下，学习效果和学习经验(或 QoLE)质量之间的权衡可能会产生影响。这两个维度很难区分开来，因为除了学习效率之外，还有其他因素，如动机、技术可接受性、工作量、存在感、沉浸感、参与度和可用性。本文深入研究了沉浸式虚拟现实学习的生存质量，并将其与两种传统的学习方法(基于物理道具的学习方法和3D 桌面应用程序)进行了比较。分离的两个维度是通过强制平等的学习绩效所取得的三种方法，旨在摆脱可能的混杂因素。从科学、技术、工程和数学相关实验室活动的用户研究结果来看，基于虚拟现实的方法似乎总体上优于基于道具的方法，并显示出比3D 桌面应用程序的若干优势。

https://doi.org/10.1177/07356331241270658

《Do 3–8 Years Old Children Benefit From Computational Thinking Development? A Meta-Analysis》

《3-8岁儿童受益于计算思维发展吗》

作者：Xiaowen Wang · Kan Kan Chan · Qianru Li · Shing On Leung

英文摘要：The interest in Computational Thinking (CT) development among young learners increases with the number of studies located in literature. In this study, a meta-analysis was conducted to address two main objectives: (a) the effectiveness of empirical interventions on the development of CT in children aged of 3–8 years; and (b) the variables that influence the effectiveness of the interventions. Following PRISMA procedures, we identified 17 empirical studies with 34 effect sizes and 1665 participants meeting the inclusion criteria from Web of Science database. Overall, we found a statistically significant large effect size (d = .83 [95% CI: 730, .890]; p < .001) on the CT development of 3–8 years old children, which provides empirical support for having young children to engage in CT experiences. The effect size was significantly influenced by moderating variables including gender, scaffolding, and education level. Intervention length showed a marginally significant effect. Therefore, educators could refer to the significant moderators when designing tailored interventions for CT development in early childhood education while a call for more empirical studies of CT development in young children is proposed.

中文摘要：随着文献研究的增多，年轻学习者对计算思维发展的兴趣也随之增加。在这项研究中，进行了一项荟萃分析，以解决两个主要目标: (a)3-8岁儿童 CT 发展的实证干预措施的有效性; 和(b)影响干预措施有效性的变量。根据 PRISMA 程序，我们确定了17个实证研究，其中34个效应大小和1665个参与者符合科学网络数据库的纳入标准。总体而言，我们发现3-8岁儿童的 CT 发育具有统计学显着的大效应大小(d = .83[95% CI: 730，.890] ; p < .001) ，这为幼儿参与 CT 体验提供了经验支持。影响大小显着影响调节变量，包括性别，脚手架，和教育水平。干预时间的长短有显著性差异。因此，教育工作者在设计针对儿童早期教育 CT 发展的量身定做的干预措施时，可以参考重要的调节因素，同时呼吁对幼儿 CT 发展进行更多的实证研究。

https://doi.org/10.1177/07356331241236744

《Enhancing Academic Achievement and Engagement Through Digital Game-Based Learning: An Empirical Study on Middle School Students》

《通过数字游戏学习提高学习成绩和参与度: 对中学生的实证研究》

作者：Dan Kohen-Vacs · Dorin Kadusi · Shimon Peretz

英文摘要：Abundant research has tried to understand how games can be designed and used effectively to improve the learning process and to examine the correlations between digital learning games and student motivation, engagement, and knowledge retention. The current study examined the correlation between learning through digital game-based learning (DGBL) and students’ achievements, their sense of involvement, and motivation for learning. Using a quantitative approach, data was drawn from questionnaires and exams in two subjects: literature and language. Participants were 320 male and female students aged 12–14 attending a single middle school participated in the study. The students were randomly divided into three groups, each group was given a unique teaching and learning method. Group 1 studied and practiced using the traditional method (a teacher who teaches in the classroom and worksheets for practice), Group 2 studied with the traditional method but practiced with a digital game and Group 3 learned and practiced using a digital game. The findings showed that the students’ attained significantly higher achievements in the group that was taught traditionally but practiced with a digital game. It was also found that when digital learning games are integrated into teaching and learning, the students’ motivation and involvement in the class increased.

中文摘要：大量的研究试图了解如何设计和有效地使用游戏来改善学习过程，并检验数字化学习游戏与学生动机、参与度和知识保留之间的相关性。本研究探讨了数位游戏学习与学生成就、参与意识及学习动机之间的相关性。数据来自于文学和语言两个学科的调查问卷和考试。研究对象为320名就读于同一所中学的12-14岁男女学生。学生被随机分为三组，每组给予独特的教学方法。第一组采用传统教学方法进行学习和练习(教师在课堂上教学，并用练习单进行练习) ，第二组采用传统教学方法进行学习，但采用数字游戏进行练习，第三组采用数字游戏进行学习和练习。研究结果表明，在传统的教学方式下，学生们在数字游戏的练习中取得了明显更高的成绩。研究还发现，当数字化学习游戏融入教与学中时，学生的学习动机和课堂参与度都有所提高。

https://doi.org/10.1177/07356331241236937

《Relationships Between Executive Functions and Computational Thinking》

《行政职能与计算思维的关系》

作者：Tongxi Liu

英文摘要：Addressing cognitive disparities has become a paramount concern in computational thinking (CT) education. The intricate and nuanced relationships between CT and cognitive variations emphasize the needs to accommodate diverse cognitive profiles when fostering CT skills, recognizing that these cognitive functions can manifest as either strengths or limitations in different students. Consequently, understanding the connections between students’ cognitive functions and CT skills assumes pivotal importance in the design of personalized instructional strategies for CT. Despite a general consideration of learning variability in CT education, empirical insights exploring the correlation between cognitive skills and CT competencies remain notably scarce. This study endeavors to bridge this research gap by investigating the links between executive functions and CT skills, as well as the associations between their sub-dimensions. The results reveal a statistically significant correlation coefficient of 0.452 between these two domains, underscoring the notable connection between executive functions and CT abilities. Furthermore, the sub-dimensional analysis offers a comprehensive understanding of how specific executive functions uniquely contribute to certain CT skills. In light of these findings, this research offers a promising pathway for the development of tailored CT education programs that can cater to the unique needs of each individual, ultimately facilitating inclusive CT programs and making significant contributions to broaden STEM education and future workforce.

中文摘要：解决认知差异已成为计算思维教育的首要关注问题。CT 与认知变异之间复杂而微妙的关系强调了在培养 CT 技能时需要适应不同的认知特征，认识到这些认知功能可以表现为不同学生的优势或局限性。因此，理解学生认知功能与 CT 技能之间的关系，对于设计个性化的 CT 教学策略具有重要意义。尽管普遍考虑 CT 教育中的学习变异性，但探索认知技能与 CT 能力之间相关性的经验性见解仍然非常缺乏。本研究试图通过调查执行功能与 CT 技能之间的联系，以及它们之间的子维度之间的关联来弥补这一研究差距。结果显示，这两个领域之间的统计学显著相关系数为0.452，强调了执行功能和 CT 能力之间的显著联系。此外，次维度分析提供了一个特定的执行功能如何独特地贡献某些 CT 技能的全面理解。鉴于这些发现，这项研究提供了一个有希望的途径，发展定制的 CT 教育方案，可以满足每个人的独特需求，最终促进包容性 CT 方案，并作出重大贡献，以扩大 STEM 教育和未来的劳动力。

https://doi.org/10.1177/07356331241242435

《Collaboration with Generative Artificial Intelligence: An Exploratory Study Based on Learning Analytics》

《基于学习分析的生成性人工智能协作研究》

作者：Jiangyue Liu · Siran Li · Qianyan Dong

英文摘要：The emergence of Generative Artificial Intelligence (GAI) has caused significant disruption to the traditional educational teaching ecosystem. GAI possesses remarkable capabilities in generating human-like text and boasts an extensive knowledge repository, thereby paving the way for potential collaboration with humans. However, current research on collaborating with GAI within the educational context remains insufficient and the methods are relatively limited. This study aims to utilize methods such as Lag Sequential Analysis (LSA) and Epistemic Network Analysis (ENA) to unveil the “black box” of the human-machine collaborative process. In this research, 22 students engaged in collaborative tasks with GAI to refine instructional design schemes within an authentic classroom setting. The results show that the participants significantly improved the quality of instructional design. Leveraging the improvement demonstrated in students’ instructional design performance, we categorized them into high- and low-performance groups. Through the analysis of learning behavior, it was observed that the high-performance group adhered to a structured GAI content application framework: “generate → monitor → apply → evaluate.” Moreover, they adeptly employed communication strategies emphasizing exercising cognitive agency and actively cultivating a collaborative environment. The conclusions drawn from this research may serve as a reference for a series of practical applications in human-machine collaboration and provide directions for subsequent studies.

中文摘要：生成性人工智能(GAI)的出现对传统的教育教学生态系统造成了严重的破坏。GAI 具有生成类人文本的显著能力，并拥有广泛的知识库，从而为潜在的人类合作铺平了道路。然而，目前关于在教育背景下与大学教育协会合作的研究仍然不够，方法也相对有限。本研究旨在利用延迟序列分析(LSA)和认知网络分析(ENA)等方法，揭示人机协作过程的“黑箱”。在这项研究中，22名学生参与了与大学英语教学协作的任务，在真实的课堂环境中完善教学设计计划。结果显示，参加者的教学设计质素显著提升。我们利用学生在教学设计表现方面的进步，把他们分为高成绩组和低成绩组。通过对学习行为的分析，发现高绩效组遵循“生成→监控→应用→评价”的结构化 GAI 内容应用框架此外，他们善于运用沟通策略，强调运用认知代理，积极培养合作环境。研究结果可为人机协作的一系列实际应用提供参考，为后续研究提供方向。

https://doi.org/10.1177/07356331241242441

《Toward Artificial Intelligence-Human Paired Programming: A Review of the Educational Applications and Research on Artificial Intelligence Code-Generation Tools》

《走向人工智能-人类配对编程: 人工智能代码生成工具的教育应用与研究综述》

作者：Jiangyue Liu · Siran Li

英文摘要：Pair Programming is considered an effective approach to programming education, but the synchronous collaboration of two programmers involves complex coordination, making this method difficult to be widely adopted in educational settings. Artificial Intelligence (AI) code-generation tools have outstanding capabilities in program generation and natural language understanding, creating conducive conditions for pairing with humans in programming. Now some more mature tools are gradually being implemented. This review summarizes the current status of educational applications and research on AI-assisted programming technology. Through thematic coding of literature, existing research focuses on five aspects: underlying technology and tool introduction, performance evaluation, the potential impacts and coping strategies, exploration of behavioral patterns in technological application, and ethical and safety issues. A systematic analysis of current literature provides the following insights for future academic research related to the practice of “human-machine pairing” in programming: (1) Affirming the value of AI code-generation tools while also clearly defining their technical limitations and ethical risks; (2) Developing adaptive teaching ecosystems and educational models, conducting comprehensive empirical research to explore the efficiency mechanisms of AI-human paired programming; (3) Further enriching the application of research methods by integrating speculative research with empirical research, combining traditional methods with emerging technologies.

中文摘要：结对编程被认为是一种有效的编程教学方法，但是两个程序员的同步协作涉及到复杂的协调，使得这种方法难以在教育环境中得到广泛的应用。人工智能(AI)代码生成工具在程序生成和自然语言理解方面具有出色的能力，为在编程中与人配对创造了有利的条件。现在，一些更加成熟的工具正在逐步实现。本文综述了人工智能辅助编程技术的教育应用和研究现状。通过文献的主题编码，现有的研究集中在五个方面: 基础技术和工具的介绍，绩效评估，潜在影响和应对策略，探索技术应用中的行为模式，以及伦理和安全问题。通过对现有文献的系统分析，我们可以为未来有关人工智能编程实践的学术研究提供以下见解: (1)肯定人工智能代码生成工具的价值，同时明确界定它们的技术局限性和道德风险; (2)开发适应性教学生态系统和教育模型，进行全面的实证研究，探索人工智能-人类配对编程的效率机制; (3)通过将推测性研究与实证研究相结合，将传统方法与新兴技术相结合，进一步丰富研。

https://doi.org/10.1177/07356331241240460

《Exploring Gender Differences in Computational Thinking Among K-12 Students: A Meta-Analysis Investigating Influential Factors》

《中小学生计算思维性别差异影响因素的 Meta 分析》

作者：Linlin Hu

英文摘要：This study employs meta-analysis to synthesize findings from 30 articles investigating gender differences in computational thinking (CT) among K-12 students. Encompassing 51 independent effect sizes, the meta-analysis involves a participant pool of 9181 individuals from various countries, comprising 4254 males and 4927 females. Results indicate statistically significant gender differences in CT (Hedges’s g = 0.091, p < .05), albeit with a modest effect size, revealing higher CT scores among males compared to females. Further moderation analyses unveil the multifaceted nature of these gender differences. Specifically, while gender differences become significant during high school, recent studies suggest a gradual reduction in CT gender differences with societal progress among K-12 students. Moreover, findings illustrate variations in gender differences across geographical regions. Notably, while the overall gender disparity in CT is non-significant in the “East Asia and Pacific” region, it widens in “North America” and “Europe”, with males scoring higher than females. Conversely, in “Europe and Central Asia”, such gender differences present inconsistent outcomes, with females scoring higher than males. Importantly, assessment tool type does not significantly influence gender differences. Lastly, this study offers recommendations to address CT gender gaps, providing valuable insights for promoting gender equality in education.

中文摘要：本研究采用荟萃分析方法，综合了30篇调查幼儿园至12年级学生计算思维性别差异的文章。荟萃分析包括51个独立效应量，涉及来自不同国家的9181个个体，包括4254名男性和4927名女性。结果显示性别差异在 CT 上有统计学意义(Hedge’s g = 0.091，p < .05) ，尽管效应大小适中，男性的 CT 评分高于女性。进一步的适度分析揭示了这些性别差异的多方面性质。具体来说，虽然性别差异在高中阶段变得显著，但最近的研究表明，随着 K-12学生的社会进步，CT 性别差异逐渐减少。此外，研究结果表明，不同地理区域的性别差异存在差异。值得注意的是，尽管在“东亚和太平洋”地区 CT 的整体性别差异不显著，但在“北美”和“欧洲”，性别差异扩大，男性得分高于女性。相反，在“欧洲和中亚”，这种性别差异表现出不一致的结果，女性得分高于男性。重要的是，评估工具类型不会显著影响性别差异。最后，本研究提出了解决 CT 性别差距的建议，为促进教育中的性别平等提供了有价值的见解。

https://doi.org/10.1177/07356331241240670

《How to Make Computer-Based Feedback More Productive: The Power of Erroneous Solutions》

《如何使基于计算机的反馈更具生产力: 错误解决方案的力量》

作者：Zhen Wang · Xiuhuan Pei · Hailong Zhu · Sen Gong · Enguo Wang

英文摘要：This research aims to expand our understanding of how to facilitate student feedback engagement processes in a computer-based formative assessment environment. In the present research, we designed a new type of elaborated feedback in terms of combining the correct solution and the erroneous solution, and the erroneous solution matched the student’s initial answer. Furthermore, we analyzed whether this feedback had a stronger positive effect than the other three types of feedback containing different complexities of correct information (i.e., Knowledge of Correct Response, Problem-Solving Cues, or Complete Correct Solutions). As predicted, students who received correct and erroneous solutions experienced more positive feedback perceptions, perceived lower extraneous cognitive load and higher germane cognitive load, and achieved higher transfer performance. This research is one of the first that provides empirical evidence for the positive impact of incorporating students’ errors into the feedback design, and this novel insight can extend current theories on how to optimize feedback design to promote students’ active processing and use of feedback.

中文摘要：本研究旨在扩展我们对如何在基于电脑的形成性评估环境中促进学生反馈参与过程的理解。在本研究中，我们将正确解与错误解相结合，设计了一种新型的精细化反馈，错误解与学生的初始答案相匹配。此外，我们分析了这种反馈是否比其他三种包含不同复杂性的正确信息的反馈(即，正确反应知识，解决问题的线索，或完全正确的解决方案)具有更强的正面效应。正如预测的那样，接受正确和错误解决方案的学生会有更多的正反馈感知，感知到更低的外部认知负荷和更高的相关认知负荷，并获得更高的迁移绩效。这项研究是第一个为将学生的错误纳入反馈设计的积极影响提供经验证明的研究之一，这种新颖的见解可以扩展当前关于如何优化反馈设计以促进学生主动处理和使用反馈的理论。

https://doi.org/10.1177/07356331241247592

《Understanding the Characteristics of Students’ Behavioral Processes in Solving Computational Thinking Problems Based on the Behavioral Sequences》

《基于行为序列理解学生解决计算思维问题的行为过程特征》

作者：Qian‐Hui Guo · Huan Li · Sha Zhu

英文摘要：Previous research has not adequately explored students’ behavioral processes when addressing computational thinking (CT) problems of varying difficulty, limiting insights into students’ detailed CT development characteristics. This study seeks to fill this gap by employing gamified CT items across multiple difficulty levels to calculate comprehensive behavioral sequence quality indicators. And then, through latent profile analysis, we identified four distinct latent classes of behavioral process. We then examined the in-game performance differences among these classes, uncovering each class’s unique attributes. Class 1 students consistently demonstrated high-quality, efficient behavioral sequences regardless of item difficulty. In contrast, class 2 students applied significant cognitive effort and trial-and-error strategies, achieving acceptable scores despite low behavioral sequence quality. Class 3 students excelled in simpler items but faltered with more complex ones. Class 4 students displayed low motivation for challenging items, often guessing answers quickly. Additionally, we investigated the predictive value of students’ performance in gamified items and their behavioral process classes for their external CT test scores. The study finally elaborated on the theoretical implications for researchers and the practical suggestions for teachers in CT cultivation.

中文摘要：先前的研究没有充分探索学生在处理不同难度的计算思维问题时的行为过程，限制了对学生详细的 CT 发展特征的洞察。这项研究试图填补这个空白，使用游戏化的 CT 项目跨越多个难度水平来计算综合的行为序列质量指标。然后，通过潜在侧写分析，我们确定了四个不同的潜在类别的行为过程。然后我们研究了这些职业在游戏中的表现差异，发现了每个职业的独特属性。无论项目难度如何，一班学生始终表现出高质量、高效率的行为序列。相比之下，2班的学生采用了显著的认知努力和试错策略，尽管行为序列质量较低，仍然取得了可接受的分数。三班的学生在较简单的题目上表现出色，但在较复杂的题目上却表现不佳。四班的学生对具有挑战性的题目表现出较低的动机，常常很快猜出答案。此外，我们还调查了学生在游戏项目和行为过程类中的表现对其外部 CT 测试分数的预测价值。本研究最后阐述了对研究者的理论启示以及对教师在 CT 培养中的实践建议。

https://doi.org/10.1177/07356331241251397

《Collaborative Learning in K-12 Computational Thinking Education: A Systematic Review》

《合作学习计算思维教育: 一个系统综述》

作者：Stella Xin Yin · Dion Hoe‐Lian Goh · Chai Quek

英文摘要：In the past decade, Computational Thinking (CT) education has received growing attention from researchers. Although many reviews have provided synthesized information on CT teaching and learning, few have paid particular attention to collaborative learning (CL) strategies. CL has been widely implemented in CT classes and has become the most popular pedagogy among educators. Therefore, a systematic review of CL in CT classes would provide practical guidance on teaching strategies to enhance CT interventions and improve the quality of teaching and learning, ultimately benefiting students’ CT skills development. To address this gap, this study examined 43 empirical studies that have applied CL strategies, ranging from 2006 to 2022. Several findings were revealed in the analysis. First, a wide range of theories and frameworks were applied to inform research questions, pedagogical design, and research methodologies. Second, despite the acknowledged importance of group composition in effective CL, a large number of studies did not provide details on how the students were grouped. Third, six types of CL activities and instructional designs have been identified in CT classrooms. The synthesized information provides valuable insights that can inform future research directions and guide the design and implementation of CL activities in future CT classes.

中文摘要：在过去的十年中，计算思维教育受到了研究人员越来越多的关注。虽然很多评论提供了有关合作学习科技教与学的综合资料，但很少有人特别关注「学习策略」。合作学习在计算机辅助教学中得到了广泛的应用，已成为教育工作者最普遍采用的教学方法。因此，在计算机辅助系统综述教学中加入学习语言，可为教学策略提供实用指引，加强计算机辅助教学的介入，提高教与学的质素，最终有助学生发展计算机辅助教学的技能。为了弥补这一差距，本研究调查了从2006年到2022年间43项应用 CL 策略的实证研究。在分析中发现了几个发现。首先，广泛的理论和框架被应用于通知研究问题，教学设计和研究方法。第二，尽管群体组合在有效的学习策略中被认为是重要的，但是大量的研究并没有提供关于学生如何被分组的细节。第三，在 CT 教室中确定了六种类型的 CL 活动和教学设计。综合信息提供了有价值的见解，可以通知未来的研究方向，并指导设计和实施的 CL 活动在未来的 CT 类。

https://doi.org/10.1177/07356331241249956

《The Efficacy of Artificial Intelligence-Enabled Adaptive Learning Systems From 2010 to 2022 on Learner Outcomes: A Meta-Analysis》

《2010-2022年人工智能在线机机器学习系统对学习效果的 Meta 分析》

作者：Xiaoman Wang · Rui Huang · Max Sommer · Bo Pei · Poorya Shidfar · Masood Ur Rehman · Albert D. Ritzhaupt · Florence Martin

英文摘要：The purpose of this research study was to examine the overall effect of adaptive learning systems deployed using artificial intelligence technology across a range of relevant variables (e.g., duration, student level, etc.). Following a systematic procedure, this meta-analysis examined literature from 18 academic databases and identified N = 45 independent studies utilizing AI-enabled adaptive learning. This meta-analysis examined the overall effect of AI-enabled adaptive learning systems on students’ cognitive learning outcomes when compared with non-adaptive learning interventions and found that they have a medium to large positive effect size (g = 0.70). The effect was significantly moderated by publication type, origin of study, student classification level, student discipline, duration, and research design. In addition, all three adaptive sources (cognitive, affective, and behavioral) and adaptive targets (navigation and assessment) were significant moderators. The type of AI used in the adaptive engine did not moderate the effects. Implications for both practice and research are provided.

中文摘要：这项研究的目的是探讨使用人工智能技术的在线机机器学习系统在一系列相关变量(如持续时间、学生水平等)上的整体效果。这项荟萃分析采用了系统的方法，检索了18个学术数据库的文献，并确定了45项利用人工智能在线机机器学习的独立研究。这项荟萃分析研究了与非适应性学习干预相比，人工智能在线机机器学习系统对学生认知学习结果的总体影响，发现它们具有中等至大的积极效应大小(g = 0.70)。发表类型、研究来源、学生分类水平、学科、持续时间、研究设计等因素均显著影响研究效果。此外，所有三个适应性来源(认知、情感和行为)和适应性目标(导航和评估)都是显著的调节剂。在自适应引擎中使用的 AI 类型并没有减轻这种影响。为实践和研究提供了启示。

https://doi.org/10.1177/07356331241240459

《Empowering Student Learning Through Artificial Intelligence: A Bibliometric Analysis》

《利用人工智能增强学生学习能力的文献计量分析》

作者：Gawon Yun · Kewman M. Lee · Hailey Hyunjin Choi

英文摘要：Scholarly interest in artificial intelligence (AI) has surged as researchers delve into its transformative impact on various aspects of our lives. AI poses both benefits and challenges, particularly in the context of educators' endeavors to comprehend the intricacies of students' learning processes. Although the use of AI to enhance and assist student learning is relatively new, the exponential growth of scholarly attention and publications in AI and student learning in recent years underscores the compelling necessity for further inquiry. Investigating this area is crucial for understanding the emerging trends in this research domain. This study aims to provide insights into the burgeoning research trajectories on AI from a student learning perspective. Using a bibliometric approach, this study examined 663 scholarly articles pertaining to the interface between AI and student learning published between 1961 and 2024. Our findings reveal four major thematic areas including AI in education and educational technology, AI-driven learning environments, essential AI enablers, and human learning and highlight promising avenues at this intersection.

中文摘要：随着研究人员深入研究人工智能对我们生活各个方面的变革性影响，学术界对人工智能(AI)的兴趣激增。人工智能既带来好处，也带来挑战，特别是在教育工作者努力理解学生学习过程的复杂性的背景下。虽然利用人工智能来促进和协助学生学习是相对较新的指数增长，但近年学术界对人工智能和学生学习的关注和出版物，突显了进一步研究的迫切需要。研究这一领域对于理解这一研究领域的新兴趋势至关重要。本研究旨在从学生学习的角度探讨人工智能研究的发展轨迹。使用文献计量学的方法，本研究检查了1961年至2024年间发表的663篇关于人工智能与学生学习接口的学术论文。我们的研究结果揭示了四个主要的主题领域，包括教育和教育技术中的人工智能、人工智能驱动的学习环境、必要的人工智能促进因素和人类学习，并强调了在这个交叉点上有希望的途径。

https://doi.org/10.1177/07356331241278636

《Designing an Inclusive Artificial Intelligence (AI) Curriculum for Elementary Students to Address Gender Differences With Collaborative and Tangible Approaches》

《设计包容性人工智能(AI)课程，以协作和切实的方法解决小学生的性别差异》

作者：Keun-Jae Kim · Kyungbin Kwon

英文摘要：This study presents an inclusive K-12 AI curriculum for elementary schools, focusing on six design principles to address gender disparities. The curriculum, designed by the researchers and an elementary teacher, uses tangible tools, and emphasizes collaboration in solving daily problems. The MANOVA results revealed initial gender differences in AI knowledge. Following MANCOVA analysis showed significant improvements in AI knowledge, as well as perceptions and behavioral intentions toward AI, effectively bridging the observed knowledge gaps without any significant differences attributed to gender or initial knowledge levels. This evidence underscores the success of tangible and collaborative AI interventions in uniformly enhancing AI knowledge and positively changing perceptions and behavioral intentions among all participants, regardless of gender. Both female and non-binary students felt increased engagement and reduced anxiety toward AI, with improved comprehension and a preference for collaborative learning. This study contributes to the design of inclusive AI interventions, highlighting gender differences and including non-binary students as an essential part of the analysis.

中文摘要：这项研究提出了一个包容性的 K-12人工智能课程为小学，重点是六个设计原则，以解决性别差异。该课程由研究人员和一名小学教师设计，使用有形的工具，并强调协作解决日常问题。MANOVA 结果揭示了人工智能知识最初的性别差异。MANCOVA 分析显示，人工智能知识以及对人工智能的认知和行为意图有了显著的改善，有效地弥补了观察到的知识差距，没有任何显着差异归因于性别或初始知识水平。这一证据强调了有形和协作的人工智能干预措施在统一增强人工智能知识和积极改变所有参与者的观念和行为意图方面的成功，不论性别如何。无论是女生还是非二元学生，都感到对人工智能的投入增加，焦虑减少，理解能力提高，对合作学习的偏好也有所改善。本研究有助于设计包容性人工智能干预措施，突出性别差异，并将非二元学生作为分析的一个重要组成部分。

https://doi.org/10.1177/07356331241271059

《Promoting Letter-Naming and Initial-Phoneme Detection Abilities Among Preschoolers at Risk for Specific Learning Disorder Using Technological Intervention With Two Types of Mats: With and Without Target Letter Forms》

《利用技术干预提高有特殊学习障碍风险的学龄前儿童的字母命名和首音检测能力，使用两种垫子: 有目标字母形式和没有目标字母形式》

作者：Gila Apelboim-Dushnitzky · Oren Tova

英文摘要：This study tested the potential of a technological intervention procedure for promoting letter-naming and initial-phoneme detection skills among preschoolers at risk for Specific Learning Disorder. The study rational is based on evidence for paired associated learning of visual-verbal stimuli, integrated with the use of a tangible technological device (educational floor robot) as means for promoting letter knowledge. Two intervention groups (N = 60) participated. The intervention lasted for eight sessions of phonological training; each dedicated to one target letter. Participants were asked to navigate the robot’s path from a current stopping point to the next according to phonological information processing. Both groups went through the same procedure, but using a different type of mat (one with and one without a visual form of the letter). A control group (N = 30) of at-risk preschoolers received no intervention except for their preschool educational routine. We found that children who participated in phonological training with linkage to the visual form of the letter scored higher in post-intervention tests. Among other proposed explanations, we mention the advantages of using a tangible robot and seemingly three-dimensional letters, along with the tendency to consider visual features while processing language stimulus among children with dyslexia.

中文摘要：这项研究测试了技术干预程序的潜力，以促进字母命名和初始音素检测技能的学龄前儿童在特定学习障碍的风险。该研究的合理性是基于视觉语言刺激配对相关学习的证据，结合使用有形的技术设备(教育地板机器人)作为促进字母知识的手段。两个干预组(N = 60)参加。干预持续了八个音韵训练课程，每个课程专门针对一个目标字母。参与者被要求根据语音信息处理从当前的停止点到下一个停止点导航机器人的路径。两组都经历了相同的过程，但使用了不同类型的垫子(一个带有字母，另一个没有字母的视觉形式)。对照组(N = 30)的危险学龄前儿童除了他们的学前教育常规接受干预。我们发现，参加与字母视觉形式相关的语音训练的儿童在干预后测试中得分较高。在其他提出的解释中，我们提到了使用有形机器人和看似三维的字母的优势，以及在阅读障碍儿童处理语言刺激时考虑视觉特征的倾向。

https://doi.org/10.1177/07356331241277967

《Learning About Lunar Phases: Exploring Taiwanese University Students’ Conceptions of and Approaches to Learning by Holographic Projection》

《月相学习: 台湾大学生全息投影学习观念与方法探索》

作者：Yang‐Hsin Fan · Tzung‐Jin Lin

英文摘要：Extant literature has preliminarily confirmed the potential benefits of holographic projections for educational purposes. Yet, students’ experiences of learning by holographic projection have rarely been addressed. The main purpose of this study was therefore to explore students’ conceptions of and approaches to learning by holographic projection. A holographic projection system was devised to assist students in learning the concept of lunar phases. This study also investigated the relationships between students’ conceptions and approaches, and determined if there were any variations based on students’ learning gains. Phenomenographic analysis was adopted to analyze 30 university students from Taiwan, and a multiple-choice conceptual test was conducted to assess their learning achievements. The main findings indicated that students with conceptions of learning by holographic projection as increasing the presence of a scene or mapping 2D images to 3D structures tended to adopt surface approaches, such as only observing the changes presented in the holographic projection, repetitively operating the system functions without intended purposes, or simply following the instruction guidelines to meet the minimal requirements. However, this study unexpectedly found that students who utilized surface approaches had significantly higher learning gains on the conceptual test than their counterparts did.

中文摘要：现存的文献已经初步证实了全息投影用于教育目的的潜在益处。然而，学生的全息投影学习经验很少被提及。因此，本研究的主要目的是探讨学生对全息投影学习的观念和方法。我们设计了一套全息投影系统，协助学生学习月相的概念。本研究还调查了学生的概念和方法之间的关系，并确定是否有任何变化的基础上学生的学习收益。采用现象学分析方法对30名台湾大学生进行分析，并采用多项选择概念测验对他们的学习成绩进行评价。主要研究结果显示，有全息投影学习概念的学生，如增加场景的存在或将二维图像映射到三维结构，倾向于采用表面方法，如只观察全息投影中呈现的变化，重复操作系统功能而没有预期的目的，或只是遵循指导方针以满足最低要求。然而，这项研究出人意料地发现，使用表面方法的学生在概念测验中的学习收益明显高于他们的同伴。

https://doi.org/10.1177/07356331241282897

《Exploring Clusters of Novice Programmers’ Anxiety-Induced Behaviors During Block- and Text-Based Coding: A Predictive and Moderation Analysis of Programming Quality and Error Debugging Skills》

《基于块和文本编码的程序员焦虑行为研究: 程序质量和错误调试技巧的预测和适度分析》

作者：Abdullahi Yusuf · Aziz Muhammad

英文摘要：The study investigates the potential of anxiety clusters in predicting programming performance in two distinct coding environments. Participants comprised 83 second-year programming students who were randomly assigned to either a block-based or a text-based group. Anxiety-induced behaviors were assessed using physiological measures (Apple Watch and Electrocardiogram machine), behavioral observation, and self-report. Utilizing the Hidden Markov Model and Optimal Matching algorithm, we found three representative clusters in each group. In the block-based group, clusters were designated as follows: “stay calm” (students allocating more of their time to a calm state), “stay hesitant” (students allocating more of their time to a hesitant state), and “to-calm” (those allocating minimal time to a hesitant and anxious state but displaying a pronounced propensity to transition to a calm state). In contrast, clusters in the text-based group were labeled as: “to-hesitant” (exhibiting a higher propensity to transition to a hesitant state), “stay hesitant” (allocating significant time to a hesitant state), and “stay anxious” (remaining persistently anxious in a majority of the coding time). Additionally, our results indicate that novice programmers are more likely to experience anxiety during text-based coding. We discussed the findings and highlighted the policy implications of the study.

中文摘要：研究调查了焦虑集群在两种不同编码环境下预测编程性能的潜力。参与者包括83名二年级编程学生，他们被随机分配到一个基于块或基于文本的小组。采用生理指标(苹果手表和心电图仪)、行为观察和自我报告评估焦虑诱发的行为。利用隐马尔可夫模型和最佳匹配算法，我们在每组中发现了三个有代表性的聚类。在以块为基础的小组中，分组被指定如下: “保持冷静”(学生分配更多的时间到一个平静的状态) ，“保持犹豫”(学生分配更多的时间到一个犹豫的状态) ，和“冷静”(分配最少的时间到一个犹豫和焦虑的状态，但表现出明显的倾向过渡到一个平静的状态)。相比之下，基于文本的组中的集群被标记为: “犹豫”(表现出向犹豫状态过渡的更高倾向) ，“保持犹豫”(分配显着的时间到犹豫状态)和“保持焦虑”(在大多数编码时间中保持持续焦虑)。此外，我们的研究结果表明，程序员新手在基于文本的编码过程中更容易感到焦虑。我们讨论了研究结果，并强调了研究的政策含义。

https://doi.org/10.1177/07356331241270707

《The Development of an Assessment Scale for Computational Thinking Competence of In-Service Primary School Teachers》

《小学在职教师计算思维能力评估量表的编制》

作者：Xinlei Li · Guoyuan Sang · Martin Valcke · Johan van Braak

英文摘要：In the context of digital technologies, computational thinking (CT) is considered a key competence of primary school teachers. However, assessment tools to measure in-service teachers’ CT competence are rare. The current study explains the design, development, and validation of a scale to determine the in-service teachers’ mastery level of their Computational Thinking Competence (CTC) in the Chinese context. The validity and reliability of the scale have been studied by conducting exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and calculating internal consistency coefficients. The sample of this study consisted of 631 in-service teachers from different Chinese primary schools (EFA N = 189; CFA N = 442). The 31-item scale mirrors five factors: cognitive knowledge of CT, practices and skills of CT, attitudes and perspectives of CT, CT teaching design, and CT teaching implementation. The discussion of the results looks at the future use of the CT scale in Chinese educational settings that mirror a specific national education policy, talent demand, and educational culture.

中文摘要：在数码科技的环境下，计算思维是小学教师的主要能力。然而，用于衡量在职教师 CT 能力的评估工具却很少。目前的研究解释了一个量表的设计、开发和验证，以确定在职教师在中文环境下对计算思维能力的掌握程度。本研究采用因子分析分析、验证性因素分析及计算内部一致性系数等方法，对量表的效度和信度进行研究。本研究的样本包括来自不同中国小学的631名在职教师(全民教育程度 N = 189; 全民教育程度 N = 442)。31个项目的量表反映了五个因素: CT 的认知知识、 CT 的实践和技能、 CT 的态度和观点、 CT 教学设计和 CT 教学实施。结果的讨论着眼于未来 CT 量表在中国教育环境中的使用，反映了特定的国家教育政策、人才需求和教育文化。

https://doi.org/10.1177/07356331241254575

《A Mobile Contextualized Educational Game Framework With ChatGPT Interactive Scaffolding for Employee Ethics Training》

《基于 ChatGPT 交互式支架的移动情境化员工道德培训教育游戏框架》

作者：Yu‐Chi Chen · Huei‐Tse Hou

英文摘要：Technologies like ChatGPT and other AI tools have impacted learning by giving students more chances to ask questions and explore knowledge. The inclusion of Non-Player Characters (NPCs) as scaffolding in game-based situated learning activities can have a positive impact on learning. The application of ChatGPT to role-playing has potential; therefore, this study designed a “ChatGPT-based NPCs scaffolding Workflow Framework” and used it as the basis for designing and evaluating an educational game for employee ethics training with empirical evidence. This study had 61 participants, divided into a document scaffolding group (n = 32) and a ChatGPT-based NPC group (n = 29) and examined the learning achievement, flow, motivation, and anxiety in the two groups. The results showed that the designs of both groups benefited learning achievement, and both groups could maintain a certain level of high motivation and engagement. Through qualitatively analyzing the content of students’ discussions with NPCs, it was found that there is potential for NPC-assisted learning through ChatGPT. Overall, this study explored the efficacy and limitations of using ChatGPT-based NPCs as scaffolding in game-based learning and found that it is extensible. We also present a framework for the design of ChatGPT-based NPCs scaffolding mechanism.

中文摘要：像 ChatGPT 和其他人工智能工具这样的技术给学生提供了更多提问和探索知识的机会，从而影响了学习。在基于游戏的情境学习活动中引入非玩家角色(NPC)作为脚手架，可以对学习产生积极的影响。因此，本研究设计了一个“基于 ChatGPT 的 NPC 脚手架工作流程框架”，并将其作为设计和评估一个教育游戏的基础，用于经验证明的员工道德培训。本研究共有61名参与者，分为文件支架组(n = 32)和基于 ChatGPT 的 NPC 组(n = 29) ，并检查了两组的学习成绩，流程，动机和焦虑。结果表明，两组学生的设计均有利于学习成绩的提高，且两组学生都能保持一定程度的学习动机和参与度。通过对学生与 NPC 讨论内容的定性分析，发现利用 ChatGPT 进行 NPC 辅助学习具有一定的潜力。总的来说，本研究探讨了在基于游戏的学习中使用基于 ChatGPT 的 NPC 作为支架的有效性和局限性，并发现它是可扩展的。我们还提出了一个基于 ChatGPT 的 NPC 脚手架机制的设计框架。

https://doi.org/10.1177/07356331241268505

《Integrating Artificial Intelligence and Computational Thinking in Educational Contexts: A Systematic Review of Instructional Design and Student Learning Outcomes》

《将人工智能和计算思维整合到教育环境中: 系统综述和学生学习成果的教学设计》

作者：Xiaojing Weng · Huiyan Ye · Yun Dai · Oi‐Lam Ng

英文摘要：A growing body of research is focusing on integrating artificial intelligence (AI) and computational thinking (CT) to enhance student learning outcomes. Many researchers have designed instructional activities to achieve various learning goals within this field. Despite the prevalence of studies focusing on instructional design and student learning outcomes, how instructional efforts result in the integration of AI and CT in students’ learning processes remains unclear. To address this research gap, we conducted a systematic literature review of empirical studies that have integrated AI and CT for student development. We collected 18 papers from four prominent research databases in the fields of education and AI technology: Web of Science, Scopus, IEEE, and ACM. We coded the collected studies, highlighting the students’ learning processes in terms of research methodology and context, learning tools and instructional design, student learning outcomes, and the interaction between AI and CT. The integration of AI and CT occurs in two ways: the integration of disciplinary knowledge and leveraging AI tools to learn CT. Specifically, we discovered that AI- and CT-related tools, projects, and problems facilitated student-centered instructional designs, resulting in productive AI and CT learning outcomes.

中文摘要：越来越多的研究集中在整合人工智能(AI)和计算思维(CT) ，以提高学生的学习成果。许多研究者设计了教学活动来实现这个领域的各种学习目标。尽管关注教学设计和学生学习成果的研究普遍存在，但教学工作如何促使人工智能和计算机辅助教学融入学生的学习过程仍不清楚。为了解决这一研究差距，我们进行了一个系统的文献回顾的经验研究，已综合人工智能和 CT 的学生发展。我们从四个著名的教育和人工智能技术领域的研究数据库中收集了18篇论文: Web of Science，Scopus，IEEE 和 ACM。我们对收集到的研究进行编码，从研究方法和背景、学习工具和教学设计、学生学习成果以及人工智能和 CT 之间的相互作用等方面强调学生的学习过程。人工智能与 CT 的整合有两种方式: 学科知识的整合和利用人工智能工具学习 CT。具体来说，我们发现人工智能和 CT 相关的工具、项目和问题促进了以学生为中心的教学设计，从而产生了有效的人工智能和 CT 学习结果。

https://doi.org/10.1177/07356331241248686

《Contextualized and Personalized Math Word Problem Generation in Authentic Contexts Using Generative Pre-trained Transformer and Its Influences on Geometry Learning》

《基于生成式预训变压器的真实情境中上下文化和个性化数学问题生成及其对几何学习的影响》

作者：Ika Qutsiati Utami · Wu‐Yuin Hwang · Uun Hariyanti

英文摘要：Recently, automatic question generation (AQG) has been researched extensively for educational purposes. Existing approaches generally lack relevant information on the authentic context and problem diversity with various difficulty levels, so we proposed a new AQG system for generating contextualized and personalized mathematic word problems (MWP) in authentic contexts using the Generative Pre-trained Transformers (GPT). Our proposed system comprises (1) authentic contextual information acquisition through image recognition by TensorFlow and augmented reality (AR) measurement by AR Core, (2) a personalized mechanism based on instructional prompts to generate three different difficulty levels for learners’ different needs, and (3) MWP generation through GPT with authentic contextual information and personalized needs. We conducted a quasi-experiment with the participation of 52 students to evaluate the effectiveness of the proposed system on geometry learning performance. Further, the learning behaviors were analyzed in the aspects of authentic context, mathematics, and reflective behavior. The findings showed better results in geometry learning performances from students who learned with contextualized and personalized MWPs than those who were taught without contextualization and personalization on MWPs. Moreover, it was found that student’s ability to comprehend the practical situation or scenario presented in a problem (problem context understanding) and students’ ability to recognize relevant information from the problem context (identifying contextual information) significantly improved their learning performance. Moreover, students’ ability to apply math concepts and solve medium-level MWP also contributes to the improvement of learning performance. Meanwhile, learners showed positive perceptions toward the proposed system in facilitating geometry learning. Therefore, it is useful to promote an authentic context setting for mathematical problem-solving.

中文摘要：近年来，自动问题生成技术(AQG)在教育领域得到了广泛的研究。现有的研究方法普遍缺乏关于真实情境的相关信息和不同难度水平的问题多样性，因此我们提出了一种新的 AQG 系统，用于在真实情境中生成情境化和个性化的数学词汇问题(MWP)。我们提出的系统包括: (1) TensorFlow 通过图像识别获取真实的上下文信息，AR Core 通过扩增实境(AR)测量获取真实的上下文信息; (2)基于教学提示的个性化机制，根据学习者的不同需求生成三个不同的难度级别; (3)通过 GPT 生成具有真实上下文信息和个性化需求的 MWP。我们进行了一项有52名学生参与的准实验，以评估建议的系统对几何学习成效的影响。并从真实语境、数学、反思行为三个方面对学习行为进行了分析。研究结果显示，使用情境化和个性化 MWPs 教学的学生比没有使用情境化和个性化 MWPs 教学的学生在几何学习成绩上有更好的表现。研究还发现，学生理解问题中实际情境或场景的能力(问题情境理解)和从问题情境中识别相关信息的能力(识别情境信息)显著提高了他们的学习成绩。此外，学生运用数学概念和解决中等水平 MWP 问题的能力也有助于提高学习成绩。同时，学习者对该系统在促进几何学习方面表现出积极的认知。因此，促进一个真实的数学问题解决背景设置是有益的。

https://doi.org/10.1177/07356331241249225

《Curiosity, Interest, and Engagement: Unpacking Their Roles in Students’ Learning within a Virtual Game Environment》

《好奇心、兴趣和参与: 在虚拟游戏环境中揭示他们在学生学习中的角色》

作者：Hsing-Ying Tu · Silvia Wen‐Yu Lee

英文摘要：Learning in a virtual environment has been found to foster students’ affective responses, indicating the importance of exploring the factors which affect students’ learning when engaged in a virtual game. This study aimed to explore the relationships among students’ epistemic curiosity, situational interest, and learning engagement in an exploratory 3D virtual game environment. A virtual game was designed for elementary school students to learn concepts of evaporation and condensation in real-life situations. Data were collected using questionnaires from a total of 121 sixth-grade elementary school students, and were analyzed using partial least square structural equation modeling (PLS-SEM). The reliability and validity of the instruments employed in this study were verified. The structural relationships showed that I-type epistemic curiosity showed a stronger influence on the design of the virtual game environment compared to D-type epistemic curiosity. Challenge was found to be negatively predicted by I-type epistemic curiosity, but positively predicted by D-type epistemic curiosity. Instant enjoyment was also found to play a significant mediating role between I-type epistemic curiosity and emotional engagement. It is suggested that future research should consider providing students with interesting contexts and challenging tasks as a critical approach to designing virtual game learning environments.

中文摘要：研究发现，虚拟环境中的学习能够培养学生的情感反应，这表明了探索虚拟游戏中影响学生学习的因素的重要性。本研究旨在探讨探索性三维虚拟游戏环境下学生的认知好奇心、情境兴趣与学习投入之间的关系。设计了一个虚拟游戏，让小学生在现实生活中学习蒸发和冷凝的概念。以121名小学六年级学生为被试，采用偏最小二乘结构方程模型(PLS-SEM)进行问卷调查。验证了本研究所用工具的信度和效度。结构关系表明，与 D 型认知好奇心相比，I 型认知好奇心对虚拟游戏环境设计的影响更大。挑战被 I 型认知好奇心负向预测，而被 D 型认知好奇心正向预测。即时快乐也被发现在 I 型认知好奇心和情感投入之间起着重要的中介作用。建议今后的研究应考虑为学生提供有趣的情境和具有挑战性的任务，作为设计虚拟游戏学习环境的关键方法。

https://doi.org/10.1177/07356331241277904

《Investigating the Effects of Artificial Intelligence-Assisted Language Learning Strategies on Cognitive Load and Learning Outcomes: A Comparative Study》

《人工智能辅助语言学习策略对认知负荷和学习效果影响的比较研究》

作者：Lijuan Feng

英文摘要：This study investigates the impact of AI-assisted language learning (AIAL) strategies on cognitive load and learning outcomes in the context of language acquisition. Specifically, the study explores three distinct AIAL strategies: personalized feedback and adaptive learning, interactive exercises with speech recognition, and intelligent tutoring with data-driven insights. The research employs a pretest-posttest random assignment experimental design, utilizing three experimental groups and a control group, with a total of 484 EFL students specializing in teaching English as a foreign language participating in the study. Data collection involves pre- and post-tests, questionnaires, and interviews to assess the influence of AIAL strategies on cognitive load and learning outcomes. Cognitive load is measured using the Cognitive Load Scale, while pretest-posttest assessments evaluate the efficacy of AIAL interventions across various language skills. These results contribute to the existing body of AIAL research by offering empirical evidence for the effectiveness of specific strategies in optimizing language learning experiences. The implications of this study extend to educators, researchers, and developers in the field of AIAL, emphasizing the potential of AIAL to enhance language acquisition processes and inform instructional design practices.

中文摘要：本研究调查了人工智能辅助语言学习策略对语言习得背景下认知负荷和学习结果的影响。具体来说，这项研究探讨了三种截然不同的人工智能教育策略: 个性化的反馈和在线机机器学习，带有语音识别的互动练习，以及带有数据驱动洞察力的智能辅导。本研究采用前测-后测随机分配实验设计，以484名外语专业学生为被试，分为三个实验组和一个对照组。数据收集包括前后测试、问卷调查和访谈，以评估 AIAL 策略对认知负荷和学习结果的影响。认知负荷是使用认知负荷量表来衡量的，而前测-后测评估则是评估不同语言技能的 AIAL 干预措施的效果。这些结果有助于现有的 AIAL 研究机构，为优化语言学习经验的具体策略的有效性提供了经验证明。这项研究的意义延伸到教育工作者，研究人员和开发人员在人工智能领域，强调人工智能的潜力，以加强语言习得过程和信息教学设计的做法。

https://doi.org/10.1177/07356331241268349

《The Roles of Pedagogical Agent’s Emotional Support: Dynamics Between Emotions and Learning Strategies in Multimedia Learning》

《教学主体情绪支持的作用: 情绪与学习策略在多媒体学习中的动态关系》

作者：Yueru Lang · Shaoying Gong · Xiangen Hu · Bo-Wen Xiao · Yanqing Wang · Tiantian Jiang

英文摘要：The present research conducted two experiments with an intelligent tutoring system to investigate the overall and dynamic impact of emotional support from a pedagogical agent (PA). In Experiment 1, a single factor intergroup design was used to explore the impact of PA’s emotional support (supportive vs. non-supportive) on learners’ emotions, intrinsic motivation, and learning gain. Sixty participants were recruited and randomly assigned to one of the two conditions. Experiment 2 also conducted a single factor between-subjects design to investigated the dynamic patterns between emotions and learning strategies among 30 participants using lag sequential analysis. Results showed that: Compared with the non-supportive pedagogical agent, the supportive pedagogical agent reduced frustration and improved learning gain, but did not increase intrinsic motivation. In addition, learners with the supportive pedagogical agent used more appropriate strategies after frustration and surprise, and use less ineffective strategies after confusion and enjoyment to avoid reaching a wrong answer. If learners did not receive emotional support in such cases, learning strategies following these emotions were more likely lead to negative cognitive results, or negative emotions tended to appear repeatedly. Instructors or PAs should identify learners’ emotions in time and provide the appropriate emotional support according to learners’ emotions.

中文摘要：本研究采用智能辅导系统进行了两个实验，以探讨教学主体(PA)情绪支持的整体和动态影响。实验一采用单因素组间设计，探讨 PA 的情绪支持(支持与非支持)对学习者情绪、内在动机和学习收获的影响。六十名参与者被随机分配到其中一个环境中。实验二采用单因素被试间设计，采用滞后序列分析法，对30名被试的情绪与学习策略之间的动态模式进行了研究。结果表明: 与非支持性教学主体相比，支持性教学主体减少挫折感，提高学习收益，但不增加内在动机。此外，有支持性教学主体的学习者在挫折和惊讶之后使用较为恰当的策略，在困惑和愉悦之后使用较少的无效策略以避免得到错误的答案。如果学习者在这种情况下没有得到情绪支持，那么跟随这些情绪的学习策略更有可能导致负面的认知结果，或者负面情绪倾向于反复出现。教师或个人助理应及时识别学习者的情绪，并根据学习者的情绪提供适当的情感支持。

https://doi.org/10.1177/07356331241263598

《Charting Competence: A Holistic Scale for Measuring Proficiency in Artificial Intelligence Literacy》

《制图能力: 衡量人工智能素养水平的整体量表》

作者：Chien Wen Yuan · Hsin-yi Sandy Tsai · Yu Ting Chen

英文摘要：The rapid evolution of AI technologies has reshaped our daily lives. As AI systems become increasingly prevalent, AI literacy, the ability to comprehend and engage with these technologies, becomes paramount in modern society. However, existing research has yet to establish a comprehensive framework for AI literacy. This study aims to fill this gap by developing a holistic AI literacy scale. Three levels of dimensions are considered: individual, interactive, and sociocultural. The scale includes cognitive, behavioral, and normative competencies. After rigorous reliability and validity assessments, the final AI literacy scale comprises six dimensions: AI features, AI processing, algorithm influences, user efficacy, ethical consideration, and threat appraisal. Detailed scale development, validation, and dimension-specific items are thoroughly explained. This comprehensive scale equips individuals with the competencies needed to navigate and critically engage with AI in today’s multifaceted AI landscape.

中文摘要：人工智能技术的快速发展重塑了我们的日常生活。随着人工智能系统的日益普及，人工智能素养，即理解和使用这些技术的能力，在现代社会中变得至关重要。然而，现有的研究尚未建立一个人工智能素养的综合框架。本研究旨在通过开发一个全面的人工智能识字量表来填补这一空白。三个层面的维度被考虑: 个人，互动和社会文化。量表包括认知能力、行为能力和规范能力。经过严格的信度和效度评估，最终的人工智能素养量表包括六个维度: 人工智能特征、人工智能处理、算法影响、用户效能、道德考虑和威胁评估。详细的规模开发，验证和维度特定的项目被充分解释。这个全面的规模装备个人的能力需要导航和批判性地与人工智能在今天的多方面的人工智能景观。

https://doi.org/10.1177/07356331241261206

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