【SSCI】教育学期刊《Journal of Computer Assisted Learning》最新论文推送（2024年10月）

《Journal of Computer Assisted Learning》共133篇，祝大家阅读愉快。

《Effects of providing EFL learners with additional online and face‐to‐face practise opportunities to promote active learning in higher education》

《为英语学习者提供额外的在线和面对面练习机会以促进高等教育中积极学习的效果》

作者：Jingrong Liu · Shujun Li · Wanfang Zhang

英文摘要：Background Limited research on the effectiveness of additional online and face-to-face practise opportunities for promoting active learning among Chinese EFL learners in higher education. Current understanding of self-regulated and collaborative learning theories in educational contexts. Objectives To establish the efficacy of interactive online and face-to-face practise opportunities for enhancing active learning among Chinese EFL learners. Methods Employed mixed methods research to assess the impact of different types of practise opportunities on 116 EFL learners. Utilised methodological triangulation of QUAN + QUAL data and one-way ANOVA for interpretation. Results and conclusions The study demonstrated the effectiveness of integrating online and face-to-face practise opportunities to enhance active learning. Empirical evidence supports the pedagogical and theoretical benefits of these opportunities for promoting active learning among EFL learners.

中文摘要：背景资料 中国高校英语学习者增加在线和面对面练习机会促进主动学习的有效性研究有限。目前对教育背景下的自我调节和合作学习理论的理解。 � 目标 建立互动式网上和面对面练习机制对提高中国英语学习者主动学习能力的有效性。 � 方法 采用混合方法对116名英语学习者进行了不同类型练习机会的效果评价。使用 QUAN + QUAL 数据的方法学三角剖分和单因素方差分析进行解释。 � 结果和结论 研究结果显示整合网上及面对面练习机会以提升主动学习的成效。经验证明支持这些机会在教学和理论上对促进英语学习者的主动学习所带来的好处。

https://doi.org/10.1111/jcal.12947

《Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load》

《同伴评价反馈可视化对职前教师数据素养、学习动机和认知负荷的影响》

作者：Liujie Xu · Xuefei Zou · Yuxue Hou

英文摘要：Background Data literacy (DL) is vital for teachers, as it enables them to build on data and improve teaching and learning. Therefore, developing DL among pre-service teachers is critical. Objectives The purpose of this study is threefold: to evaluate whether a feedback visualisation of peer assessment-based teaching approach (FVPA-based teaching approach) can (1) promote pre-service teachers' DL; (2) enhance their learning motivation; and (3) improve their cognitive load. Methods The research was conducted based on a pre-test-post-test control group quasi-experimental design. With 20 participants in the experimental group and 21 in the control group, a total of 41 pre-service teachers were included in the study. The pre-service teachers in the experimental group adopted the FVPA-based teaching approach, and those in the control group adopted the traditional peer assessment-based learning approach. Results and Conclusions The experimental group participants outperformed the control group participants in DL, learning motivation, and cognitive load. FVPA was conducive to helping pre-service teachers critically interpret data, understand their teaching and learning issues, and improve self-reflection. The findings indicate a reciprocal relationship between learning motivation and DL; improving the learning motivation of pre-service teachers could promote their DL. Implications This study contributes to current knowledge by providing empirical evidence on the benefits of an FVPA-based teaching approach in improving pre-service teachers' DL, motivation, and cognitive load. The study findings, limitations, and prospects for future research are discussed.

中文摘要：背景资料 数据素养(DL)对教师来说至关重要，因为它使他们能够建立在数据的基础上，改善教学和学习。因此，发展职前教师的数字语言教学至关重要。 � 目标 本研究的目的有三: 评估「同侪评估教学法」(FVPA 教学法)的反馈可视化能否(1)促进职前教师的数学习能力; (2)提高他们的学习动机; 及(3)改善他们的认知负荷。 � 方法 本研究采用前测-后测对照组准实验设计。实验组20人，对照组21人，共纳入41名职前教师。实验组职前教师采用 FVPA 为基础的教学方法，对照组教师采用传统的同伴评价为基础的学习方法。 � 结果及结论 实验组在 DL、学习动机和认知负荷方面均优于对照组。FVPA 有助于帮助职前教师批判性地解释数据，理解他们的教学和学习问题，并提高自我反思能力。研究结果表明，学习动机与学习动机之间存在一定的相互关系，提高职前教师的学习动机可以促进其学习动机的发展。 � 暗示 这项研究提供经验证明，说明以家庭成员评估为基础的教学方法对改善职前教师的学习动机、学习动机和认知负荷的好处。讨论了研究结果、局限性和未来研究的展望。

https://doi.org/10.1111/jcal.12955

《Using multimodal learning analytics as a formative assessment tool: Exploring collaborative dynamics in mathematics teacher education》

《利用多模态学习分析作为形成性评价工具: 探索数学教师教育中的合作动力》

作者：J.I. Moon · Sheunghyun Yeo · Seyyed Kazem Banihashem · Omid Noroozi

英文摘要：Background Traditionally, understanding students' learning dynamics, collaboration, emotions, and their impact on performance has posed challenges in formative assessment. The complexity of monitoring and assessing these factors have often limited the depth and breadth of insights. Objectives This study aims to explore the potential of multimodal learning analytics as a formative assessment tool in math education. The focus is on discerning how collaborative discourse behaviours and emotional indicators interplay with lesson evaluation performance. Methods Using undergraduate students' multimodal data, which includes collaboration data, facial behaviour data, and emotional data, the study explored the patterns of collaboration and emotion. Through the lens of multimodal learning analytics, we conducted exploratory data analysis to identify meaningful relationships between specific types of collaborative discourse, facial expressions, and performance indicators. Moreover, the study evaluated a machine learning model's potential to predict target learning outcomes by integrating data from multiple channels. Results The analysis revealed key features from both discourse and emotion data as significant predictors. These findings underscore the potential of a multimodal analytical approach in understanding students' learning process and predicting outcomes. Conclusions The study emphasizes the importance and feasibility of a multimodal learning analytic approach in the context of math education. It highlights the academic and practical implications of such an approach, along with its limitations, pointing towards future research directions in this area. Lay Description What is currently known about this topic? Learning analytics has emerged as a powerful tool that aligns with the purpose of formative assessment, enabling educators to monitor and understand students' learning. The primary focus of traditional learning analytics research has been on online learning environments, relying mostly on unimodal data. This perspective offers a limited view, as learning is inherently multimodal. Formative assessment stands as a cornerstone of effective learning, with a rich body of evidence confirming its positive role in improving teaching and learning processes. What does this paper add? The study implemented game-based learning lesson critique activity with students and explored the use of Minecraft education version as a tool for interactive math lessons. The study showcased the complex patterns of collaboration and interactions during game-based learning activities, highlighting the integral role of teamwork. By analysing verbal and non-verbal cues, the study illuminated various features of collaborative dynamics when evaluating game-based lesson activities with peers. Implications for practice/or policy The study's findings can inform the design and implementation of multimodal learning analytics as a formative assessment tool. This can promote effective formative assessment and adaptive support mechanisms for students in mathematics education within a digital game-based learning environment. By identifying areas of improvement and specific needs, practitioners can tailor interventions to address challenges faced by learners in their collaborative efforts and digital content evaluation. The study contributes to the growing literature on multimodal data analytics and its applications in education, projecting its role in various educational contexts and fostering innovative methods for data analysis and interpretation.

中文摘要：背景资料 传统上，理解学生的学习动态、协作、情绪及其对学习成绩的影响对形成性评价提出了挑战。监测和评估这些因素的复杂性往往限制了洞察力的深度和广度。 � 目标 本研究旨在探讨多模态学习分析作为数学教育形成性评估工具的潜力。本研究旨在探讨合作性话语行为及情绪指标与课堂评估绩效之间的关系。 � 方法 本研究利用大学生的多模态数据，包括协作数据、面部行为数据和情绪数据，探讨了大学生的协作模式和情绪模式。通过多模式学习分析的视角，我们进行了探索性数据分析研究，以确定特定类型的协作话语、面部表情和表现指标之间有意义的关系。此外，该研究还评估了机器学习模型通过整合来自多个渠道的数据来预测目标学习结果的潜力。 � 结果 分析结果显示，语篇和情绪数据的关键特征都是重要的预测因子。这些发现强调了多模态分析方法在理解学生学习过程和预测结果方面的潜力。 � 结论 本研究强调了多模式学习分析法在数学教育中的重要性和可行性。它强调了这种方法的学术和实践意义，以及它的局限性，指出未来的研究方向在这一领域。 � 说明 目前对这个主题了解多少？ 学习分析已经成为一种强有力的工具，它与形成性评估的目的相一致，使教育者能够监控和理解学生的学习。 传统学习分析研究的主要焦点是在线学习环境，主要依赖于单峰数据。这种观点提供了一个有限的视角，因为学习本质上是多模态的。 形成性评估是有效学习的基石，有大量证据证明形成性评估在改善教学和学习过程方面的积极作用。 这张纸加了什么？ 该研究实施了基于游戏的学习课堂批判活动，并探索了 Minecraft 教育版本作为互动数学课程的工具的使用。 该研究展示了基于游戏的学习活动中协作和互动的复杂模式，强调了团队合作的整体作用。 通过分析语言和非语言线索，本研究阐明了与同伴一起评价游戏课堂活动时协作动力学的各种特征。 对实践/或政策的影响 研究结果可以为多模态学习分析作为形成性评估工具的设计和实施提供参考。这可以促进有效的形成性评估和适应性支持机制的学生数学教育在数字游戏为基础的学习环境。 通过确定改进领域和具体需求，从业人员可以调整干预措施，以解决学习者在协作努力和数字内容评估方面面临的挑战。 这项研究有助于增加关于多模式数据分析及其在教育中的应用的文献，突出其在各种教育环境中的作用，并促进数据分析和解释的创新方法。

https://doi.org/10.1111/jcal.13028

《Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames》

《自动化和个性化形成性反馈的情绪和动机效应: 参照框架的作用》

作者：Joshua Weidlich · Aron Fink · Ioana Jivet · Jane Yin-Kim Yau · Tornike Giorgashvili · Hendrik Drachsler · Andreas Frey

英文摘要：Background Developments in educational technology and learning analytics make it possible to automatically formulate and deploy personalized formative feedback to learners at scale. However, to be effective, the motivational and emotional impacts of such automated and personalized feedback need to be considered. The literature on feedback suggests that effective feedback, among other features, provides learners with a standard to compare their performance with, often called a reference frame. Past research has highlighted the emotional and motivational benefits of criterion-referenced feedback (i.e., performance relative to a learning objective or mastery goal) compared to norm-referenced feedback (performance relative to peers). Objectives Despite a substantial body of evidence regarding reference frame effects, important open questions remain. The questions encompass, for example, whether the benefits and drawbacks of norm-referenced feedback apply in the same way to automated and personalize feedback messages and whether these effects apply to students uniformly. Further, the potential impacts of combining reference frames are largely unknown, even though combinations may be quite frequent in feedback practice. Finally, little research has been done on the effects of reference frames in computer-supported collaborative learning, which differs from individual learning in meaningful ways. This study aims to contribute to addressing these open questions, thus providing insights into effective feedback design. Specifically, we aim to investigate usefulness perceptions as well as emotional and motivational effects of different reference frames—and their combination—in automated and personalized formative feedback on a computer-supported collaborative learning task. Methods A randomized field experiment with four feedback conditions (simple feedback, norm-referenced, criterion-referenced, and combined feedback) was conducted in a course within a teacher training program (N = 282). Collaborative groups worked on a learning task in the online learning environment, after which they received one of four possible automated and personalized formative feedback. We collected student data about feedback usefulness perceptions, motivational regulation, and achievement emotions to assess the differential effects of these feedback conditions. Results All feedback types were perceived as useful relative to the simple feedback condition. Norm-referenced feedback showed detrimental effects for motivational regulation, whereas combined feedback led to more desirable motivational states. Further, criterion-referenced feedback led to more positive emotions for overperformers and to more negative emotions for underperformers. The findings are discussed in light of the broader feedback literature, and recommendations for designing automated and personalized formative feedback messages for computer-supported collaborative learning are presented. Lay Description What is already known about this topic Automated and personalized feedback based on Learning Analytics can provide students with feedback at scale. Reference frames, a key design feature of any feedback, are essential to consider regarding their emotional and motivational impacts. What this paper adds Students deemed all automated and personalized feedback more useful than the minimal feedback condition. The choice of reference frames matters for personalized and formative feedback in a computer-supported collaborative learning task. The social comparison reference frame was largely detrimental, whereas a combination of reference frames can induce desirable motivational regulation. Criterion-referenced feedback led to more positive emotions for overperformers and more negative emotions for underperformers. Implications for practice and/or policy Practitioners should carefully consider the reference frames that underlie their feedback designs. Social comparison should largely be avoided, unless in combination with other, more informative feedback information.

中文摘要：背景资料 教育技术和学习分析的发展使得能够自动地制定和部署个性化的形成性反馈给大规模的学习者。然而，为了有效，需要考虑这种自动化和个性化反馈的动机和情感影响。有关反馈的文献表明，有效的反馈，在其他特征中，为学习者提供了一个标准来比较他们的表现，通常称为一个参考框架。过去的研究已经强调了标准参考反馈(即相对于学习目标或掌握目标的表现)相对于规范参考反馈(相对于同伴的表现)的情感和动机利益。 � 目标 尽管有大量关于参考框架效应的证据，重要的公开问题仍然存在。例如，这些问题包括规范参照反馈的利弊是否同样适用于自动化和个性化的反馈信息，以及这些效果是否统一适用于学生。此外，组合参考框架的潜在影响在很大程度上是未知的，即使组合在反馈实践中可能相当频繁。最后，关于参考框架在电脑支援协作学习中的作用的研究很少，因为参考框架在有意义的方式上不同于个体学习。本研究旨在解决这些开放性问题，从而为有效的反馈设计提供见解。具体来说，我们的目标是研究不同参考框架(以及它们的组合)对电脑支援协作学习任务的自动化和个性化形成性反馈的有用性感知以及情绪和动机效应。 � 方法 在教师培训课程(N = 282)中进行了四种反馈条件(简单反馈、规范参照、标准参照和组合反馈)的随机现场实验。协作小组在在线学习环境中完成一项学习任务，之后他们收到四种可能的自动化和个性化的形成性反馈之一。我们收集了学生关于反馈有用性认知、动机调节和成就情绪的数据，以评估这些反馈条件的不同影响。 � 结果 相对于简单的反馈条件，所有的反馈类型都被认为是有用的。规范参照反馈对动机调节有不利影响，而组合反馈则会导致更理想的动机状态。此外，标准参照反馈导致更多的积极情绪表现优异和更多的负面情绪表现不佳。我们参考了更广泛的反馈文献，对这些发现进行了讨论，并提出了为电脑支援协作学习设计自动化和个性化的形成性反馈信息的建议。 � 说明 关于这个话题已经知道了什么 基于学习分析的自动化和个性化反馈可以为学生提供规模化的反馈。 参考框架是任何反馈的关键设计特征，对于考虑它们的情感和动机影响至关重要。 这篇文章增加了什么 学生认为所有自动化和个性化的反馈比最小反馈条件更有用。 在电脑支援协作学习任务中，参考框架的选择对个性化和形成性反馈至关重要。 社会比较参考框架在很大程度上是有害的，而参考框架的组合可以诱导理想的动机调节。 标准参照反馈导致表现优异者更多的积极情绪，表现不佳者更多的消极情绪。 对实践和/或政策的影响 从业人员应仔细考虑作为其反馈设计基础的参考框架。 社会比较应该在很大程度上避免，除非与其他信息更丰富的反馈信息相结合。

https://doi.org/10.1111/jcal.13024

《Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta‐analysis》

《编程教育模式对幼儿计算思维的影响: 综合回顾和荟萃分析》

作者：Yonggang Wei · Lu Wang · Yi Tang · Junyue Su · Yaxian Lei · W. Peng

英文摘要：Background The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate. Objectives The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners. Methods A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software. Results and Conclusions The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's g = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners. Implications The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children. Lay Description What is already known about this topic? Computational thinking represents a fundamental skill that should be universally acquired, with the cultivation of this cognitive capacity during early childhood deemed an indispensable prerequisite for one's future endeavours. The influence of programming education on the development of computational thinking in young children is a multifaceted outcome, arising from an intricate interplay of various factors. The practical implementation of computational thinking within preschool education remains at an exploratory stage, beset by numerous challenges. What this paper adds? Programming education moderately fosters the advancement of computational thinking in young children. Different types of programming education have varying effects on the computational thinking of young children. Graphical programming emerges as a superior modality for fostering computational thinking in young children. Implications for practice and/or policy The strategic utilization of programming education modalities tailored to the unique learning styles and developmental characteristics of children emerges as a strategically advantageous approach for nurturing the advancement of their computational thinking abilities. Programming education for preschoolers is inherently intertwined with the indispensable support and expert guidance provided by educators and other professionals.

中文摘要：背景资料 计算思维教育在全球许多国家获得了广泛的吸引力，特别强调在儿童早期形成期培养计算思维。然而，在程序设计教育领域，多样化的教学方法对于促进幼儿计算思维能力的提高是否有效，仍然是一个持续辩论的主题。 � 目标 这项研究的主要目的是评估编程教育在培养幼儿计算思维技能方面的效果。课程的中心内容是探讨不同的程式设计教育模式对早期学习者计算思维能力的影响。 � 方法 共有32个实证研究纳入分析。其中，77个效应量被认为符合本研究预定义的纳入标准。使用 Stata 版本17.0软件进行统计分析。 � 结果及结论 获得编程技能可以提高幼儿计算思维的进步(赫奇斯的 g = 0.49,95% 的置信区间[0.40,0.58]) ，从而产生适度的效果。当考虑编程教育模式的三重性时，很明显，图形编程在促进年轻学习者计算思维成长方面的功效超过了有形编程和非插入式编程。 � 暗示 上述内容有助于系统地培养和提高幼儿的计算思维技能。它为幼儿教育工作者和教学工具设计者建立了一个基本框架，以便有效和有目的地向儿童传授方案编制知识。 � 说明 关于这个话题已经知道了什么？ 计算思维是一种应该普遍获得的基本技能，在幼儿时期培养这种认知能力被认为是一个人未来努力的不可或缺的先决条件。 节目教育对幼儿计算思维发展的影响是多方面的，是多种因素错综复杂相互作用的结果。 学前教育计算思维的实际推行仍处于探索阶段，面对不少挑战。 这张纸上写了什么？ 节目教育适度促进幼儿计算思维的发展。 不同类型的编程教育对幼儿的计算思维有不同的影响。 图形编程成为培养幼儿计算思维的一种优越方式。 对实践和/或政策的影响 因应儿童独特的学习风格和发展特点，策略性地运用节目教育模式，是培养他们计算思维能力的有利方法。 学龄前儿童的规划教育与教育工作者和其他专业人员提供的不可或缺的支持和专家指导密不可分。

https://doi.org/10.1111/jcal.13038

《Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning》

《超越 TPACK: 21世纪技术丰富的教与学中前景化影响的一个案例》

作者：Katherine McLay · Vicente Reyes

英文摘要：Background This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers incorporate technology into teaching and learning. Reimagining TPACK as TAPACK to explicitly engage with affect offers a way of leveraging the influential TPACK framework to foreground the affective domain and encourage preservice teachers (PSTs) towards meaningful technology integration in teaching and learning. Objectives The goal of this research is to encourage teacher educators to explicitly engage PSTs with the affective dimension of integrating technology into teaching and learning by sharing strategies from our own research and practice. Methods We deploy reflexive inquiry to draw on our experience teaching into technology focused teacher education courses to crystallize key shortcomings in the existing TPACK framework and suggest a possible way forward. Results and Conclusions Our research suggests that engaging explicitly with the affective dimension by incorporating affect into the TPACK framework to become TAPACK may enhance technology focused teacher education courses by supporting PSTs to develop positive affective orientation towards technology, thereby increasingly the likelihood that PSTs will integrate technology into their practice. Lay Description What is already known about this topic? TPACK is an influential global framework that supports preservice and in-service teachers incorporate technology into teaching and learning. TPACK does not engage with the affective domain, which includes attitudes and beliefs, which are among the most powerful influences on technology integration. What this paper adds? Reconceptualising TPACK as TAPACK enables explicit engagement with the affective domain in technology related teaching and learning. Reconceptualising TPACK as TAPACK may encourage preservice teachers to develop positive affective orientations towards technology, and therefore more likely to integrate technology into practice. Implications for practice and/or policy Explicitly engaging with the affective dimension of teaching and learning with and about technology foregrounds the importance influence of values and attitudes on technology use. TAPACK invites critical self-reflection on the impact of technology related beliefs and practice.

中文摘要：背景资料 这项研究的动机是注意到 TPACK 框架的缺陷，该框架没有考虑情感维度(例如，情绪，情绪，态度和价值观)的教学和学习与技术，尽管这是一个关键的预测器教师是否将技术纳入教学和学习。将 TPACK 重新设想为 TAPACK 以明确地参与情感，提供了一种利用有影响力的 TPACK 框架来突出情感领域并鼓励在职教师(PST)在教与学中实现有意义的技术整合的方法。 � 目标 本研究的目的是鼓励教师教育工作者通过分享我们自己的研究和实践中的策略，明确地使用将技术融入教与学的情感维度。 � 方法 我们运用反思性探究，将我们的经验教学引入以技术为重点的教师教育课程，以明确现有 TPACK 框架的主要缺陷，并提出可能的前进方向。 � 结果及结论 我们的研究表明，通过将情感纳入 TPACK 框架成为 TAPACK，明确地参与情感层面，可以通过支持 PSTs 发展积极的情感技术取向来加强以技术为重点的教师教育课程，从而增加 PSTs 将技术纳入其实践的可能性。 � 说明 关于这个话题已经知道了什么？ TPACK 是一个有影响力的全球框架，支持在职教师将技术纳入教学。 TPACK 不涉及包括态度和信念在内的情感领域，而态度和信念是影响技术整合的最重要因素之一。 这张纸上写了什么？ 将 TPACK 重新概念化为 TAPACK 可以明确地参与与技术相关的教学和学习中的情感领域。 将 TPACK 重新定义为 TAPACK 可以鼓励在职教师对技术发展积极的情感取向，从而更有可能将技术融入实践。 对实践和/或政策的影响 明确地参与技术教与学的情感层面，突出了价值观和态度对技术使用的重要影响。 TAPACK 邀请对技术相关信念和实践的影响进行批判性的自我反思。

https://doi.org/10.1111/jcal.13055

《One intervention, several benefits: Deliberate computer‐assisted argument mapping practices in an online teacher education course》

《一种干预措施，几个好处: 在线教师教育课程中有意识的计算机辅助论点映射实践》

作者：Suat Kaya

英文摘要：Background Ambiguity prevails concerning the fundamental methodological characteristics of computer-assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the configuration of instructional interventions grounded in CAAM. Furthermore, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices. Objectives This study aimed to explore the influence of CAAM practices on the pre-service teachers' critical thinking skills and the lived experiences of pre-service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices. Methods The intervention was conducted in an online course called ‘Instructional Methods and Techniques’, which included various instructional methods and techniques to be utilized while implementing a curriculum. This study employed a sequential explanatory mixed method research design conducted with 24 s grade pre-service teachers enrolled in the elementary school department. The quantitative data gathered through a critical thinking scoring rubric were analysed with repeated measures ANOVA to analyse the change in participants' critical thinking scores over time, while a semi-structured interview form developed by the researcher was used to collect data regarding pre-service teachers' experiences, which were analysed with content analysis. Results The quantitative findings provided empirical support for the integration of CAAM practices into teacher education programs as a means to enhance the CT skills of pre-service teachers, while content analysis resulted in five themes named as ‘challenges, opportunities, views about Mindmup, feedback and suggestions’. The challenges encountered and subsequently overcome, the opportunities harnessed for critical thinking growth, the role of feedback in the learning process, elimination of interaction problems encountered during online learning, and the need for balanced CAAM usage all contributed to a comprehensive understanding of the potential benefits and considerations associated with CAAM in the context of teacher education. Conclusions These insights are invaluable for teacher educators and curriculum designers seeking to prepare future educators as effective critical thinkers capable of addressing the complex challenges within the field of education. Ultimately, the study reinforces the importance of explicit CT instruction and highlights CAAM as a promising avenue for achieving this goal. Lay Description What is already known about this topic There is a growing body of research that supports the use of computer-assisted argument mapping (CAAM) tools for enhancing CT skills (e.g., Donohue et al., 2002; Esfandiari et al., 2021; Twardy, 2004; van Gelder, 2015; Yılmaz-Na & Sönmez, 2023a). In addition, according to scholarly investigations, CAAM has a positive impact on students' reading comprehension abilities (Chiang et al.,2016), argumentative writing performance (Robillos & Thongpai, 2022), capacity to retain subject matter information, and long-term learning (Eftekhari & Sotoudehnama, 2018), self-regulation (Robillos & Thongpai, 2022; Yılmaz-Na & Sönmez, 2023b) and problem-solving skills (Yılmaz-Na & Sönmez, 2023b). What this paper adds There exists a dearth of clarity with respect to the essential methodological features of CAAM learning environments that are conducive to enhancing CT in tertiary education and prior research has not provided a comprehensive explanation of the structure of instructional interventions based on CAAM. In addition, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices. In the current study, a course entitled ‘Instructional Methods and Techniques’ was redesigned and implemented with the objective of integrating CAAM practices into the instruction of pre-service teachers. The primary purpose was to assist pre-service teachers in making more informed choices and decisions regarding the selection of suitable instructional methods and techniques for teaching a specific subject matter /content or achieving a particular objective. Empirical research and this study as well already proves that CAAM practices promote pre-service teachers' CT skills; however, they fail to depict the experiences encountered during the intervention processes. This study aimed to explore the lived experiences of pre-service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices. Implications for practice and/or policy: Incorporating CAAM practices can foster CT skills and decision-making abilities among pre-service teachers. Educators can use the insights gained from this study to develop well-structured courses that empower future teachers with the skills needed to make informed instructional choices. The study also highlights the potential of technology-enhanced pedagogy in teacher education. By integrating CAAM tools, teacher educators can expose students to innovative approaches that combine technological proficiency with CT. This prepares future educators to effectively integrate technology into their own teaching practices. In addition, the challenges faced by pre-service teachers during CAAM practice underscore the value of active learning and engagement. Educators can capitalize on these challenges as opportunities for learners to actively construct knowledge, collaborate with peers, and seek guidance from instructors. What is more, the study reinforces the importance of a supportive learning environment that includes peer interactions and constructive feedback. Teacher educators can consider incorporating collaborative activities, peer reviews, and guided discussions to create a community of learners where students can scaffold their learning through interactions with peers and instructors. Last but not the least, the study's suggestion to avoid overuse of CAAM tools has implications for instructional design. Educators need to strike a balance between incorporating technology and ensuring that it enhances rather than overwhelms the learning experience. Intermittent use of CAAM tools for specific learning objectives can prevent learner fatigue and maintain interest.

中文摘要：背景资料 关于计算机辅助论点映射(caAM)学习环境的基本方法学特征，尤其是在它们促进高等教育批判性思维的能力方面，模糊性普遍存在。以往的学术研究未能提供一个详尽的阐明，以 CAAM 为基础的教学干预的配置。此外，先前的研究提供了有限的证据来说明如何设计和实施 CAAM 实践课程。 � 目标 本研究旨在探讨职前教师评判性思维能力及其生活经验对职前教师评判性思维能力的影响，以期从他们的角度指导更成功的课程或教学设计与职前教师评判性思维能力的整合。 � 方法 干预是在一个名为“教学方法和技术”的在线课程中进行的，其中包括各种教学方法和技术，在实施课程时要使用。本研究采用序贯解释性混合法研究设计，研究对象为国小24年级职前教师。采用重复测量方差分析(ANOVA)方法，对批判性思维评分标准收集的定量数据进行分析，以分析参与者批判性思维评分随时间的变化，同时使用研究者开发的半结构化访谈表格收集关于职前教师经验的数据，并进行内容分析。 � 结果 定量研究结果为将 CAAM 实践整合到教师教育计划中提供了实证支持，作为提高职前教师 CT 技能的一种手段，而内容分析产生了五个主题，即“挑战，机遇，对 Mindmup 的看法，反馈和建议”。所遇到并随后克服的挑战、批判性思维增长所利用的机会、反馈在学习过程中的作用、消除在线学习中遇到的互动问题以及平衡使用 CAAM 的必要性，都有助于全面了解 CAAM 在教师教育方面的潜在益处和考虑因素。 � 结论 这些见解对于教师教育工作者和课程设计者来说是非常宝贵的，他们希望使未来的教育工作者成为能够处理教育领域内复杂挑战的有效的批判性思维者。最终，这项研究强调了显性 CT 教学的重要性，并强调 CAAM 是实现这一目标的一个有希望的途径。 � 说明 关于这个话题已经知道了什么 越来越多的研究支持使用计算机辅助论点映射(CAAM)工具来增强 CT 技能(例如，Donohue 等，2002; Esfandiari 等，2021; Twardy，2004; van Gelder，2015; Y lmaz-Na & Sönmez，2023a)。 此外，根据学术调查，CAAM 对学生的阅读理解能力(Jiang et al。 ，2016) ，论证性写作表现(Robillos & Thongpai，2022) ，保留主题信息的能力，长期学习(Eftekhari & Sotoudehnama，2018) ，自我调节(Robillos & Thongpai，2022; Y lmaz-Na & Sönmez，2023b)和解决问题的能力(Y lmaz-Na & Sönmez，2023b)有积极的影响。 这篇文章增加了什么 关于 CAAM 学习环境的基本方法学特征缺乏清晰度，这些特征有助于增强高等教育的 CT，以前的研究没有提供基于 CAAM 的教学干预结构的全面解释。 此外，先前的研究提供了有限的证据来说明如何设计和实施 CAAM 实践的课程。 在本研究中，重新设计和实施了一门名为“教学方法和技术”的课程，目的是将 CAAM 实践纳入职前教师的教学。 主要目的是协助职前教师在选择合适的教学方法和技巧以教授特定科目/内容或达致特定目标方面，作出更明智的选择和决定。 此外，本研究亦证明实证研究辅导模式有助提升职前教师的辅导技巧，但未能反映在介入过程中所遇到的经验。 本研究旨在探讨职前教师在 CAAM 实践过程中的生活经验，以期从他们的角度出发，指导结合 CAAM 实践进行更成功的课程或教学设计。 对实践和/或政策的影响: 结合 CAAM 实践可以培养职前教师的计算机辅助教学技能和决策能力。教育工作者可以利用从这项研究中获得的见解来开发结构良好的课程，使未来的教师具备作出明智的教学选择所需的技能。 该研究还强调了技术强化教学法在教师教育中的潜力。通过整合 CAAM 工具，教师教育工作者可以让学生接触到将技术熟练程度与 CT 结合起来的创新方法。这使未来的教育工作者能够有效地将技术融入他们自己的教学实践中。 此外，职前教师在 CAAM 实践过程中面临的挑战凸显了积极学习和参与的价值。教育工作者可以利用这些挑战作为学习者积极构建知识、与同伴合作和寻求教师指导的机会。 此外，该研究还强调了支持性学习环境的重要性，其中包括同伴互动和建设性反馈。教师教育工作者可以考虑结合合作活动，同行评议和指导性讨论来创建一个学习者社区，在那里学生可以通过与同行和教师的互动架构他们的学习。 最后但并非最不重要的是，该研究建议避免过度使用 CAAM 工具，这对教学设计产生了影响。教育工作者需要在融入技术和确保技术能够提高而不是压倒学习经验之间取得平衡。为特定的学习目标间歇性地使用 CAAM 工具可以防止学习者疲劳并保持兴趣。

https://doi.org/10.1111/jcal.13067

《Levering AI to enhance students' conceptual understanding and confidence in mathematics》

《利用人工智能提高学生对数学概念的理解和信心》

作者：Allan M. Canonigo

英文摘要：Motivation This research investigates the transformative impact of integrating AI into mathematics education, aiming to enhance students' conceptual understanding and self-efficacy. It addresses the crucial need for innovative teaching methods in response to contemporary challenges in education and aims to fill gaps in understanding the potential drawbacks and benefits of AI implementation. Objectives The primary goal of this study is to investigate the effects of AI tools, such as GeoGebra and ChatGPT, on students' conceptual understanding and self-efficacy in a mathematics classroom setting, with a focus on collaborative learning, teacher-led discussions, and problem-solving. Methods Employing a mixed-methods approach, the research involves pre- and post-implementation surveys, supplemented by qualitative data from interviews, focus groups, and classroom observations. The study emphasises the utilisation of AI in collaborative learning environments and explores the challenges and opportunities associated with its integration. Results and Conclusions The study reveals a noteworthy enhancement in students' conceptual understanding and self-efficacy belief when AI tools are incorporated into mathematics education. However, it highlights concerns such as technological challenges, potential teacher replacement fears, biases in AI systems, and difficulties related to pacing and social interaction. To optimise the use of AI, the paper suggests strategies like adaptive learning platforms, real-world simulations, intelligent tutoring systems, and data-driven instruction, positioning AI as a complement rather than a substitute for traditional teaching methods. The study recommends addressing challenges through additional support resources and transparent communication, emphasising the need for a thoughtful integration of AI in education. Lay Description What is currently known about the subject matter? AI is increasingly being integrated into educational settings. AI offers potential for personalised learning experiences. Concerns exist regarding AI replacing human educators and ethical issues such as data privacy and bias. Effectiveness of AI in improving student performance varies depending on the implementation and context. What this paper adds? Provides empirical evidence on how GeoGebra and ChatGPT enhance students' conceptual understanding and confidence in mathematics. Identifies specific challenges and concerns from students and teachers regarding AI use. Demonstrates how integrating GeoGebra and ChatGPT boosts student engagement and motivation, leading to improved understanding of mathematical concepts. Offers insights into student engagement levels and interaction patterns with AI tools. Implications of the findings for practitioners Emphasise the need for careful selection and validation of AI to ensure they meet educational objectives. Address ethical concerns and ensure data privacy when implementing AI in education. Encourage ongoing evaluation and refinement of practices related to the use of AI, ensuring that they meet ethical standards and address data privacy concerns. Advocate for the establishment of acceptable criteria and conventions for AI use in education, improving their effectiveness and usability based on student and educator feedback.

中文摘要：动机 本研究旨在探讨人工智能融入数学教育对学生概念理解和自我效能感的影响。它解决了为应对当代教育挑战而对创新教学方法的迫切需要，旨在填补在理解实施人工智能的潜在缺陷和益处方面的空白。 � 目标 这项研究的主要目的是调查人工智能工具，如 GeoGebra 和 ChatGPT，在数学课堂环境下对学生的概念理解和自我效能的影响，重点是合作学习，教师主导的讨论和问题解决。 � 方法 采用混合方法，研究包括实施前和实施后的调查，辅之以来自访谈、焦点小组和课堂观察的定性数据。这项研究强调人工智能在合作学习环境中的应用，并探讨与其融合相关的挑战和机遇。 � 结果及结论 研究发现，在数学教育中引入人工智能工具后，学生的概念理解和自我效能信念有显著提高。然而，它强调了诸如技术挑战，潜在的教师替代恐惧，人工智能系统的偏见，以及与节奏和社会互动有关的困难等问题。为了优化人工智能的使用，论文提出了一些策略，如在线机机器学习平台、真实世界模拟、智能辅导系统和数据驱动教学，将人工智能定位为传统教学方法的补充而不是替代。该研究建议通过增加支持资源和透明的沟通来应对挑战，强调有必要将人工智能深思熟虑地融入教育。 � 说明 目前对这个主题知道些什么？ 人工智能正日益融入教育环境。 人工智能提供个性化学习体验的潜力。 人们对人工智能取代人类教育工作者以及数据隐私和偏见等伦理问题表示关切。 人工智能在提高学生成绩方面的有效性取决于实施情况和环境。 这张纸上写了什么？ 提供经验证明介绍 GeoGebra 及 chatgPT 如何加强学生对数学概念的理解及信心。 确定学生和教师对人工智能使用的具体挑战和关注。 演示了结合 GeoGebra 和 ChatGPT 如何提高学生的参与度和积极性，从而提高对数学概念的理解。 提供学生参与水平和与 AI 工具的交互模式的见解。 研究结果对从业人员的启示 强调必须仔细选择和验证人工智能，以确保它们符合教育目标。 在教育中实施人工智能时，解决道德问题并确保数据隐私。 鼓励不断评估和完善与使用人工智能有关的做法，确保这些做法符合道德标准，并解决数据隐私问题。 倡导制定教育中使用 AI 的可接受标准和公约，根据学生和教育工作者的反馈提高其有效性和可用性。

https://doi.org/10.1111/jcal.13065

《The impact of computer‐assisted and direct strategy teaching on reading comprehension》

《电脑辅助及直接策略教学对阅读理解的影响》

作者：Aydın Bulut · Mustafa Yıldız

英文摘要：Background The use of computer-assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self-directed learning and accommodating various learning preferences and schedules. Objectives The objective of the study was to investigate the impact of computer-assisted and direct strategy teaching on reading comprehension, reading comprehension self-efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer-assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer-based resources. The principal objective of the study was to evaluate the efficacy of computer-assisted strategy instruction. Methods This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth-grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre-test–post-test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self-Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi-structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data. Results and Conclusions Upon examination of the post-test scores of the CAST, DST and control group students in the Reading Comprehension Test, it was observed that the CAST group exhibited the highest average. A statistically significant difference was also identified between the CAST group and the control group. Nevertheless, no statistically significant difference was identified between the DST group and the control group. Nevertheless, an examination of the mean scores reveals that the DST group exhibited considerably higher Reading Comprehension Test scores. Lay Description Computer aided tools can be used to teachvarious reading strategies. CAST can help students improve their readingcomprehension. CAST can contribute to students' reading andcomprehension motivation. CAST can offer customised learning materialsaccording to the individual needs of the students.

中文摘要：背景资料 在数码时代，使用电脑辅助阅读理解对于促进有效及参与扫盲教育至为重要。它为学生提供了按照自己的节奏和方便进行学习的机会，从而促进了自主学习，并适应了各种学习偏好和时间表。 � 目标 本研究旨在探讨电脑辅助及直接策略教学对阅读理解、阅读理解自我效能感及阅读理解元认知意识的影响。基于 SQ4R 策略在直接策略教学(DST)和计算机辅助策略教学(CAST)项目中进行了实验应用。在 DST 组，SQ4R 策略的实施是通过直接的策略教学进行的，而在 CAST 组，同样的活动是在计算机资源的帮助下进行的。本研究的主要目的是评价计算机辅助策略教学的有效性。 � 方法 本研究采用序贯描述设计，整合定性与定量研究模式。这项研究对61名四年级学生进行了调查，他们在位于卡斯塔莫努中心地区的一所公立学校的三间教室里学习，这所学校的特点是社会经济水平适中。本研究的定量部分设计为前测-后测对照组实验研究。研究的质性部分包括焦点小组访谈和观察。本研究建立了两个实验组和一个对照组。在组合序贯描述模型的量化维度中，采用阅读理解测验、元认知阅读理解量表和阅读理解自我效能量表作为数据收集工具。采用半结构化访谈和观察形式，从定性维度收集数据。此外，研究人员的日记，在整个研究过程中维护，作为一个数据来源。定量数据分析采用了以下技术: 算术平均值、频率、百分比、标准差、方差分析和协方差分析(ANCOVA)。定性数据的评价采用了描述性分析。 � 结果及结论 在检视阅读理解测验的 CAST、 DST 及对照组学生的测验后成绩后，我们发现 CAST 组的平均成绩最高。CAST 组与对照组在统计学上也有显著性差异。然而，在 DST 组和对照组之间没有统计学显著性差异。尽管如此，对平均分数的检查显示，DST 组的阅读理解考试分数要高得多。 � 说明 � 计算机辅助工具可以用来教授各种阅读策略。 CAST 可以帮助学生提高阅读理解能力。 CAST 有助于提高学生的阅读理解动机。 CAST 可以根据学生的个性化需求提供定制的学习材料。

https://doi.org/10.1111/jcal.13068

《The use of leaderboards in education: A systematic review of empirical evidence in higher education》

《排行榜在教育中的应用: 高等教育中的系统综述经验证明》

作者：Chunqi Li · Lishi Liang · Luke K. Fryer · Alex Shum

英文摘要：Background Leaderboards are among the most popular gamification elements in education. Some studies have implemented leaderboards and reported their individual effects on students' learning. Despite the emergence of relevant empirical studies, most of the existing reviews have only investigated the holistic impact of gamification. No previous systematic reviews were identified examining the individual use of leaderboards. Objective To address this gap, this review aims to systematically synthesise the existing empirical evidence concerning leaderboard use in education, examine their designs and effectiveness, and propose leaderboard design recommendations in gamified educational settings. Method This systematic review drew upon 20 articles (22 studies; 29 interventions) published from 2014 to 2023. Results The results found that using leaderboards can have a beneficial influence on students' learning motivation, engagement, and performance, but their effectiveness largely depends on their designs. Thus, this review examined the effectiveness of specific leaderboard design practices on students' learning and proposed four corresponding leaderboard design recommendations based on well-established educational and motivational theories as well as pertinent empirical studies. Discussions and Conclusions Notably, this review found that all included studies were undertaken in higher education and around half of them had short durations (less than or equal to 1 h). More longitudinal studies in other educational levels (e.g., primary and secondary schools) are thus called for to examine the validity and generalisability of the recommendations proposed. Lay Description What is currently known about this topic? Leaderboards are among the most popular gamification elements in education. Studies have reported mixed effects of leaderboards on students' learning. What does this paper add? Many studies were conducted in higher education and had a short duration. The effectiveness of leaderboards largely depends on their design. This review proposes four leaderboard design recommendations. Implications for practice/or policy Longitudinal studies in primary or secondary schools are called for. Absolute leaderboards with low-ranking students anonymised may be more effective. Leaderboards should rank students based on their performance and engagement. Leaderboards should be used with clear ranking rules and goal-related feedback.

中文摘要：背景资料 排行榜是教育中最流行的游戏化元素之一。一些研究实施了排行榜，并报告了它们对学生学习的个别影响。尽管出现了相关的实证研究，但大多数现有的评论仅仅研究了游戏化的整体影响。没有以前的系统评价被确定检查个人使用排行榜。 � 目的 为了解决这个问题，本检讨旨在有系统地综合现时有关在教育中使用排行榜的经验证明，研究它们的设计和成效，并提出在游戏化教育环境中使用排行榜的设计建议。 � 方法 该系统综述参考了2014年至2023年间发表的20篇文章(22项研究，29项干预措施)。 � 结果 结果发现，排行榜的使用对学生的学习动机、参与度和成绩有积极的影响，但是排行榜的有效性在很大程度上取决于排行榜的设计。因此，本研究检视了特定排行榜设计实践对学生学习的有效性，并根据成熟的教育和动机理论以及相关的实证研究，提出了四个相应的排行榜设计建议。 � 讨论及结论 值得注意的是，这项研究发现，所有纳入的研究都是在高等教育中进行的，其中大约一半的研究持续时间较短(小于或等于1小时)。因此，我们需要在其他教育程度(例如小学和中学)进行更多纵向研究，以检讨建议的有效性和普遍性。 � 说明 目前对这个主题了解多少？ 排行榜是教育中最流行的游戏化元素之一。 研究表明，排行榜对学生的学习有好坏参半的影响。 这张纸加了什么？ 许多研究是在高等教育中进行的，持续时间较短。 排行榜的有效性很大程度上取决于它们的设计。 这篇综述提出了四个排行榜设计建议。 对实践/或政策的影响 需要在小学或中学进行纵向研究。 排名靠后的学生匿名的绝对排行榜可能更有效。 排行榜应该根据学生的表现和参与程度对他们进行排名。 排行榜应该有明确的排名规则和与目标相关的反馈。

https://doi.org/10.1111/jcal.13077

《Using peer feedback to improve critical thinking in computer‐supported collaborative argumentation: An exploratory study》

《利用同伴反馈提高计算机支持的协作论证中的批判性思维: 一项探索性研究》

作者：Wenli Chen · Hua Hu · Qianru Lyu · Lishan Zheng

英文摘要：Background Critical thinking is one of the 21st Century competencies for students. While previous research acknowledges the potential of peer feedback to enhance critical thinking skills, particularly within computer-supported collaborative learning (CSCL) environments, there is limited understanding of which specific aspects of critical thinking are improved through peer feedback and how various components of critical thinking are interrelated within a CSCL environment in K-12 education contexts. Objectives This study aims to investigate how peer feedback affects secondary school students' critical thinking skills within a computer-supported collaborative argumentation (CSCA) environment. It explores the specific aspects of critical thinking that were enhanced and examines the relationships among different critical thinking indicators using Epistemic Network Analysis (ENA) to provide a deep understanding of these skills' development before and after peer feedback. Methods This study adopted a mixed-method approach. Qualitative content analysis was conducted to explore the effect of peer feedback on students' depth of critical thinking by adopting Newman's framework. Quantitative ethnographic method known as ENA was employed to analyse the co-occurrence patterns of critical thinking influenced by peer feedback. Results and Conclusions This study found that peer feedback was effective in promoting students' critical thinking measured by Newman's framework (Justification, Ambiguities, Importance, Novelty, Relevance, Width of understanding, and Linking ideas, factors, and interpretation). However, the study noted a lack of improvement in the dimensions of Bringing Outside Knowledge/Experience to Bear on the Problem (O), Critical Assessment (C), and Practical Utility (P). Peer feedback significantly influenced the co-occurrence patterns of critical thinking. Before peer feedback, students’ arguments were characterized by confusion and narrow viewpoints, despite containing important and relevant points. After peer feedback, there was a marked improvement, with students presenting their arguments with greater clarity, breadth of information, and creativity. This suggests that peer feedback helped students refine their argumentation skills, making their points clearer and more comprehensive. Lay Description What is currently known about this topic? Peer feedback has the potential to enhance students' critical thinking skills, especially when integrated into computer-supported collaborative learning environments. What does this paper add? Peer feedback is effective in promoting students' critical thinking in the following dimensions: Justification, Ambiguities, Importance, Novelty, Relevance, Width of understanding, and Linking ideas, factors, and interpretation. Peer feedback significantly influences the co-occurrence patterns of critical thinking. Implications for practice/or policy? Peer feedback activities have impact on students' depth and patterns of critical thinking skills. Peer feedback should be considered when designing a CSCA learning environment to promote students' critical thinking skills.

中文摘要：背景资料 批判性思维是21世纪学生的能力之一。虽然以前的研究承认同伴反馈对提高批判性思维技能的潜力，特别是在电脑支援协作学习环境中，但对于通过同伴反馈提高批判性思维的哪些具体方面以及批判性思维的各个组成部分在幼儿园至12年级的教育环境中是如何相互关联的，人们的理解有限。 � 目标 本研究旨在探讨在计算机辅助协作论证(CSCA)环境下，同伴反馈对中学生批判性思维能力的影响。本研究采用认知网络分析(ENA)的方法，探讨了批判性思维能力提高的具体方面，并考察了不同批判性思维指标之间的关系，以深入了解同伴反馈前后批判性思维能力的发展。 � 方法 本研究采用混合方法。采用纽曼的定性内容分析框架，探讨同伴反馈对学生批判性思维深度的影响。本研究采用定量人种学方法(ENA)分析了同伴反馈对批判性思维共现模式的影响。 � 结果及结论 本研究发现，同伴反馈有效地促进了学生的批判性思维的测量纽曼的框架(正当性，模糊性，重要性，新颖性，相关性，理解的宽度，联系想法，因素和解释)。然而，该研究指出，在引入外部知识/经验来解决问题(O)、批判性评估(C)和实用性(P)方面缺乏改进。同伴反馈显著影响批判性思维的共现模式。在同伴反馈之前，尽管学生的观点包含重要和相关的观点，但他们的观点是拥有属性混乱和狭隘的。在同伴反馈之后，学生们的表达有了明显的改善，他们的论点更加清晰，信息更加广泛，更有创造力。这表明，同伴反馈有助于学生提高论证技巧，使他们的观点更清晰、更全面。 � 说明 目前对这个主题了解多少？ 同侪反馈有助提升学生的批判性思考能力，尤其是在融入电脑支援协作学习环境的情况下。 这张纸加了什么？ 同伴反馈在以下几个方面有效地促进了学生的批判性思维: 正当性，模糊性，重要性，新颖性，相关性，理解的宽度，以及连接思想，因素和解释。 同伴反馈显著影响批判性思维的共现模式。 对实践/政策的影响？ 同伴反馈活动影响学生批判性思维的深度和模式。 在设计 CSCA 学习环境时，应考虑同伴的反馈，以提高学生的批判性思维能力。

https://doi.org/10.1111/jcal.13078

《A review of research on computer‐aided translation technologies and their applications to assist learning and instruction》

《计算机辅助翻译技术及其在辅助学习和教学中的应用研究综述》

作者：Rustam Shadiev · Xuan Chen · Fahriye Altınay

英文摘要：Background Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies. Objectives Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies. Methods We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts. Results and Conclusions Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area. Lay Description What is currently known about the subject matter CAT tools enhance language learning and teaching. Inaccuracies in CAT translations affect learning. CAT tools are primarily used in language learning contexts. What this paper adds Explores CAT tools in non-language learning contexts. Identifies challenges and benefits of CAT technology. Highlights importance of theoretical foundations in CAT research The implications of study findings for practitioners Guidance on effective and ethical CAT tool use is crucial. Need for strategies to improve CAT translation accuracy. Recommends expanding CAT applications in diverse contexts. Emphasizes developing machine translation literacy.

中文摘要：背景资料 我们的研究分析了46篇关于计算机辅助翻译(CAT)及其教育用途的文章。我们探讨了两个主要领域: 计算机辅助翻译技术在学习和教学中的应用，以及这些研究的研究方法。 � 目标 我们综述了 CAT 技术的使用类型、在不同学习环境中的应用、理论背景以及它们的优缺点。我们还研究了这些研究中使用的研究设计、参与者人口统计学和数据收集方法。 � 方法 我们使用相关关键词在学术数据库中进行了广泛的搜索，并采用开放编码方式对已识别文章的内容进行分析和分类，重点关注与教育背景下的 CAT 技术有关的方面。 � 结果及结论 我们的研究结果显示使用了22种不同的 CAT 技术，其中谷歌翻译是最常用的。这些研究大多采用实证研究研究法和问卷调查法。大学生是主要参与者。计算机辅助翻译技术应用于各种语境，包括语言学习、翻译教学、跨文化学习和外语讲座。我们确定了使用 CAT 的五个关键理论基础。其好处包括消除语言障碍、提高词汇量、改善语法，以及为写作和翻译提供参考和反馈。挑战包括不准确和翻译不当。然而，大多数研究显示 CAT 对学习结果有积极的影响。基于我们的分析，我们为该领域的教育工作者和研究人员提供建议。这篇综述全面了解 CAT 在教育方面的应用和效果，指导这方面的进一步发展。 � 说明 目前对该主题的了解 CAT 工具促进语言学习和教学。 计算机辅助翻译的不准确性影响学习。 CAT 工具主要用于语言学习环境。 这篇文章增加了什么 探索非语言学习环境下的计算机辅助翻译工具。 确定 CAT 技术的挑战和好处。 强调 CAT 研究中理论基础的重要性 研究结果对从业者的启示 关于有效和合乎道德地使用计算机辅助翻译工具的指导至关重要。 需要制定提高 CAT 翻译准确性的策略。 建议扩大 CAT 在不同环境中的应用。 强调培养机器翻译能力。

https://doi.org/10.1111/jcal.13072

《Incorporating online writing resources into self‐regulated learning strategy‐based instruction: An intervention study》

《将网络写作资源纳入自主学习策略教学的干预研究》

作者：Tomoko Yabukoshi · Atsushi Mizumoto

英文摘要：Background While self-regulated learning (SRL) strategy-based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy-based writing instruction, despite the availability of various online platforms. Objectives This study proposed an SRL strategy-based instruction for technology-assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self-efficacy beliefs and perceived acceptance of technology. Methods The research design used was a pre-experimental pre-test, post-test and delayed post-test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8-week period, these students received SRL strategy-based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self-efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post-hoc tests, and examination of the effect sizes. Results and Conclusion The results showed statistically significant improvements in students' writing performance, SRL strategy use, self-efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology-enhanced writing environment. Lay Description What is currently known about this topic? Positive relationships have been found between SRL strategies and writing performance. While SRL strategy-based writing instructional models have been proposed, there is insufficient evidence with Japanese EFL learners. There is limited research on the effects of SRL interventions in online writing environments. What does this paper add? The study explored the writing pedagogy that incorporates technology-assisted writing into SRL strategy instruction for Japanese tertiary EFL learners. The results showed positive impacts of the instruction not only on writing performance and SRL strategies, but also on learner beliefs and perceptions (i.e., self-efficacy and technology acceptance). The instruction's long-term impacts were observed. Implications for practice/or policy The findings offer initial evidence of the effectiveness of technology-assisted SRL instruction for Japanese college EFL learners, which is lacking in the research field. The findings would be beneficial to EFL teachers by providing insights into innovative writing pedagogy grounded in writing strategies and technology.

中文摘要：背景资料 自我调节学习(SRL)策略型写作教学已经在英语作为外语的课堂中提出，但是在日本学习者中没有足够的证据，也很少有人讨论将网络资源融入到 SRL 策略型写作教学中，尽管有各种网络平台。 � 目标 本研究提出了一种基于自我效能感(SRL)策略的技术辅助写作教学模式，探讨了技术辅助写作教学模式对日本大学英语学习者写作成绩的直接和持续影响，并报告了技术辅助写作教学策略的使用情况、自我效能感信念以及对技术的感知接受情况。 � 方法 研究设计采用前试验、后试验和延迟后试验设计，采用方便抽样的定量方法。参与者是在一所日本大学学术写作课程注册的44名学生。在为期8周的时间里，这些学生接受了以 SRL 策略为基础的写作教学，并得到了在线写作资源的支持。研究工具包括写作测试和问卷评估 SRL 策略、干预初期(时间1)、干预后立即(时间2)和干预后1个月(时间3)的自我效能感和技术接受程度。数据分析技术包括方差分析、事后检验和效应大小的检验。 � 结果及结论 研究结果显示，从第一时间到第二时间，学生的写作成绩、自我效能感、技术接受程度以及第三时间的持续影响在统计学上均有显著改善，提示干预对提高英语写作水平具有潜在作用。本研究旨在探讨在科技强化的写作环境中教授自主学习策略对英语写作教学的直接和持续影响。 � 说明 目前对这个主题了解多少？ SRL 策略与写作成绩之间存在正相关关系。 以策略为基础的写作教学模式已经被提出，但是对于日本学生来说还没有足够的证据。 关于在线写作环境中 SRL 干预效果的研究很有限。 这张纸加了什么？ 本研究探讨了将技术辅助写作融入日本大学生英语写作策略教学的写作教学法。 结果表明，教学不仅对写作成绩和自主学习策略有积极影响，而且对学习者的信念和知觉(即自我效能感和技术接受)也有积极影响。 该指令的长期影响被观察到。 对实践/或政策的影响 研究结果为日本大学英语学习者采用技术辅助自主学习教学的有效性提供了初步证据，这是目前研究领域所缺乏的。 研究结果将有助于英语教师深入了解基于写作策略和技巧的创新写作教学法。

https://doi.org/10.1111/jcal.13081

《Duration versus accuracy—what matters for computerised adaptive testing in schools?》

《持续时间与准确度ーー在学校进行电脑化适应性测试的关键是什么？》

作者：Nikola Ebenbeck · Morten Bastian · Andreas Mühling · Markus Gebhardt

英文摘要：Background Computerised adaptive tests (CATs) are tests that provide personalised, efficient and accurate measurement while reducing testing time, depending on the desired level of precision. Schools have different types of assessments that can benefit from a significant reduction in testing time to varying degrees, depending on the area of application, but for which the loss of measurement accuracy has a different impact. The implementation of CAT can take several approaches, each of which can potentially affect the resulting test length and accuracy. Objectives We compare the methods of estimation-based CAT and binary-search-based CAT to determine the extent to which they are suitable for school assessment in terms of their length and accuracy. Methods This study uses simulations based on empirical data from a cohort of pupils with and without special needs (n = 400) to examine the effects of probabilistic estimation-based CAT and deterministic binary-search-based CAT on the length and accuracy of an adaptive reading test for pupils with different ability levels. Results and Conclusions Estimation-based CAT leads to a 40% test reduction with an average accuracy of r = 0.96, while binary-search-based CAT leads to a test reduction of up to 88% with an average accuracy of r = 0.83. Both methods demonstrate the applicability of CAT in educational environments. Practical advantages and disadvantages of both methods for learning environments are discussed, as well as which method is best suited for specific assessment needs. Lay Description What is currently known about this? Computerised adaptive testing (CAT) can significantly reduce the length of testing instruments while still accurately measuring an individual's ability. Pupils with low ability benefit most from CAT. There are several methodological approaches to adaptive testing, each with different advantages and disadvantages in terms of test duration and accuracy. What does this paper add? Estimation-based CAT is more accurate than binary-search-based CAT, but requires more items. Binary search-based CAT is suitable for short-term and recurrent allocation of support groups or for measuring learning progress with a large increase. Estimation-based CAT is also suitable for measures that have long-term implications. Implications for practice: CAT can be very helpful in data-driven decision making in schools, as it measures and automatically scores students with different levels of ability in a time- and resource-efficient and individualised way. When embedded in digital learning environments, it provides a useful synthesis of assessment, teaching and learning.

中文摘要：背景资料 计算机自适应测试(CATs)是提供个性化、高效和准确测量的测试，同时根据所需的精度水平缩短测试时间。学校有不同类型的评估，可以受益于测试时间的大幅度减少，不同程度取决于应用领域，但测量准确度的损失有不同的影响。CAT 的实现可以采用多种方法，每种方法都可能影响测试结果的长度和准确性。 � 目标 我们比较了基于估计的计算机辅助测试(CAT)和基于二进制搜索的计算机辅助测试(CAT)的方法，以确定它们在长度和准确性方面适合于学校评估的程度。 � 方法 本研究以400名有特殊需要和没有特殊需要的小学生为研究对象，采用模拟实验的方法，考察了基于概率估计的 CAT 和基于确定性二元搜索的 CAT 对不同能力水平小学生自适应阅读测试的长度和准确性的影响。 � 结果及结论 基于估计的 CAT 导致测试减少40% ，平均准确度为 r = 0.96，而基于二进制搜索的 CAT 导致测试减少高达88% ，平均准确度为 r = 0.83。这两种方法都证明了 CAT 在教育环境中的适用性。讨论了这两种学习环境方法的实际优缺点，以及哪种方法最适合具体的评估需求。 � 说明 目前对此了解多少？ � 计算机自适应测试(CAT)可以显著减少测试仪器的长度，同时仍然准确地测量个人的能力。 低能力学生受益最大。 有几种适应性测试的方法学方法，每种方法在测试持续时间和准确性方面都有不同的优缺点。 这张纸加了什么？ � 基于估计的计算机辅助翻译比基于二进制搜索的计算机辅助翻译更准确，但需要更多的项目。 基于二进制搜索的计算机辅助学习(CAT)适用于短期和经常性的支持小组分配或大幅度增加的学习进度衡量。 基于估计的计算机辅助翻译也适用于具有长期影响的措施。 对实践的启示: � 计算机辅助测试在学校的数据驱动决策方面非常有帮助，因为它以节省时间和资源的方式对不同能力水平的学生进行测量和自动评分。 当嵌入到数字化学习环境中时，它提供了一个有用的综合评估、教学和学习。

https://doi.org/10.1111/jcal.13074

《The effect of digital storytelling on nursing students' compliance with isolation precautions and their knowledge levels: A randomized controlled trial》

《数位说故事对护理学生遵守隔离措施及知识水平的影响: 随机对照试验》

作者：S Bayram · Emel Gülnar · Nurcan Çalışkan · Çiğdem Torun Kılıç

英文摘要：Background Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions. Methodology A pretest-posttest open-label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in Türkiye. The sample consisted of 109 fourth-year nursing students divided into experimental (n = 66) and control (n = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann–Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test. Results and Conclusions The experimental group had significantly higher posttest IKT and SCIP scores than the control group (p < 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning. Practitioner Notes What is already known about this topic Storytelling, known as an extracurricular learning method, has begun to be used in nursing education. There are digital methods that improve not only the knowledge level of students but also their skills. In skill-focused departments, digital learning tools that enable students to learn without entering the laboratory are effective. What this paper adds Digital storytelling integrated into face-to-face learning provide learning retention. Digital storytelling allows students to have fun and learn wherever and whenever they want. It ensures the permanence of knowledge and skills. Implications for practice and/or policy It is recommended to be frequently used in nursing skills training. It is important to integrate it into the curriculum in skill-based education departments. Using methods that will ensure active participation of students will provide privileges in education.

中文摘要：背景资料 数位说故事是一个教学工具，可以帮助护理学生掌握课程和提高他们的技能。本研究旨在探讨数位说故事对护理学生知识水平及遵守隔离措施的影响。 � 研究方法 一个前后测试的开放标签随机对照试验。这项研究是在土耳其一所大学健康科学系的护理系进行的。样本包括109名护理四年级学生，分为实验组(n = 66)和对照组(n = 43)。数据采用人口统计学特征问卷(dcQ)、隔离知识测试(IKT)、学生对数位说故事的意见问卷(QSODS)和隔离措施遵从量表(SCIP)收集。实验组参与数位说故事活动，而对照组则接受基于课程的教育。数据分析采用了曼-惠特尼 U 检验、威尔考克森检验、方差分析方差分析(ANOVA)和斯皮尔曼相关检验。 � 结果及结论 实验组的 IKT、 SCIP 评分明显高于对照组(P < 0.05)。实验2个月后，两组的 IKT 和 SCIP 评分均较低。然而，实验组的变化要小得多。数位说故事帮助实验组的参与者学习隔离预防措施以及如何遵守这些措施。数位说故事还能促进学习记忆。总之，数字化工具在远程教育中是有效的。 � 执业指引 关于这个话题已经知道了什么 讲故事，作为一种课外学习方法，已经开始应用于护理教育中。 有数字化的方法，不仅提高了学生的知识水平，而且提高了他们的技能。 在以技能为重点的部门，数字化学习工具能使学生在不进入实验室的情况下学习是有效的。 这篇文章增加了什么 将数位说故事融入面对面学习，可提供学习记忆。 数位说故事让学生在任何时间、任何地点都可以尽情享受学习的乐趣。 它确保知识和技能的持久性。 对实践和/或政策的影响 建议在护理技能培训中经常使用。 在技能型教育专业的课程设置中，融入技能型教育是一项重要内容。 使用确保学生积极参与的方法将在教育中提供特权。

https://doi.org/10.1111/jcal.13062

《Exploring students' computer‐supported collaborative argumentation with socio‐scientific issues》

《利用社会科学问题探讨计算机辅助学生协作论证》

作者：Wenli Chen · Yiting Han · Jesmine S. H. Tan · Aileen Siew Cheng Chai · Qianru Lyu · Lyna Lyna

英文摘要：Background This study examined the effect of computer-supported collaborative argumentation (CSCA) on secondary school students' understanding of socio-scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI. Methods In this study, a mixed-method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence-based argumentation skills on SSI. Findings and Conclusion Several cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI. Implications The findings provided insights for future innovative teaching and learning SSI in authentic classroom settings. Lay Description What is already known about this topic Socio-scientific issues (SSI) serve as meaningful learning contexts for meaning-making and critical problem-solving. Computer-supported collaborative argumentation (CSCA) could help with students' SSI literacy. What this paper adds The effectiveness of a graph-based CSCA approach on students' SSI literacy. The patterns of students' engagement in CSCA on SSI. Implications for practice and/or policy With its shared working space, the graph-based CSCA platform could be an effective tool in supporting secondary school students' evidence-based argumentation skills on SSI. Students could benefit from appreciating peer idea exchange and offering constructive feedback to each other during the CSCA activities.

中文摘要：背景资料 本研究探讨了计算机辅助协作论证(CSCA)对中学生理解社会科学问题(SSI)的影响。众所周知，让学生参与协作论证有助于加深他们对 SSI 的理解。 � 方法 本研究采用混合法设计，调查了84名学生的协作论证过程和结果。统计分析、认知网络分析和定性吸收分析结果表明，CSCA 能有效支持中学生在 SSI 问题上的循证论证技能。 � 调查结果和结论 数个个案展示了学生如何参与 CSCA 探索有意义的学习机会，以及 CSCA 如何帮助学生学习 SSI。 � 暗示 这些发现为未来在真实的课堂环境中进行创新性的 SSI 教学提供了启示。 � 说明 关于这个话题已经知道了什么 社会科学问题(SSI)作为有意义的学习环境，有助于创造意义和解决关键问题。 计算机辅助协作论证(CSCA)有助于提高学生的 SSI 识字能力。 这篇文章增加了什么 基于图形的 CSCA 方法对学生 SSI 素养的影响。 基于 SSI 的学生参与 CSCA 的模式研究。 对实践和/或政策的影响 基于图形的 CSCA 平台具有共享的工作空间，可以成为支持中学生基于证据的 SSI 论证技能的有效工具。 在 CSCA 活动中，学生们可以欣赏同学之间的思想交流，并互相提供建设性的反馈。

https://doi.org/10.1111/jcal.13073

《Improving students' processing of history‐related 360° videos through collaboration and emotion regulation》

《通过协作和情绪调节提高学生对360 ° 历史视频的加工能力》

作者：Valentina Nachtigall · Selina Yek · Nikol Rummel

英文摘要：Background With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value-added studies in order to identify conditions for effective learning with such technologies. For the educational use of history-related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required. Objectives Drawing on research on self-regulated learning, emotion regulation, and collaborative learning, the present value-added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history-related 360° videos. Methods In a quasi-experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history-related 360° video. Results and Conclusions Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history-related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education. Lay Description What is currently known about this topic 360° videos have been shown to be beneficial but challenging for learning. Emotionalization and immersion can hamper the cognitive processing of history-related 360° videos. Training in cognitive strategies has shown first positive effects in this regard. Despite the use of cognitive strategies, students tend to unreflectively accept the video content as a valid representation of the past. What does this paper add Develops and examines a training intervention for cognitive and emotion regulation strategies. Explores how collaboration affects the processing of history-related 360° videos. Emotion regulation training helps students to describe their emotions but not to redirect their attention to non-emotional aspects. Cognitive strategy training promotes a cognitive rather than emotional processing of the videos. Collaboration helps students to acquire cognitive strategies during the training. Implications for practice and/or policy When using VR media (e.g., 360° videos) for history learning, cognitive strategy training should be implemented to support learners' cognitive processing. To reflect on their emotions when processing VR, students require scaffolding beyond the guidance provided by the emotion regulation training tested in this study.

中文摘要：背景资料 随着出于教育目的的360 ° 视频等沉浸式技术的日益普及，研究需要从媒体比较研究转向增值研究，以确定利用这些技术进行有效学习的条件。对于与历史相关的虚拟现实媒体的教育应用，即拥有属性沉浸和情感化，需要采用促进认知和批判而不是情感处理内容的教学方法。 � 目标 根据对自我调节学习、情绪调节和合作学习的研究，本增值研究考察了(1)认知和情绪调节策略的策略训练和(2)合作能否提高学生对历史相关360 ° 视频的认知加工。 � 方法 在一项针对157名学生的准实验研究中，我们比较了针对认知和情绪调节策略的训练与只针对认知策略的训练的效果。在这两种培训之前和期间，学生们被要求合作或单独分析与历史有关的360 ° 视频。 � 结果及结论 单单认知策略训练就能促进360 ° 视频的认知加工，而综合训练能导致更多的情绪加工。协作训练有助于学生在训练前以认知和反思的方式分析与历史有关的360 ° 视频，并在训练中获得认知策略。然而，经过培训后，以前合作过的学生比以前单独工作的学生更加情绪化地处理视频。这项研究强调了量身定制的教学方法的重要性，以最大限度地发挥沉浸式技术在历史教育中的教育潜力。 � 说明 目前对这个主题的了解 360 ° 视频已被证明是有益的，但对学习具有挑战性。 情绪化和沉浸可以阻碍历史相关360 ° 视频的认知加工。 认知策略培训在这方面首先显示出积极的效果。 尽管使用了认知策略，学生往往不加思索地接受视频内容作为过去的有效表现。 这张纸上写了什么 开发和检验认知和情绪调节策略的训练干预。 探讨合作如何影响与历史有关的360 ° 视频的处理。 情绪调节训练有助于学生描述自己的情绪，而不是将注意力转移到非情绪方面。 认知策略训练促进视频的认知而不是情感处理。 协作能帮助学生在训练过程中掌握认知策略。 对实践和/或政策的影响 使用 VR 媒体(如360 ° 视频)进行历史学习时，应进行认知策略训练，以支持学习者的认知加工。 为了在处理虚拟现实时反映自己的情绪，学生需要超越本研究所测试的情绪调节训练所提供的指导的脚手架。

https://doi.org/10.1111/jcal.13076

《Pre‐service teachers' collaborative learning and role‐based drama activity in a virtual reality environment》

《在虚拟现实环境下的职前教师合作学习及角色戏剧活动》

作者：Piia Näykki · Saara Pyykkönen · Jenni Latva‐aho · Tuula Nousiainen · Emilia Ahlström · Tapio Toivanen

英文摘要：Background In recent years, the use of virtual reality (VR) environments for education has gained interest in research and education. However, little is known about the potential of social VR environments for collaborative learning. Objectives This study explores pre-service teachers' (PSTs') collaborative learning and role-based drama activity, focusing on their self-created fictional avatar characters and their experiences of presence while working on a group-based virtual drama activity. Methods PSTs' course on environmental storytelling was used as the context of the study, in which they worked in small groups in a VR environment (AltspaceVR) from the desktop computers due to COVID-19 restrictions. Qualitative research data were collected via questionnaire (N = 15). The data were analysed using a community of inquiry model to explore the PSTs' experiences of online presence. Results and conclusion The results showed that the PSTs' experienced creating and acting as virtual characters as meaningful and engaging activities, and elements of presence were manifested in their reflections. Based on this case study, it can be concluded that the interactive virtual drama activity has the potential to foster the experience of presence in online learning. Lay summary What is currently known about this topic? In recent years, the use of VR environments for education has gained popularity. Research on VR has focused more on learning outcomes than on the actual learning process. What does this study add? The experiences of presence of PSTs were explored in a virtual drama activity. Creating and acting as virtual characters were experienced as meaningful and engaging activities. All elements of presence were experienced, especially technical managerial presence. Implications for practice/ or policy Fostering the experience of presence can support meaningful online learning experiences. Implications for the implementation of virtual drama in teacher education are discussed.

中文摘要：背景资料 近年来，利用虚拟现实(VR)环境进行教育已经引起了研究和教育的兴趣。然而，人们对社交虚拟现实环境对合作学习的潜在影响知之甚少。 � 目标 本研究旨在探讨职前教师的合作学习及角色戏剧活动，重点探讨他们自创的虚拟角色，以及他们在团体虚拟戏剧活动中的存在感。 � 方法 PST 的环境叙事课程被作为研究的背景，由于2019冠状病毒疾病的限制，他们在桌面电脑上的虚拟现实环境(AltspaceVR)中以小组的形式工作。质性研究资料以问卷形式收集(N = 15)。数据分析采用社区调查模式，以探讨 PST 的网上存在的经验。 � 结果和结论 结果表明，虚拟人物的创造和表演是有意义的、有吸引力的活动，存在要素在他们的反映中得到体现。基于这个案例研究，可以得出结论，互动虚拟戏剧活动有潜力培养在线学习的存在体验。 � 总结一下 目前对这个主题了解多少？ 近年来，虚拟现实环境在教育中的应用越来越普遍。 虚拟现实的研究更多地关注于学习结果，而不是实际的学习过程。 这项研究增加了什么？ 在一个虚拟的戏剧活动中探讨了 PST 的存在体验。 虚拟角色的创造和表演被认为是有意义和有吸引力的活动。 所有的存在要素都是经验丰富的，特别是技术管理方面的存在。 对实践/或政策的影响 培养在场体验可以支持有意义的在线学习体验。 讨论了虚拟戏剧在教师教育中的实施意义。

https://doi.org/10.1111/jcal.13079

《Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses》

《通过课堂反应应用程序促进普通话学习: 触觉和震动反应中认知和情感因素的比较》

作者：Jon‐Chao Hong · Kai‐Hsin Tai · Tzu‐Yu Tai

英文摘要：Background This study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addresses these gaps by exploring the benefits of embodied interaction through the Shaking-On game app, an embodied question-response platform, in comparison to Kahoot. Objectives To compare the learning effectiveness of the Shaking-On app, which incorporates physical shaking interactions, with the conventional quiz platform Kahoot in promoting Mandarin learning and positive emotional experiences. Methods A total of 158 junior high school students participated in the study, engaging in 15-minute sessions once a week for 3 weeks in a formal classroom setting. Participants were divided into two groups: one using the Shaking-On app and the other using Kahoot. The study employed a comparative analysis framework based on achievement emotion theory to evaluate learning outcomes and emotional responses. Furthermore, the classroom response system (CRS) analysis was used to assess the cognitive and affective parameters of the learning tasks in the Shaking-On app and Kahoot, providing detailed insight into how different interactive tasks contributed to learning. Results and Conclusions The results indicated that the Shaking-On app significantly enhanced Mandarin learning and engagement compared with Kahoot. Participants using Shaking-On experienced higher levels of interactive situational interest and flow, while test anxiety remained consistent across both groups. These findings suggest that incorporating embodied interactions into digital learning tools can substantially benefit student engagement and learning outcomes. The study indicated that such apps could be effectively integrated into classroom settings to enhance student learning. Educators and game developers are encouraged to integrate such interactive elements to improve the efficacy and appeal of educational applications. Lay Description What Is currently known about this topic? Digital game-based learning enhances motivation, critical thinking and retention. Embodied cognition links bodily experiences to improved learning outcomes. Physical activities in learning can boost motivation, interest and performance. Engagement through physical interaction may help reduce test anxiety. What does this paper add? Shaking-On is more effective in Mandarin learning than Kahoot as classroom response system. Bodily engagement in Shaking-On enhances situational interest and flow. No significant difference in test anxiety between Shaking-On and Kahoot users. Embodied interactions provide substantial benefits in digital learning tools. Implications for practice Educators should integrate embodied interactions to enhance student engagement. Game developers can design more effective learning apps with embodied elements. Future research should explore Shaking-On's impact on other subjects. Policies should support the development of interactive digital learning tools.

中文摘要：背景资料 这项研究的动机是需要通过体现互动和身体接触的方法来提高汉语学习。虽然大多数研究证实了触摸屏设备对学习的积极影响，但是混合的研究结果表明需要更多有吸引力的方法。这项研究通过与 Kahoot 相比，通过一个具体化的问答平台 Shaking-On 游戏应用程序来探索具体化互动的好处，从而弥补了这些差距。 � 目标 比较震动应用的学习效果，其中包括身体震动互动，与传统的测试平台 Kahoot 在促进普通话学习和积极的情感体验。 � 方法 共有158名初级中学学生参加了这项研究，他们在正式的课堂环境中每周参加一次为期3周的15分钟的课程。参与者被分成两组: 一组使用 Shaking-On 应用程序，另一组使用 Kahoot。本研究采用基于成就情绪理论的比较分析框架，评价学习结果和情绪反应。此外，本研究亦采用「课堂反应系统」(CRS)分析法，评估「震撼应用」及「 Kahoot 」的认知及情感参数，以深入了解不同的互动任务对学习的影响。 � 结果及结论 结果表明，与 Kahoot 相比，Shaking-On 应用程序显著提高了汉语学习和参与度。使用振动的参与者经历了更高水平的互动情境兴趣和流量，而测试焦虑在两组间保持一致。这些研究结果表明，将体现互动纳入数字化学习工具可以大大有利于学生的参与和学习成果。研究表明，这些应用程序可以有效地整合到课堂环境中，以提高学生的学习效果。鼓励教育工作者和游戏开发者整合这些互动元素，以提高教育应用程序的效力和吸引力。 � 说明 目前对这个主题了解多少？ 基于游戏的数字化学习可以提高学习动机、批判性思维和记忆力。 具身认知将身体体验与提高学习效果联系起来。 学习中的体育活动可以提高学习动机、兴趣和成绩。 通过身体互动的参与可能有助于减少考试焦虑。 这张纸加了什么？ 在普通话学习中，摇动比卡胡特作为课堂反应系统更有效。 身体参与振动-在提高情境的兴趣和流动。 Shaking-On 用户和 Kahoot 用户在考试焦虑方面没有显著差异。 具体化的交互在数字化学习工具中提供了实质性的好处。 对实践的启示 教育者应该整合具体的互动，以提高学生的参与度。 游戏开发人员可以设计更有效的学习应用程序与具体元素。 未来的研究应该探索震撼对其他学科的影响。 政策应支持开发交互式数字学习工具。

https://doi.org/10.1111/jcal.13066

《Desktop‐based virtual reality social platforms versus video conferencing platforms for online synchronous learning in higher education: An experimental study to evaluate students' learning gains and user experience》

《基于桌面的虚拟现实社交平台与视频会议平台在高等教育在线同步学习: 评价学生学习收益和用户体验的实验研究》

作者：Anna Flavia Di Natale · Claudia Repetto · Daniela Villani

英文摘要：Background Online synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes. Objectives This study examined the effectiveness of desktop-based virtual reality (VR) social platforms compared to video conferencing (VC) platforms in enhancing students' learning gains and experiences in online synchronous learning. Methods The study used a within-subject design, involving 34 college students in two online lecture modules, one via a VR social platform and another through a VC platform. Knowledge assessments occurred pre- and post-modules and after 1 week. Students also completed post-module questionnaires to evaluate their learning experience, in terms of social presence, easiness of use and perceived emotions. In-depth interviews provided further insights into their experiences with both platforms. Results The study showed that using VR social platforms for online synchronous learning enhanced immediate knowledge, especially in students less interested in the content, yet it did not notably impact long-term knowledge retention. Despite no significant findings in social presence from questionnaires, interviews indicated that the VR's heightened interactivity might be offset by the effect of not seeing others' real appearances in promoting social presence. Furthermore, the VC platform was found to be easier to use, attributed to its familiarity and user-friendliness. Finally, students experienced increased fun, awe and interest, along with reduced boredom, when using the VR social platform. Conclusion The findings highlight the potential of VR to enrich online learning while underscoring the need for effective strategies facilitating a smooth integration into educational settings. Lay Description What is currently known about this topic Social presence is crucial in online learning. VC platforms may fail to efficiently bridge the social presence gap. VR social platforms can enhance students' experience in online education. What does this paper add Compares VR and VC effects on learning gains and experiences. Highlights VR's potential to boost immediate knowledge gains. Reveals VR's benefits for emotional engagement. Implications for practice or policy Suggests integrating VR for more engaging online education. Underlines the need for user-friendly VR technology. Advocates for training to maximize VR's educational benefits.

中文摘要：背景资料 在线同步学习在高等教育中往往难以克服社会存在差距，导致不满意和学习效果差。 � 目标 本研究探讨了基于桌面的虚拟现实(VR)社交平台相对于视频会议(VC)平台在提升学生在线同步学习的学习收获和经验方面的有效性。 � 方法 这项研究使用了一个学科内设计，涉及到两个在线讲座模块的34名大学生，一个是通过虚拟现实社交平台，另一个是通过 VC 平台。在模块前和模块后以及1周后进行了知识评估。学生还完成了模块后调查问卷，以评估他们的学习经验，在社会存在，易用性和感知情绪方面。深度访谈提供了对他们在这两个平台上的经历的进一步了解。 � 结果 研究表明，使用虚拟现实社交平台进行在线同步学习可以增强即时知识，特别是对内容不感兴趣的学生，但对长期知识保留没有显著影响。尽管在问卷调查中没有发现显著的社会存在感，访谈表明虚拟现实的高度互动可能被在提升社会存在感时没有看到他人的真实外表所抵消。此外，VC 平台更容易使用，归因于它的熟悉性和用户友好性。最后，当使用 VR 社交平台时，学生们体验到了增加的乐趣、敬畏和兴趣，以及减少的无聊。 � 结论 研究结果强调了虚拟现实技术在丰富在线学习方面的潜力，同时强调了有效战略促进顺利融入教育环境的必要性。 � 说明 目前对这个主题的了解 在线学习中，社交存在是至关重要的。 风险投资平台可能无法有效弥合社会存在差距。 虚拟现实社交平台可以增强学生在网络教育中的体验。 这张纸上写了什么 比较虚拟现实和风险投资对学习收益和经验的影响。 强调虚拟现实的潜力，以提高即时的知识收益。 揭示虚拟现实对情感参与的好处。 对实践或政策的影响 建议整合虚拟现实技术，提高网络教育的参与度。 强调对用户友好的虚拟现实技术的需求。 提倡通过培训最大化虚拟现实的教育效益。

https://doi.org/10.1111/jcal.13075

《Using knowledge building and flipped learning to enhance students' learning performance in a hands‐on STEM activity》

《运用知识建构和翻转学习，提升学生在 STEM 实践活动中的学习表现》

作者：Jyun‐Chen Chen · Chia‐Yu Liu

英文摘要：Background Society requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education. Objectives and Methods We utilised a moderately rigorous design to investigate the effects of combining a hands-on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote-controlled car using a remote-control module and electrical circuit, followed by the task of putting balls into a basket. Results After the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post-test only when the students' learning motivation pre-test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group. Conclusions The potential benefits of combining active learning approaches with hands-on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education. Lay Description What is currently known about this topic? Science, technology, engineering, and math (STEM) hands-on activities have been prioritised worldwide to cultivate students' abilities to integrate disparate bits of information obtained from multiple sources into coherent knowledge. Two active learning approaches—knowledge building (KB) and flipped learning—are especially well-suited for STEM hands-on activities. Prior research on KB has frequently examined only a subset of student performance by using a somewhat less rigorous experimental design. The impact of flipped learning and classroom on student performance is still debatable, and more constructivist teaching methodologies, such as KB, are required. What does this paper add? Students' performance improved after participating in a hands-on STEM project that involved building a remote-controlled car and completing a ball-in-the-basket task. KB and flipped learning helped to foster students' STEM knowledge and creativity. Students who lacked learning motivation benefited the most from the combination of KB and flipped learning. Implications for practice and/or policy The potential benefits of combining active learning approaches with hands-on STEM activities in STEM knowledge, learning motivation, and creativity have been revealed. The combination of KB and flipped learning was most effective in energising unmotivated students for STEM education.

中文摘要：背景资料 社会要求个人有能力综合来自不同来源的知识，通常是通过科学、技术、工程和数学(STEM)教育获得的。 � 目标及方法 我们使用了一个适度严格的设计来调查结合实践的 STEM 活动和积极的学习方法的知识建设(KB)和翻转学习对188名高年级学生的学习表现的影响。学生们需要分组工作，利用遥控模块和电路构造一辆遥控汽车，然后把球放进篮子里。 � 结果 活动结束后，所有参加者的 STEM 知识、学习动机和创造力都有所提高。对于 STEM 知识，接受综合知识库和翻转学习方法(E2组)的学生优于仅接受知识库(E1组)的学生，而 E1组优于接受讲座的学生(对照组)。在学习动机方面，E1组优于对照组。E2组只有在学生学习动机较低的情况下，才能在后测中表现优于对照组，说明两种主动学习方法的有效性。在创造力方面，E1组和 E2组均优于对照组。 � 结论 在 STEM 知识、学习动机和创造力方面，结合主动学习方法和动手 STEM 活动的潜在好处被揭示出来。令人惊讶的是，组合方法是最有效的激励无动力的学生为 STEM 教育。 � 说明 目前对这个主题了解多少？ 科学、技术、工程和数学(STEM)实践活动已经成为世界范围内的优先事项，以培养学生将从多种来源获得的零散信息整合成连贯知识的能力。 两种主动学习方法ーー知识建构(KB)和翻转学习ーー特别适合 STEM 实际操作活动。 先前对知识库的研究经常只是使用不太严格的实验设计来检验学生表现的一个子集。 翻转式学习和课堂教学对学生成绩的影响仍然存在争议，需要更多的建构主义教学方法，如知识库。 这张纸加了什么？ 学生们在参加了一个实际操作的 STEM 项目后，成绩有所提高。这个项目包括制造一辆遥控汽车和完成一个投篮任务。 知识库和翻转学习有助于培养学生的 STEM 知识和创造力。 缺乏学习动机的学生从知识库和翻转学习的结合中获益最多。 对实践和/或政策的影响 将主动学习方法与 STEM 知识、学习动机和创造力方面的实践活动相结合的潜在好处已经被揭示出来。 知识库和翻转式学习的结合在激励没有动力的学生接受 STEM 教育方面是最有效的。

https://doi.org/10.1111/jcal.13069

《Integrating peer assessment cycle into ChatGPT for STEM education: A randomised controlled trial on knowledge, skills, and attitudes enhancement》

《结合同行评估周期 ChatGPT 的 STEM 教育: 随机对照试验的知识，技能和态度增强》

作者：Ting‐Ting Wu · Hsin‐Yu Lee · P Chen · Chia‐Ju Lin · Yueh‐Min Huang

英文摘要：Background Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking. Objectives This study introduces PA-GPT, using ChatGPT as a “virtual peer” in peer assessments to promote active learning and enhance knowledge, higher-order thinking skills (HOTS), and attitudes—the core of KSA in STEM. Methods A randomised controlled trial involved 61 first-year engineering students (43 males, 18 females) from a university in Southern Taiwan enrolled in “Network Embedded Systems and Applications.” Participants, all with prior ChatGPT experience but no programming background, were purposively sampled. They were randomly assigned to the experimental group (n = 31) using PA-GPT or the control group (n = 30) using traditional ChatGPT. Over 8 weeks, data were collected using pre- and post-tests: a knowledge construction test (20 items, α = 0.85); a HOTS scale (α = 0.78–0.83) measuring critical thinking, problem-solving, and creativity; and the S-STEM questionnaire (α >0.80) assessing attitudes towards STEM subjects and 21st-century learning. ANCOVA analysed the data, controlling for pre-test scores, and Levene's test checked homogeneity of variances. Results and Conclusions ANCOVA results showed that PA-GPT significantly outperformed traditional ChatGPT in enhancing knowledge construction (F = 9.89, p = 0.002), critical thinking (F = 37.00, p < 0.001), problem-solving (F = 9.40, p = 0.003), creativity (F = 7.22, p = 0.009), and attitudes towards mathematics (F = 25.52, p < 0.001), engineering/technology (F = 16.06, p < 0.001), and 21st-century learning (F = 26.38, p < 0.001). These findings demonstrate that PA-GPT effectively addresses challenges in student engagement and HOTS development in STEM education by simulating peer interactions. Peer Assessment with ChatGPT (PA-GPT) promotes active learning and self-reflection, potentially revolutionising AI-assisted education in large class settings. This study provides pioneering evidence for the effectiveness of AI-driven peer assessment in enhancing comprehensive STEM competencies, offering a promising direction for future educational technology integration. Lay Description What is currently known about this topic? ChatGPT is being integrated into Science, Technology, Engineering, and Mathematics (STEM) education to support learning. Over-reliance on ChatGPT may hinder critical thinking and problem-solving skills development in students. Peer assessment enhances active learning, higher-order thinking skills (HOTS), and collaboration in STEM education. What does this paper add? Introduces Peer Assessment with ChatGPT (PA-GPT), which employs ChatGPT as a ‘virtual peer’ in peer assessment activities. PA-GPT improves students' knowledge construction, HOTS, and attitudes more effectively than traditional ChatGPT methods. The peer assessment process with PA-GPT mitigates issues of over-reliance on ChatGPT and fosters comprehensive Knowledge, Skills, and Attitudes (KSA) development.

中文摘要：背景资料 亚洲大学的科学、技术、工程和数学(STEM)教育由于班级庞大和学生不情愿而难以整合知识、技能和态度(KSA)。虽然 ChatGPT 提供了解决方案，但它的常规使用可能会阻碍独立的批判性思维。 � 目标 这项研究介绍了 PA-GPT，利用 ChatGPT 作为同伴评估中的“虚拟同伴”，以促进主动学习和提高知识、高阶思维技能(HOTS)和态度ーー科学、技术、工程和数学领域的核心。 � 方法 一项随机对照试验涉及61名来自台湾南部一所大学的一年级工程系学生(43名男生，18名女生) ，他们报名参加了“网络嵌入式系统与应用”课程参与者，所有以前的 ChatGPT 经验，但没有编程背景，是有目的的抽样。他们被随机分配到实验组(n = 31)使用 PA-GPT 或对照组(n = 30)使用传统 ChatGPT。在8周内，使用前后测试收集数据: 知识构建测试(20个项目，α = 0.85) ; 评估批判性思维，问题解决和创造力的 HOTS 量表(α = 0.78-0.83) ; 以及 S-STEM 问卷(α > 0.80)评估对 STEM 科目和21世纪学习的态度。ANCOVA 分析了数据，控制了测试前的分数，Levene’s 检验了方差的同质性。 � 结果及结论 ANCOVA 结果显示，PA-GPT 在提高知识结构(F = 9.89，p = 0.002) ，批判性思维(F = 37.00，p < 0.001) ，问题解决(F = 9.40，p = 0.003) ，创造力(F = 7.22，p = 0.009)和对数学的态度方面明显优于传统 ChatGPT(F = 25.52，p < 0.001)，工程/技术(F = 16.06，p < 0.001)和21世纪学习(F = 26.38，p < 0.001)。这些发现表明，PA-GPT 通过模拟同伴互动，有效地解决了 STEM 教育中学生参与和 HOTS 发展的挑战。使用 ChatGPT (PA-GPT)进行同伴评估可以促进主动学习和自我反思，有可能在大班级环境中彻底改革人工智能辅助教育。这项研究为人工智能驱动的同行评估在提高综合 STEM 能力方面的有效性提供了开创性的证据，为未来的教育技术整合提供了一个有希望的方向。 � 说明 目前对这个主题了解多少？ ChatGPT 正被整合到科学、技术、工程和数学(STEM)教育中，以支持学习。 过度依赖 ChatGPT 可能会阻碍学生批判性思维和解决问题技能的发展。 同伴评估增强了主动学习、高阶思维技能(HOTS)以及 STEM 教育中的合作。 这张纸加了什么？ 引入 ChatGPT (PA-GPT)的同伴评估，将 ChatGPT 作为同伴评估活动中的“虚拟同伴”。 与传统的 ChatGPT 方法相比，PA-GPT 方法更有效地改善了学生的知识结构、 HOTS 和态度。 PA-GPT 的同行评估过程缓解了过度依赖 ChatGPT 的问题，并促进了全面的知识、技能和态度(KSA)的发展。

https://doi.org/10.1111/jcal.13085

《ICT and academic achievement in secondary education: A hierarchical linear modelling》

《中等教育中的信息和通信技术与学术成就: 分层线性模型》

作者：F. Şehkar Fayda-Kınık · Münevver Çetin

英文摘要：Background The unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)-related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the direction of this impact. Objectives This study aimed to explore the relationship between student attitudes towards ICT including interest in ICT (INTICT), perceived ICT competence (COMPICT), perceived autonomy related to ICT use (AUTICT) and ICT in social interaction (SOIAICT), and their achievement scores for mathematics, reading, and science by analysing student-, school-, and country-level factors hierarchically in the quartiles of performance. Methods The study group was determined as 300,279 15-year-old students from 21,903 schools in 53 countries. Descriptive and correlational analyses were carried out in addition to the hierarchical linear modelling (HLM) employed to reveal the relationship between attitudes towards ICT and academic achievement in mathematics, reading, and science through the investigation of student-, school-, and country-level factors hierarchically in the quartiles of performance. Results and Conclusions The results detected moderate to weak relationships among the constructs of INTICT, COMPICT, AUTICT and SOIAICT. Based on the HLM findings, complex interactions between ICT attitudes and academic performance were identified with a tendency towards positive associations between specific attitude components and high achievement levels, particularly in mathematics and science. The research identified the significance of considering student-, school-, and country-level factors for high, above-average, below-average, and low achievers to comprehensively understand the role of ICT attitudes in shaping educational outcomes. Takeaways Policymakers should design educational policies, subject-specific strategies and ICT-related interventions by considering the multifaceted factors influencing student performance across different subjects and achievement quartiles. Particularly at the school and country levels, contextual factors should be evaluated when designing interventions to support low achievers. Lay Description What is already known about this topic Attitudes towards information and communication technology (ICT) have a powerful impact on student learning. ICT has a significant role in academic achievement, but there is no consensus about the direction of this impact. Student-, school-, and country-level factors significantly explain the variance in academic achievement at different degrees. The role of contextual factors in the relationship between ICT and achievement has varying outcomes. What this paper adds The study revealed moderate to weak relationships among interest in ICT (INTICT), perceived ICT competence (COMPICT), perceived autonomy related to ICT use (AUTICT), and ICT in social interaction (SOIAICT), and highlighted the complex dynamics within students' attitudes towards ICT. In mathematics, student-level factors played a significant role in explaining achievement with positive associations for INTICT, COMPICT and AUTICT, and a negative relationship for SOIAICT among high, above-average, and below-average achievers. Country-level factors had a limited impact on low achievers, but the relevance of ICT attitudes was found stronger at the individual and school levels. In reading, student-level factors significantly explained the variance by showing positive associations for INTICT, COMPICT and AUTICT, and a negative relationship for SOIAICT among different achievement groups. Country-level factors predominantly influenced high achievers, which suggests contextual factors in less proficient groups. In science, student-level factors were significant with positive associations for INTICT, COMPICT and AUTICT, and a negative relationship for SOIAICT among high, above-average, and below-average achievers. Country-level factors had a notable impact on high achievers while school-level factors were more influential for low achievers. Implications for practice and/or policy Policymakers should consider the multifaceted factors when designing educational policies and interventions to improve students' performance in different subject areas and achievement quartiles. Educators and practitioners should recognise the distinctive relationships between the components of student attitudes towards ICT, such as INTICT, COMPICT, AUTICT and SOIAICT, and their impacts on their academic performance. Tailored approaches for nurturing these components can be developed to optimise the positive effects of ICT on learning. The varying impact of student-, school- and country-level factors across mathematics, reading and science requires subject-specific strategies. Therefore, educators and practitioners can design subject-specific interventions that account for these differences to support students' achievement across different disciplines. Current educational policies should be reconsidered when designing ICT-based interventions, especially for low achievers because contextual factors may play a significant role in their academic outcomes.

中文摘要：背景资料 在21世纪，人们可以前所未有地获得信息，这就要求人们深刻理解信息和通信技术(ICT)在教育中的相关因素及其对学习和教学的影响。对信息和通信技术的态度是影响学生成绩的一个已被证实的因素。然而，对于这种影响的方向还没有达成共识。 � 目标 本研究旨在探讨学生对 ICT 的态度，包括对 ICT 的兴趣(INTICT) ，感知 ICT 能力(COMPICT) ，与 ICT 使用相关的感知自主性(AUTICT)和社会交往中的 ICT (SOIAICT) ，以及他们在数学，阅读和科学方面的成绩分数之间的关系，通过分析学生，学校和国家层面的因素分层四分位数的表现。 � 方法 研究对象是来自53个国家21,903所学校的300,279名15岁学生。除了采用层次线性模型(HLM)之外，还进行了描述性和相关性分析，通过对学生、学校和国家层面因素在绩效四分位数中的分层调查，揭示了对 ICT 的态度与数学、阅读和科学学术成就之间的关系。 � 结果及结论 研究结果发现，INTICT、 COMPICT、 AUTICT 和 SOIAICT 的结构之间存在中等到弱的关系。根据高级别管理研究的结果，信息和通信技术态度与学业成绩之间存在复杂的相互作用，特别是在数学和科学领域，特定态度成分与高成就水平之间往往存在正相关关系。这项研究确定了考虑学生、学校和国家层面因素对于高、高于平均水平、低于平均水平和低成就者的重要性，以全面理解 ICT 态度在塑造教育成果中的作用。 � 外卖 政策制定者应考虑影响不同学科和成绩四分位数学生成绩的多方面因素，设计教育政策、特定学科战略和与信息和通信技术有关的干预措施。特别是在学校和国家一级，在设计支持低成绩者的干预措施时，应评估背景因素。 � 说明 关于这个话题已经知道了什么 对信息和通信技术(ICT)的态度对学生的学习有很大的影响。 信息和通信技术在学术成就方面发挥着重要作用，但对这种影响的方向尚未达成共识。 学生因素、学校因素和国家因素在不同程度上显著解释了学业成绩的差异。 背景因素在信息和通信技术与成就之间关系中的作用有着不同的结果。 这篇文章增加了什么 该研究揭示了对 ICT (INTICT)的兴趣、感知 ICT 能力(COMPICT)、与 ICT 使用相关的感知自主性(AUTICT)和社会交往中的 ICT (SOIAICT)之间的中度至弱关系，并强调了学生对 ICT 态度的复动力学。 在数学方面，学生层面的因素在解释成绩与 INTICT、 COMPICT 和 AUTICT 的正相关，以及与 SOIAICT 在高、高于平均水平和低于平均水平的成绩之间的负相关方面发挥了重要作用。国家一级的因素对成绩较差的学生影响有限，但在个人和学校一级发现信通技术态度的相关性更强。 在阅读方面，学生水平因素显著解释了 INTICT、 COMPICT 和 AUTICT 之间的正相关关系，以及不同成绩组间 SOIAICT 之间的负相关关系。国家层面的因素主要影响高成就者，这表明背景因素在不太熟练的群体。 在科学方面，学生层面的因素对 INTICT、 COMPICT 和 AUTICT 有显著的正相关，对 SOIAICT 有显著的负相关。国家层面的因素对高成就者有显著影响，而学校层面的因素对低成就者影响更大。 对实践和/或政策的影响 政策制定者在制定教育政策和干预措施时应考虑多方面因素，以提高学生在不同学科领域和成绩四分位数的表现。 教育工作者和实践者应该认识到学生对 ICT 的态度的各个组成部分之间的独特关系，例如 INTICT、 COMPICT、 AUTICT 和 SOIAICT，以及它们对他们学习成绩的影响。可以制定有针对性的方法来培育这些组成部分，以优化信息和通信技术对学习的积极影响。 学生、学校和国家层面的因素对数学、阅读和科学的不同影响需要针对具体学科的策略。因此，教育工作者和实践者可以设计针对具体学科的干预措施，解释这些差异，以支持学生在不同学科的成绩。 在设计以信息和通信技术为基础的干预措施时，应重新考虑现行的教育政策，特别是针对成绩较差的学生，因为背景因素可能在他们的学业成绩中发挥重要作用。

https://doi.org/10.1111/jcal.13070

《Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis》

《基于游戏的数字化学习平台: 综合元分析》

作者：Osman Özdemir

英文摘要：Background In recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital-based learning environments. Technological game-based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide. Objectives This article aims to examine the effects of Kahoot, a digital learning platform, on education through meta-analysis. This meta-analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments. Methods The study conducted a meta-analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was n = 1706 for the experimental group and n = 1647 for the control group. Results and Conclusion The findings from the meta-analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678. Takeaways These results underscore the potential of Kahoot as an effective educational tool. The results of this study provide valuable guiding information for educators and policy makers by helping to optimize teaching methods and learning environments through the effective use of digital tools, such as Kahoot. The findings suggest that Kahoot can increase academic achievement, retention, motivation and attitudes and potentially reduce anxiety, making it a promising digital tool for modern educational practice. Lay Description What is currently known about the subject matter Technology integration in classrooms is increasingly replacing traditional lecture methods. Digital learning platforms like Kahoot! are widely used to promote active participation and interaction between students and teachers. Prior studies suggest digital tools like Kahoot! can enhance various educational outcomes, but results vary across different contexts and platforms. What this paper adds There are experimental studies on the effectiveness of Kahoot application in the education and training processes of various courses and different target groups. By bringing these studies together, this study says the final word as a whole about the effectiveness of the studies on learner academic achievement, retention, motivation, anxiety and attitude. This paper provides a comprehensive meta-analysis of 43 experimental studies involving 3353 participants, examining the impact of Kahoot! on key educational variables. It offers a holistic understanding of Kahoot!'s effects on academic achievement, retention, motivation, anxiety and attitudes towards learning. The study presents quantified evidence of Kahoot!'s effectiveness, with specific effect sizes for each variable studied. Implications of study findings for practitioners Academic achievement: Kahoot! has moderate positive effect on academic achievement. Kahoot! improves academic achievement, suggesting educators should integrate it into their teaching strategies to boost student performance. Retention: Kahoot! has large positive effect on retention. The platform greatly enhances retention, indicating that regular use can help students retain information more effectively. Motivation: Kahoot! has large positive effect on motivation. Kahoot! increases student motivation, making learning more engaging and enjoyable. Teachers can use it to stimulate student interest and participation. Anxiety: Kahoot! has a moderate effect in reducing anxiety, which can create a more comfortable and conducive learning environment. Attitude: Kahoot! has moderate positive effect on attitude. The positive impact on attitudes towards learning suggests that Kahoot! can help foster a more positive learning experience, encouraging students to engage more deeply with the material. Practical recommendations Incorporate regularly: Use Kahoot! regularly in classrooms to take advantage of its positive effects on achievement, retention and motivation. Diverse applications: Apply Kahoot! across various subjects to maximize its benefits and ensure wide-ranging improvements in student outcomes. Anxiety management: Utilize Kahoot! as a tool to help reduce student anxiety, particularly before high-stakes assessments or in subjects where anxiety is commonly high. Continuous monitoring: Regularly assess the impact of Kahoot! on students to tailor its use for optimal benefits, adjusting strategies based on specific classroom needs and student feedback. Professional development: Train teachers in the effective use of Kahoot! to ensure they can fully leverage its potential in enhancing educational experiences.

中文摘要：背景资料 近年来，技术在课堂上的广泛应用促使了从传统的讲课方法向数字化学习环境的转变。科技游戏为基础的学习平台，如 Kahoot！这种激励学生在学习环境中积极参与和互动的方法在世界范围内的教育环境中被教师和学生广泛使用。 � 目标 本文旨在透过元分析，探讨 Kahoot 这个数码学习平台对教育的影响。这种荟萃分析通过综合各种实验研究的结果，对 Kahoot 对教育的潜在影响提供了全面的理解。本研究旨在评估 Kahoot 对学业成绩、学习记忆力、学习动机、焦虑和态度等主要教育变量的影响，这些变量对改善教学方法和优化学习环境至为重要。 � 方法 该研究按照系统评价和元分析首选报告项目(PRISMA)中概述的指导方针进行了元分析。样本包括43项符合特定标准的研究，全面概述了 Kahoot 在不同背景下的影响。实验组为1706例，对照组为1647例。 � 结果及结论 荟萃分析的结果表明，Kahoot 对学业成绩有显着的中度积极影响，平均效应量为0.772(95% CI: 0.540-1.004)。分析还显示了对保留效应的非常大的正面影响，平均效应大小为1.492，表明使用 Kahoot 的学生与不使用 Kahoot 的学生相比，保留效应往往明显更高。在激励方面，Kahoot 显示出很大的积极效应，平均效应大小为0.960，表明使用 Kahoot 的学生往往更有激励性。对焦虑的影响不那么明显，负面影响的范围很小，为 -0.338，表明使用 Kahoot 的学生焦虑水平适度降低。最后，Kahoot 似乎对学生的学习态度有中等程度的积极影响，平均影响大小为0.678。 � 外卖 这些结果突显出 Kahoot 作为一种有效教育工具的潜力。这项研究的结果为教育工作者和政策制定者提供了宝贵的指导信息，通过有效利用数字工具，如 Kahoot，帮助优化教学方法和学习环境。研究结果表明，Kahoot 可以提高学业成绩，保持，动机和态度，并可能减少焦虑，使其成为一个有前途的现代教育实践的数字工具。 � 说明 目前对该主题的了解 课堂技术整合正在日益取代传统的授课方式。 Kahoot! 这样的数字化学习平台被广泛用于促进学生和教师之间的积极参与和互动。 之前的研究表明，像 Kahoot! 这样的数字化工具可以增强各种教育成果，但是不同的环境和平台的成果会有所不同。 这篇文章增加了什么 有关 Kahoot 应用于不同课程及不同对象的教育及培训过程的成效，现正进行实验研究。通过将这些研究结合起来，本研究总体上说明了关于学习者学习成绩、保持、动机、焦虑和态度的研究的有效性。 本文对43项实验研究进行了全面的荟萃分析，涉及3353名参与者，考察了 Kahoot 的影响！关键的教育变量。 它提供了一个全面的了解卡胡特! 的影响，学习成绩，保持，动机，焦虑和学习态度。 这项研究提出了量化的证据 Kahoot! 的有效性，具体影响大小的每个变量研究。 研究结果对从业人员的启示 学业成绩: 卡胡特！对学业成绩有中度正向影响。卡胡特！提高学习成绩，建议教育工作者将其纳入教学策略，以提高学生的成绩。 保留: Kahoot！对记忆力有很大的正面影响。该平台极大地提高了学生的记忆力，表明经常使用可以帮助学生更有效地记忆信息。 动机: 卡胡特！对动机有很大的积极作用。卡胡特！增加学生的学习动机，使学习更有吸引力和乐趣。教师可以利用它来激发学生的兴趣和参与。 焦虑: Kahoot! 在减少焦虑方面有一定的效果，可以创造一个更舒适和有利的学习环境。 态度: 卡胡特！对态度有中度的积极影响。对学习态度的积极影响表明，卡胡特！可以帮助培养更积极的学习经验，鼓励学生更深入地参与材料。 实用的建议 定期合作: 定期在课堂上使用 Kahoot! ，利用它对成就、保持和激励的积极影响。 不同的应用: 应用 Kahoot! 在不同的学科，以最大限度地发挥其好处，并确保广泛的改善学生的成果。 焦虑管理: 利用 Kahoot！作为一种工具，以帮助减少学生的焦虑，特别是在高风险的评估之前，或在科目的焦虑通常很高。 持续监测: 定期评估 Kahoot 的影响！根据课堂需要和学生的反馈，调整策略。 专业发展: 培训老师在卡胡特的有效运用！确保他们能够充分发挥其潜力，提高教育经验。

https://doi.org/10.1111/jcal.13084

《Integrating group awareness into team‐based learning》

《将团队意识融入到团队学习中》

作者：Jian‐Wei Lin · Hong‐Ren Chen

英文摘要：Background Team-based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning. Objectives This study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL + GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection. Methods A quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL + GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes. Results and Conclusions The TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback. Implications Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment. Lay Description What is already known about this topic Team-Based Learning (TBL) has recently drawn much attention and has been successfully applied in many fields (different courses) While TBL requires students to learn autonomously and work together as a team, it also results in social loafing during collaborative learning, thus reducing its learning effectiveness. Group awareness (GA) information, which provides visual information about peers' learning contexts (activities) in online collaborative learning, can increase the interaction and participation What this paper adds This study adds GA information to each learning stage in the TBL process. This study further proposes the TBL + GA system for facilitating TBL teaching. This study investigates whether student engagement on each TBL stages significantly differs between the traditional TBL and the proposed TBL + GA systems. Implications for practice and/or policy The TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as an increase in practice engagement and online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback, compared with the traditional TBL. Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation, thereby fostering a more engaging and constructive learning environment.

中文摘要：背景资料 团队学习(TBL)是一种广泛应用于不同领域和课程的教学策略。尽管任务型教学取得了成功，但是在团队合作的背景下出现了一些关于社会游手好闲的问题; 这种游手好闲会降低学习的整体效率。 � 目标 本研究通过将群体意识(GA)信息整合到任务型教学的各个阶段，解决了上述问题，并设计了一个 TBL + GA 系统来增强任务型教学。在线合作学习中，GA 的信息可以帮助你洞察同伴完成的活动，从而了解同伴的准备和成就，这些信息可以促进动机、参与和反思。 � 方法 以台湾某大学新生班(分别为40和41名学生)为研究对象，分别采用任务型教学法(TBL)和任务型教学法 + 遗传算法(GA)进行准实验。学生的学习努力通过课前准备进行评估，包括学习材料的使用和在线测试分数。评估学生习作的质素，以评估学生的学习成绩。收集学生的反馈，包括同侪评价和学生对任务型教学经验的看法，并对两个班级进行比较。 � 结果及结论 TBL + GA 系统显著提高了学生的课前准备工作，减轻了学生的社会游手好闲。这种改善表现为更高的练习参与度和更好的在线评估分数。TBL + GA 系统也提高了作业质量，得到了更具建设性和积极的同行反馈。 � 暗示 将遗传算法信息整合到任务型教学的各个阶段可能会对教学效果产生积极的影响。提出的任务型教学 + 遗传算法(TBL + GA)系统可以作为一个实用的模型，帮助教师加强任务型教学的实施，营造一个更具参与性和建设性的学习环境。 � 说明 关于这个话题已经知道了什么 团队学习(TBL)近年来受到广泛关注，并已成功应用于多个领域(不同课程) 虽然任务型教学要求学生自主学习，并作为一个团队一起工作，但它也会导致在合作学习中的社会游手好闲，从而降低其学习效率。 群体意识(GA)信息能够提供有关同伴在网上学习环境(活动)的可视化信息，从而增加互动和参与合作学习 这篇文章增加了什么 本研究在任务型教学过程的每个学习阶段都加入了遗传算法的信息。 本研究进一步提出任务型教学 + 遗传算法系统以促进任务型教学。 本研究旨在探讨传统任务型教学与提出的任务型教学 + 遗传算法系统在学生参与任务型教学各阶段的差异。 对实践和/或政策的影响 TBL + GA 系统显著提高了学生的课前准备工作，减轻了学生的社会游手好闲。这种改善表现为练习参与度和在线评估分数的增加。 与传统的任务型教学相比，任务型教学 + 遗传算法系统提高了作业质量，引入了更具建设性和积极性的同伴反馈。 将遗传算法信息整合到任务型教学的各个阶段可能会对教学效果产生积极的影响。提出的任务型教学 + 遗传算法(TBL + GA)系统可以作为一个实用的模型，为教师寻求加强任务型教学的实施，从而培养一个更具参与性和建设性的学习环境。

https://doi.org/10.1111/jcal.13058

《The moderating effect of self‐regulated learning skills on online learning behaviour in blended learning》

《自我调节学习技巧对混合学习网上学习行为的调节作用》

作者：Shuang Li · Jingxi Chen · Sizhuo Liu

英文摘要：Background Enhancing the effectiveness of online learning has become a key challenge with regard to the ability of blended learning to reach its full potential. However, mechanisms by which students' self-regulated learning (SRL) skills influence their online learning engagement in blended learning and subsequent learning achievement have yet to be explored fully. Objectives This study aims to explore the mechanisms underlying the effects of students' SRL skills on online learning behaviour and learning achievement in blended learning. Methods Based on students' self-reported data and learning behavioural data, this study employed a combination of structural equation modelling and learning analytics to conduct an in-depth investigation into the influence of SRL skills on online learning behaviour and blended learning achievement. Results The results indicated that the duration spent on challenging mandatory tasks mediates the relationship between psychological engagement and learning achievement; Two SRL skills, task strategies and self-evaluation, played positive moderating roles in the relationship between psychological engagement and online behavioural engagement. Further analysis of behavioural sequences revealed that these two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, self-evaluation impacted the approach to quizzes and error correction during exercises. Takeaway The findings of this research enrich and advance the understanding of characteristics and processes of SRL in blended learning contexts and have important implications for both instructional design and learning support in the context of blended K-12 learning. Lay Description What is already known about this topic Elementary and secondary school students' level of SRL skills is an important factor influencing the effectiveness of blended learning. Behavioural indicators that are more relevant to cognitive engagement are stronger predictors of learning performance. Students with different levels of SRL skills exhibit different characteristics of learning behaviour. Mechanisms by which students' SRL skills influence their online learning engagement in blended learning and learning achievement have yet to be explored fully. What this paper adds The duration spent on challenging mandatory tasks is a key indicator of psychological engagement, which mediates the relationship between psychological engagement and learning achievement in blended learning. Task strategies and self-evaluation are the key SRL skills moderating the impact of psychological engagement in blended learning on online behavioural engagement. These two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, Self-evaluation impacted the approach to quizzes and error correction during exercises. Implications for practice and/or policy Mandatory online tasks with appropriate challenges can effectively stimulate substantial online learning engagement, and students' behavioural engagement in such tasks can be used as a predictor of learning achievement in blended learning. Enhancing students' SRL skills in both task strategies and self-evaluation can significantly improve learning behaviours and then achievement in blended learning. Behavioural patterns exhibited by students during video learning and testing offer a foundational framework for the assessment and enhancement of SRL in blended learning.

中文摘要：背景资料 提高网上学习的成效，已成为混合学习充分发挥其潜能的关键挑战。然而，学生的自我调节学习(SRL)技巧如何影响他们的网上学习混合学习及其后的学习成绩，仍有待充分研究。 � 目标 本研究旨在探讨学生自我评估学习技巧对网上学习行为及混合学习学习成绩的影响机制。 � 方法 这项研究根据学生自行汇报的数据和学习行为数据，结合结构方程模型和学习分析，深入调查自我评估学习技巧对网上学习行为和混合学习成绩的影响。 � 结果 结果表明，挑战强制性任务的持续时间在心理投入和学习成绩之间起到中介作用; 任务策略和自我评价两种自我评价技能在心理投入和网络行为投入之间起到积极的调节作用。进一步的行为序列分析表明，这两种技能影响学生在视频学习过程中的行为模式和练习过程中的错误归因效果。此外，自我评价还会影响练习中的测验方法和错误纠正。 � 外卖 本研究的结果丰富和提高了对混合学习语境下自主学习的特点和过程的理解，并对混合 K-12学习背景下的教学设计和学习支持具有重要意义。 � 说明 关于这个话题已经知道了什么 中、小学生的自主学习技巧水平是影响混合学习成效的重要因素。 与认知参与更相关的行为指标是学习表现的更强的预测因子。 不同学习技能水平的学生表现出不同的学习行为特征。 学生的自我评估学习技巧如何影响他们的网上学习混合学习和学习成绩，其机制仍有待充分探讨。 这篇文章增加了什么 挑战强制性任务的持续时间是心理投入的一个关键指标，它调节心理投入和混合学习学习成绩之间的关系。 任务策略和自我评估是调节混合学习心理参与对在线行为参与影响的关键 SRL 技能。 这两种技能影响了学生在视频学习过程中的行为模式以及在练习过程中对错误归因的有效性。此外，自我评价还会影响练习中的测验方法和错误纠正。 对实践和/或政策的影响 有适当挑战的强制性在线任务可以有效地激发大量的在线学习参与，学生在这些任务中的行为参与可以作为混合学习学习成绩的预测指标。 提高学生在任务策略及自我评估方面的自我评估能力，可显著改善学习行为，进而提高混合学习成绩。 学生在视像学习及测试过程中所表现出的行为模式，为评估及提升混合学习的自我评估能力提供了一个基本的架构。

https://doi.org/10.1111/jcal.13059

《Digital simulations as a pedagogical tool: How ready are Fiji year‐11 science teachers?》

《作为教学工具的数字模拟: 斐济11年级科学教师准备得如何？》

作者：Shayal Nandani · Shikha Raturi

英文摘要：Background Digital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online. Objective To determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design. Methods The theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre-test and post-test results before and after the intervention (training). Results Science teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support. Conclusions The study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology-enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st-century education is imperative. Lay Description What is already known about this topic System quality (user friendliness) influence teachers' readiness to use digital simlations. Facilitating conditions also impact teachers' readiness to use digital simulations. What this paper adds Training boosts teachers' awareness and cognitive knowledge of digital simulation. Training improves perceived self-efficacy towards its use as a learning and teaching tool. Role of administrators such as school and ministry is crticial for digital simulations use in education. Equally important is parents' engagement to enhance awareness on education initiatives. Implications for practice and/or policy Support to teachers from school administration and ministry of education is crucial. Support at various levels is required to ensure a continous training plan. Access to resources, supportive curriculum for 21st century abilities must be in place.

中文摘要：背景资料 数字模拟是科学教育中的新兴技术，它使学生能够将抽象概念可视化，并使科学教师能够在线进行实验室工作/实验。 � 目的 为了确定教师的准备情况，研究侧重于他们的认知技能和知识，以及对使用数字模拟作为教学工具的看法，将干预措施纳入研究设计。 � 方法 本研究的理论框架将修正的技术接受模型与多媒体学习的认知理论相结合。采用雪球抽样方法，对10名中学化学教师进行抽样调查，并采用混合方法进行序贯解释性研究设计。采用问卷调查法、访谈法、前后测结果分别对干预(培训)前后进行统计分析。 � 结果 科学教师认为数字模拟很有价值，易于使用，并准备在今后的课程中使用它们。培训后注意到认知知识和技能的增加以及积极的心态。教师们表示，需要在各级开展培训和提供支持，以便成功地将数字模拟整合到教室中。此外，家长的参与，以提高他们的意识，这些倡议被认为是至关重要的支持。 � 结论 该研究呼吁重新思考和修订科学课程、政策和加强基础设施/一般资源，以支持科学课堂中技术支持的学习、教学和评估实践; 迫切需要为教师制定持续的专业发展方案，以跟上21世纪教育不断变化的需求。 � 说明 关于这个话题已经知道了什么 系统质量(用户友好性)影响教师使用数字模拟的准备情况。 便利的条件也影响教师使用数字模拟的准备。 这篇文章增加了什么 培训提高了教师对数字仿真的认识和认知能力。 培训可提高自我效能感，使其成为一种学习和教学工具。 学校和部委等管理者的作用对于在教育中使用数字模拟至关重要。 同样重要的是家长的参与，以提高对教育措施的认识。 对实践和/或政策的影响 学校管理部门和教育部对教师的支持至关重要。 为了确保持续的培训计划，需要在各个层面提供支持。 获取资源，支持21世纪能力的课程必须到位。

https://doi.org/10.1111/jcal.13071

《Understanding mobile learning acceptance among university students with special needs: An exploration through the lens of self‐determination theory》

《特殊需要大学生对移动学习接受的理解——以自我决定理论为视角的探索》

作者：Ferhan Şahin · Gizem Yıldız

英文摘要：Background Despite the significant emphasis on self-determination in special education and the crucial role of mobile learning, there is a notable absence of path modelling studies that explore the effect of self-determination on the usage of mobile learning by students with special needs. Objectives This study sought to investigate the intentions of mobile learning usage among students with special needs by proposing a model rooted in the technology acceptance model, complemented by extraneous constructs from self-determination theory (competence, autonomy and relatedness). Methods The data of the study was obtained online from 1298 special needs university students with eight different types of disabilities. Data were analysed with descriptive statistics, confirmatory factor analysis, structural equation modelling and bootstrapping. Results and Conclusions The proposed model explained 78.4% of ease of use, 85.2% of usefulness, and 76.5% of intention. 11 of the 12 hypotheses tested within the scope of the model were supported. All hypotheses examining the impacts of self-determination theory constructs on ease of use, usefulness, and intention were validated (8 hypotheses), with the exception of the autonomy → intention relationship. Substantial empirical evidence has been acquired to support the role of the self-determination theory in exploring the intention toward mobile learning among university students with special needs. Concurrently, a robust theoretical framework has been introduced to the field of special education to elucidate the acceptance and utilization of technology by university students with special needs. Lay Description What is already known about this topic Numerous studies have demonstrated the significance of mobile tools and mobile learning in the realm of special education. Self-determination holds immense importance in fostering independence and social engagement by empowering individuals with special needs to gain confidence, assume control and accountability for their own choices and actions. Self-determination theory underscores the importance of providing individuals with support for three fundamental psychological needs—autonomy, competence, and relatedness—to foster healthy development. What this paper adds To the best of the authors' knowledge, this study stands as a unique contribution within its field due to its distinctive characteristics. The model, supported by exceptionally successful outcomes and its ability to elucidate technology acceptance constructs at remarkably high levels, offers a robust theoretical framework for enabling students with special needs to engage effectively with mobile learning in both special and inclusive educational settings. Investigating how self-determination theory enhances the explanatory power of the technology acceptance model in special education. Illuminating the significance of basic psychological needs in the adoption of mobile learning, employing advanced statistical methods with a substantial participant base, and delivering valuable insights to advance the utilization of mobile learning in special education. Implications for practice and/or policy Special education settings should encourage students to take initiative, make choices, and exercise autonomy, and curriculum design should include opportunities for students to make choices. Making students part of the design processes and emphasizing usability through the prioritization of customizable, user-friendly designs should be an inherent aspect of educational technology. Educators and support staff must have training and professional development opportunities to effectively use mobile learning tools and create inclusive learning environments.

中文摘要：背景资料 尽管特殊教育自决受到重视，而流动学习亦扮演重要角色，但有关路径模拟的研究却明显欠缺，以探讨自决对有特殊需要学生使用流动学习的影响。 � 目标 本研究旨在探讨有特殊需要的学生使用手机学习的意图，提出一个植根于技术接受模式的模型，并辅以来自 self-determination theory (能力、自主性和相关性)的外在结构。 � 方法 这项研究的数据是从1298名具有八种不同残疾类型的有特殊需要的大学生在线获得的。数据分析包括描述统计学分析、验证性因素分析、结构方程模型和自助分析。 � 结果及结论 该模型解释了78.4% 的易用性，85.2% 的有用性和76.5% 的意图。在模型范围内测试的12个假设中有11个得到了支持。所有研究 self-determination theory 结构对易用性、有用性和意图的影响的假设都得到了验证(8个假设) ，自主→意图关系除外。我们已取得大量经验证明，以支持 self-determination theory 在探讨有特殊需要的大学生的流动学习意向方面所担当的角色。同时，在特殊教育领域引入了一个强有力的理论框架，以阐明有特殊需要的大学生对技术的接受和利用。 � 说明 关于这个话题已经知道了什么 许多研究已经证明了移动工具和移动学习在特殊教育领域的重要性。 自决在促进独立性和社会参与方面具有极其重要的意义，可以赋予有特殊需要的个人权力，使他们能够获得信心，对自己的选择和行动负责。 Self-determination theory 强调为个人提供三项基本心理需要ーー自主、能力和关系ーー的支援，以促进健康发展的重要性。 这篇文章增加了什么 据作者所知，这项研究作为一个独特的贡献，在其领域内，由于其独特的特点。该模型得到了非常成功的结果及其在非常高的水平上阐明技术接受结构的能力的支持，为使有特殊需要的学生能够在特殊和包容性教育环境中有效地参与移动学习提供了一个强有力的理论框架。 研究 self-determination theory 如何提升特殊教育科技接受模式的解释力。 阐明了基本心理需求在采用移动学习中的重要意义，运用了有大量参与者的先进统计方法，提供了有价值的见解，促进了移动学习在特殊教育中的应用。 对实践和/或政策的影响 特殊教育环境应鼓励学生采取主动，作出选择，行使自主权，课程设计应包括学生作出选择的机会。 让学生成为设计过程的一部分，并通过优先考虑可定制的、用户友好的设计来强调可用性，这应该是教育技术的一个固有方面。 教育工作者和支助人员必须有培训和专业发展机会，以便有效地使用移动学习工具和创造包容性学习环境。

https://doi.org/10.1111/jcal.12986

《Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy》

《基于视频的建模实例和比较自我解释提示教学复杂的问题解决策略》

作者：Julius Meier · Julius Meier · P Hesse · Stephan Abele · Alexander Renkl · Inga Glogger‐Frey

英文摘要：Background In example-based learning, examples are often combined with generative activities, such as comparative self-explanations of example cases. Comparisons induce heavy demands on working memory, especially in complex domains. Hence, only stronger learners may benefit from comparative self-explanations. While static text-based examples can be compared easily, this is challenging for transient video-based modelling examples used in complex domains because simultaneous processing of two videos is not feasible. Objectives To allow for such comparisons, we combined video-based modelling examples with static representations (i.e., summarizing tables) of the observed optimal and a suboptimal solution of the problem-solving process. A comparative self-explanation prompt asked learners to compare the different solution approaches. Our study investigated the impact of video-based modelling examples versus independent problem-solving on cognitive load and problem-solving skill development. Moreover, we investigated the effects of comparative versus sequential self-explanation prompts, depending on learners' prior knowledge. Methods In an experiment, 118 automotive apprentices learned a car malfunction diagnosis strategy. Apprentices were divided into three groups: (1) modelling examples with comparative self-explanation prompts, (2) modelling examples with sequential prompts, and (3) no examples or prompts. Diagnostic knowledge and skills were assessed before and after the intervention. Cognitive load was measured retrospectively. Results and conclusions Despite no observed effects on cognitive load, modelling examples enhanced diagnostic knowledge and diagnostic skills with scaffolds, though not independent diagnostic skills without scaffolds. The need for more practice opportunities to foster independent diagnostic skills is assumed. Additionally, comparative prompts seem promising for learners with higher prior knowledge. Takeaways Video-based modelling examples were more beneficial for learning than practising to apply the diagnostic strategy. Static representations allow for comparisons of video examples and comparative prompts are promising for learners with higher prior knowledge (cf. expertise-reversal effect). Further research, especially on the effects on cognitive load, is necessary. Lay Description What is already known about the topic? Text and video examples that model how to solve a problem are widely used in education. Text examples often include self-explanation prompts that ask learners to compare several examples. For video examples, such comparison prompts have seldom been investigated, because comparisons are difficult to implement for transient videos. What does this paper add? This paper shows that video examples combined with static summaries of processes that have been shown in the video example are effective and allow for comparisons of video examples. Such comparisons seem to be more promising for learners with higher prior knowledge. Implications for practice Practitioners could combine video examples with static summaries of the processes shown in the video examples to allow for comparisons.

中文摘要：背景资料 在基于例子的学习中，例子常常与生成活动相结合，例如对例子的比较自我解释。比较对工作记忆的要求很高，尤其是在复杂的领域。因此，只有更强的学习者才能从比较自我解释中获益。虽然基于静态文本的示例可以很容易地进行比较，但这对于在复杂领域中使用的基于瞬态视频的建模示例来说是一个挑战，因为同时处理两个视频是不可行的。 � 目标 为了进行这样的比较，我们将基于视频的建模实例与观察到的最优解和问题解决过程的次优解的静态表示(即总结表格)结合起来。比较自我解释提示要求学习者比较不同的解决方法。我们的研究调查了基于视频的建模实例与独立解决问题对认知负荷和解决问题技能发展的影响。此外，我们还根据学习者的先验知识，研究了比较式自我解释提示和顺序式自我解释提示的效果。 � 方法 在一个实验中，118名汽车学徒学习了汽车故障诊断策略。学徒被分为三组: (1)用比较自我解释提示建模实例，(2)用顺序提示建模实例，(3)没有实例或提示。干预前后对患者的诊断知识和技能进行评估。回顾性测量认知负荷。 � 结果和结论 尽管没有观察到对认知负荷的影响，建模实例增强了诊断知识和支架诊断技能，但没有支架的独立诊断技能。假设需要更多的实践机会来培养独立的诊断技能。此外，比较提示对于具有较高先前知识的学习者来说似乎是有希望的。 � 外卖 基于视频的建模实例更有利于学习，而不是应用诊断策略的实践。静态表示允许比较视频例子和比较提示是有希望的学习者与更高的先验知识(参考专业知识反转效应)。进一步的研究，特别是对认知负荷的影响，是必要的。 � 说明 关于这个话题已经知道了什么？ 文本示例和视频示例在教学中得到了广泛的应用。 课文例子通常包括要求学习者比较几个例子的自我解释提示。 对于视频示例，很少研究这种比较提示，因为对于瞬态视频很难实现比较。 这张纸加了什么？ 本文证明了视频实例与视频实例中显示的过程的静态总结相结合是有效的，并且允许对视频实例进行比较。 这种比较似乎更有希望的学习者与较高的先验知识。 对实践的启示 从业人员可以将视频示例与视频示例中显示的过程的静态 结合起来，以便进行比较。

https://doi.org/10.1111/jcal.12991

《Individual differences in executive function affect learning with immersive virtual reality》

《执行功能的个体差异影响沉浸式虚拟现实学习》

作者：Alyssa P. Lawson · Richard E. Mayer

英文摘要：Background Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method Participants watched a lesson on ocean acidification either using a head-mounted display IVR device or a pre-recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion On a post-test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post-test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning. Lay Description What is already know about this topic Immersive virtual reality increases demands on cognition for learners. Immersive virtual reality for learning has inconsistent effects in prior research. Executive function and working memory capacity are important components in processing material while learning. What this paper adds Research focused on the role individual differences play in learning with technology. Using common cognitive assessments to understand the process of learning better. Implications for practice and/or policy Executive function predicted test score for an immersive virtual reality lesson. Use of immersive technology needs to take into account executive function to reduce potential inequity in learning.

中文摘要：背景资料 沉浸式虚拟现实技术(IVR)是一种能够激发学习者学习动机的新技术，同时也能够包含分散学习者注意力的因素，增加学习者的认知需求。相比之下，使用传统媒体学习，比如有叙述的幻灯片，可能不那么激励人心，但也不那么让人分心。 � 目标 本实验研究: (1)在什么情况下，执行功能和工作记忆能力在 IVR 和幻灯片教学中发挥作用; (2)人们是通过 IVR 更好地学习科学内容，还是通过有叙述的幻灯片教学。 � 方法 参与者可以使用海洋酸化头戴式显示器 IVR 设备或预先录制的旁白幻灯片观看有关头戴式显示器的课程。一周后，他们对这些材料进行了测试，并完成了评估执行功能和工作记忆能力的任务。 � 结果及结论 在后测中，IVR 和幻灯片教学没有差异，但在使用这两种媒体学习时，执行功能的作用存在差异。对于 IVR 学习的学生，执行功能与测试后分数显着相关，因此执行功能较强的学习者在测试后的表现优于执行功能较弱的学习者，而对于学习幻灯片课程的学生，执行功能和工作记忆能力与测试后分数没有显着相关。这项研究表明，在使用 IVR 进行学习时，了解学习者的注意控制如何影响他们的理解是非常重要的。 � 说明 关于这个主题已经知道什么 沉浸式虚拟现实增加了学习者的认知需求。 沉浸式虚拟现实学习在以往的研究中效果不一致。 执行功能和工作记忆能力是学习过程中材料加工的重要组成部分。 这篇文章增加了什么 研究集中在个体差异在技术学习中的作用。 利用常见的认知评估更好地理解学习过程。 对实践和/或政策的影响 执行函数预测沉浸式虚拟现实课程的考试成绩。 沉浸式技术的使用需要考虑到执行功能，以减少潜在的学习不平等。

https://doi.org/10.1111/jcal.12925

《Creating in the metaverse: An SSRL‐based collaborative painting approach to promote students' creativity, socially shared regulation and positive painting behaviours》

《在元宇宙中创作: 一个基于 SSRL 的协作绘画方法，以促进学生的创造力，社会共享的规则和积极的绘画行为》

作者：Jueqi Guan · Xiaofeng Wang · W. Wang · Jiong Zhu · Gwo‐Jen Hwang

英文摘要：Background Painting is the foundational expression across all art forms and is one of the key creative practices for fostering students' aesthetic ability and creativity within fine arts courses. Collaborative painting in the form of socially shared regulation of learning (SSRL) can be recognized as an effective strategy for enhancing creativity in both individual and group work. However, the absence of contextual experiences and collaborative spaces poses challenges for students in cultivating their creativity in painting. Objectives The present study explores students' creativity, socially shared regulation (SSR) and positive painting behaviours using an SSRL-based collaborative painting approach in the metaverse (Meta-CP). Methods Via a quasi-experimental design, a total of 40 Chinese students in fifth grade were recruited and were randomly divided into an experimental group and a control group, with 20 students utilizing the Meta-CP approach, while the remaining 20 students followed the conventional SSRL-based paper-and-brush collaborative painting (C-CP) approach. The Meta-CP approach not only offers an authentic painting context and a collaborative space but also facilitates the collaborative process through the SSRL framework. The data collection included students' creative tendency, painting works and painting process. Results and Conclusions The Meta-CP approach effectively enhances students' creativity concerning adventure, curiosity and imagination, as well as results in the creation of more distinctive and logical artistic works. Furthermore, the approach significantly improved the quality of students' SSR. Additionally, students utilizing the Meta-CP approach displayed more positive painting behaviours compared with those employing the C-CP approach. Lay Description What is already known about this topic: Collaborative painting is an effective strategy for enhancing creativity. Socially shared regulation of learning (SSRL) fosters collaborative learning. Students in collaborative painting may lack a contextual and synchronized painting space. The metaverse benefits in terms of contextual experiences and collaborative spaces. What this paper adds: Using an SSRL-based collaborative painting approach in the metaverse (Meta-CP) is effective in improving students' creativity. The Meta-CP approach has the potential to improve students' quality of socially shared regulation (SSR), and positive painting behaviours. Implications for practice and/or policy: The metaverse provides an immersive synchronized painting space for art education to stimulate students' creative potential. The metaverse with proper learning strategies (e.g., SSRL) provides an effective collaborative learning environment for creation.

中文摘要：背景资料 绘画是所有艺术形式的基本表现形式，是美术课程中培养学生审美能力和创造力的关键创造性实践之一。以社会共享学习规律(SSRL)的形式进行的协作绘画可以被认为是在个人和小组工作中提高创造力的有效策略。然而，缺乏情境体验和协作空间对学生绘画创造力的培养提出了挑战。 � 目标 本研究采用基于 SSRL 的元宇宙协作绘画方法，探讨学生的创造力、社会共享规律(SSR)和积极绘画行为。 � 方法 通过准实验设计，共招募了40名中国五年级学生，随机分为实验组和对照组，其中20名学生采用 Meta-CP 方法，其余20名学生采用传统的基于 SSRL 的纸笔协作绘画(C-CP)方法。Meta-CP 方法不仅提供了真实的绘画背景和协作空间，而且通过 SSRL 框架促进了协作过程。数据收集包括学生的创作倾向、绘画作品和绘画过程。 � 结果及结论 元 CP 教学法有效地提高了学生在冒险、好奇、想象等方面的创造力，使学生的艺术作品更具特色和逻辑性。此外，该方法显著提高了学生的 SSR 质量。此外，使用 Meta-CP 方法的学生比使用 C-CP 方法的学生表现出更积极的绘画行为。 � 说明 关于这一主题已知的情况: � 协作绘画是提高创造力的有效策略。 社会共享学习规则(SSRL)培养合作学习。 学生在协作绘画中可能缺乏一个情境和同步的绘画空间。 元宇宙在情境体验和协作空间方面的好处。 这篇论文补充道: � 使用基于 SSRL 的协作绘画方法在元宇宙(Meta-CP)中有效地提高了学生的创造力。 Meta-CP 方法有可能提高学生的社会共享调节(SSR)和积极的绘画行为的质量。 对实践和/或政策的影响: � 元宇宙为艺术教育提供了一个沉浸式的同步绘画空间，激发学生的创造潜能。 具备适当学习策略的元宇宙(例如 SSRL)为创作提供了一个有效的合作学习环境。

https://doi.org/10.1111/jcal.12961

《Does AI‐assisted creation of polyphonic music increase academic motivation? The DeepBach graphical model and its use in music education》

《人工智能辅助复调音乐的创作会增加学习动力吗？DeepBach 图形模型及其在音乐教育中的应用》

作者：N.A. Yuan

英文摘要：Abstract Background In the modern music industry, AI music generators have gained particular importance. The use of AI greatly simplifies the creation of polyphony. In addition, it can increase student motivation and interest. Aims This study focuses on the AI-assisted creation of polyphonic music. The purpose of this study is to determine how creating polyphony through the Deep Bach model impacts the academic motivation of music university students. Materials & Methods Achieving this goal is possible by conducting an experimental training program based on the use of the above-mentioned model. Results The results show that students in the experimental group have higher motivation than the control group participants. Therefore, AI-based music creation has the potential to become a new trend in music education. Implications The findings of this study can be useful for music education experts, providing empirical data on the effectiveness of AI in music education. The use of the data can ultimately improve the learning process. Future research can focus on developing alternative AI models as well as investigating their effectiveness in music education.

中文摘要： 背景资料 � 在现代音乐产业中，人工智能音乐生成器变得尤为重要。人工智能的使用极大地简化了复调音乐的创作。此外，它还可以提高学生的学习动机和兴趣。 � 目标 � 本研究的重点在于人工智能辅助复调音乐的创作。本研究旨在探讨深巴赫模式下创作复调音乐对音乐大学生学习动机的影响。 � 材料及方法 � 实现这一目标是可能的，进行一个实验性的培训计划的基础上使用上述模式。 � 结果 � 结果表明，实验组学生比对照组学生具有更高的学习动机。因此，基于人工智能的音乐创作有可能成为音乐教育的新趋势。 � 暗示 � 本研究结果可供音乐教育专家参考，为人工智能在音乐教育中的有效性提供实证数据。数据的使用可以最终改善学习过程。未来的研究可以集中在开发替代人工智能模型以及调查其在音乐教育中的有效性。

https://doi.org/10.1111/jcal.12957

《An augmented reality‐facilitated question‐prompt‐interaction‐evaluation approach to fostering students' case‐handling competence in technical and vocational education》

《采用扩增实境提问-即时互动-评估的方法，培养学生在技术和职业教育方面处理个案的能力》

作者：Chun‐Chun Chang

英文摘要：Background Cultivating students' problem-solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education. To this end, students are usually guided to complete the learning of workspace knowledge and skills by following the question, prompt, interaction and evaluation (QPIE) procedure. Objective In conventional instruction, when teachers present questions of real cases to students, most of the class time is spent on the demonstration of relevant techniques and prompts. Meanwhile, trainers in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. Therefore, the present study proposed an AR (Augmented Reality)-based QPIE training mode. Method To show the effectiveness of the proposed mode, this study recruited two classes of students from a technological university as the participants, and conducted an experiment using a unit of a professional training course. One class of 22 learners adopted the AR-QPIE training mode, while the other class of 22 learners used the conventional QPIE (C-QPIE) training mode. Results and Conclusions The results revealed that the AR-QPIE training mode enhanced learners' learning achievement, self-confidence, and several dimensions of learning perceptions more than the C-QPIE training mode. Besides, in terms of the evaluation of case-handling performance, the AR-QPIE training mode could also significantly enhance learners' memory, comprehension, judgement, and calculation abilities in comparison with the C-QPIE training mode. Yet, no significant differences in the application abilities could be found between the two groups. The proposed training mode of this study could train learners' case-handling performance, and improve their self-confidence in the workspace.

中文摘要：背景资料 培养学生在工作间解决问题的知识和技能，一直被视为技术和职业教育的首要目标。为此，通常引导学生按照问题、提示、互动和评价(QPIE)程序完成工作空间知识和技能的学习。 � 目的 在传统的教学中，当教师向学生提出实际案例的问题时，大部分的课堂时间都花在了演示相关的技巧和提示上。与此同时，传统教室中的培训师往往不得不同时指导多个学生，这使得提供个别指导变得具有挑战性。因此，本研究提出一个基于 AR (扩增实境)的 QPIE 培训模式。 � 方法 为了验证该模式的有效性，本研究选取了两个科技大学的学生班级作为研究对象，并利用一个专业培训课程单元进行了实验。一个班级的22名学习者采用 AR-QPIE 训练模式，而另一个班级的22名学习者采用传统的 QPIE (C-QPIE)训练模式。 � 结果及结论 结果表明，AR-QPIE 训练模式比 C-QPIE 训练模式更能提高学习者的学习成绩、自信心和学习知觉的几个维度。此外，在个案处理绩效评估方面，AR-QPIE 训练模式与 C-QPIE 训练模式相比，也能显著提高学习者的记忆、理解、判断和计算能力。然而，两组学生的应用能力并没有显著差异。本研究提出的训练模式可以训练学习者的个案处理能力，提高学习者在工作空间中的自信心。

https://doi.org/10.1111/jcal.13063

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