【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。

《‘Instructor in action’: Co‐design and evaluation of human‐centred LA‐informed feedback in MOOCs》

《“行动教师”: 在 MOOC 中共同设计和评估以人为中心的 LA 信息反馈》

作者：Paraskevi Topali · Ruth Cobos · Unai Agirre‐Uribarren · Alejandra Martínez‐Monés · Sara Villagrá‐Sobrino

英文摘要：Background Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed that a human-centred approach in the design of LA solutions can be beneficial. Yet, there is a scarcity of empirical studies discussing participatory approaches addressing LA for feedback in MOOCs. Paper Objectives We report a human-centred design, where an instructor and a tool developer employed a conceptual framework, named FeeD4Mi, to shape personalised LA-informed feedback in a MOOC. Methods The current study follows a qualitative interpretative approach to understand how the proposed conceptual framework FeeD4Mi served the MOOC instructor and the tool developer to design feedback interventions and re-design an existing LA tool, respectively. Results and Conclusions The results showed that FeeD4Mi helped the tool developer to create a contextualised LA tool, named edX-LIMS+. edX-LIMS+ allowed the instructor to monitor and assist struggling MOOC learners in a timely manner. Additionally, FeeD4Mi successfully guided the course instructor in designing and delivering personalised interventions. Yet, the feedback design process was perceived as time-demanding, an issue we plan to address in our future work. Takeaways The current study extends the existing empirical research about employing human-centred approaches for the design of LA-driven interventions. Moreover, this study advances the theory of scalable feedback tactics, through a conceptual framework that aims to guide MOOC instructors during the definition of feedback interventions. We envision that this research contributes to promoting participatory approaches for designing, delivering, and evaluating LA-informed feedback interventions in authentic contexts.

中文摘要：背景资料 大规模开放式在线课程(MOOC)的个性化和及时的反馈由于学习者的大规模和多样化需求而受到阻碍。学习分析(LA)可以支持可扩展的干预措施，然而它们往往缺乏教学和背景基础。先前的研究声称，在 LA 解决方案的设计中，以人为中心的方法是有益的。然而，在网络公开课中，很少有实证研究讨论如何通过参与式方法解决学习策略的反馈问题。 � 文件目的 我们报告了一个以人为中心的设计，其中一个教师和一个工具开发人员雇用了一个名为 Feed4Mi 的概念框架，在一个 MOOC 中形成了个性化的基于 LA 的反馈。 � 方法 目前的研究遵循一种定性的解释方法来理解提议的概念框架 Feed4Mi 如何分别为 MOOC 讲师和工具开发人员设计反馈干预和重新设计现有的 LA 工具。 � 结果及结论 结果表明，FeeD4Mi 帮助工具开发人员创建了一个上下文化的 LA 工具，命名为 edX-LIMS + 。EdX-LIMS + 允许教师及时监控和帮助在 MOOC 中苦苦挣扎的学习者。此外，FeeD4Mi 成功地指导了课程教师设计和提供个性化的干预措施。然而，反馈设计过程被认为是需要时间的，我们计划在未来的工作中解决这个问题。 � 外卖 目前的研究扩展了现有的实证研究，即采用以人为中心的方法来设计由 LA 驱动的干预措施。此外，本研究提出了可扩展反馈策略的理论，通过一个概念框架，旨在指导 MOOC 教师在定义反馈干预的过程中。我们设想，这项研究有助于促进参与式方法的设计，提供和评估 LA 信息反馈干预在真实的情况下。

https://doi.org/10.1111/jcal.13057

《Examining students' self‐regulated learning processes and performance in an immersive virtual environment》

《在沉浸式虚拟环境中检验学生的自我调节学习过程和表现》

作者：Yifan Li · Jueqi Guan · Xiaofeng Wang · Qu CHEN · Gwo‐Jen Hwang

英文摘要：Background Self-regulated learning (SRL) is a predictive variable in students' academic performance, especially in virtual reality (VR) environments, which lack monitoring and control. However, current research on VR encounters challenges in effective interventions of cognitive and affective regulation, and visualising the SRL processes using multimodal data. Objectives This study aimed to analyse multimodal data to investigate the SRL processes (behaviour, cognition and affective states) and learning performance in the VR environment. Methods This study developed a VR-based immersive learning system that supports SRL activities, and conducted a pilot study in an English for Geography course. A total of 21 undergraduates participated. Face tracker, electroencephalography, and learning logs were used to gather data for learning behaviour, cognition and affective states in the VR environment. Results and Conclusions First, the study identified three categories of learners (HG, MG and LG) within the VR environment who presented different behavioural engagement and SRL strategies. The HG exhibited the highest level of cognition and affective states, which resulted in superior performance in terms of vocabulary acquisition and retention. The MG, despite possessing a higher level of cognition, performed inadequately in other aspects, leading to no difference in vocabulary acquisition and retention from the LG. By collecting and mining multimodal data, this study helps to enrich the visual analysis of SRL processes. In addition, the results of this study help to dissect the problems of students' SRL in a VR learning environment. Furthermore, this study provides a theoretical basis and reference for the study of SRL development in immersive learning environments.

中文摘要：背景资料 自我调节学习(SRL)是学生学习成绩的预测变量，尤其是在缺乏监控的虚拟现实环境中。然而，目前对虚拟现实的研究在认知和情感调节的有效干预以及利用多模态数据可视化 SRL 过程方面遇到了挑战。 � 目标 本研究旨在分析虚拟现实环境下的多模态数据，探讨虚拟现实环境下的 SRL 过程(行为、认知和情感状态)及学习绩效。 � 方法 本研究开发了一个基于虚拟现实的沉浸式学习系统，支持 SRL 活动，并进行了英语地理课程的试点研究。共有21名大学生参加。人脸跟踪器、脑电图和学习日志被用来收集虚拟现实环境中学习行为、认知和情感状态的数据。 � 结果及结论 首先，本研究确定了虚拟现实环境中的三类学习者(HG、 MG 和 LG) ，他们表现出不同的行为参与和 SRL 策略。HG 表现出最高水平的认知和情感状态，在词汇习得和记忆方面表现优异。MG 虽然具有较高的认知水平，但在其他方面表现不佳，导致 LG 在词汇习得和词汇记忆方面没有差异。通过收集和挖掘多模态数据，本研究有助于丰富 SRL 过程的可视化分析。此外，本研究结果有助于剖析虚拟现实学习环境下学生学习策略的问题。此外，本研究也为沉浸式学习环境下的自主学习发展研究提供了理论依据和参考。

https://doi.org/10.1111/jcal.13047

《Explaining trace‐based learner profiles with self‐reports: The added value of psychological networks》

《用自我报告解释基于跟踪的学习者概况: 心理网络的附加价值》

作者：Jelena Jovanović · Dragan Gašević · Lixiang Yan · Graham Baker · Andrew Murray · Danijela Gasevic

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.12968

《Learning Newtonian mechanics with an intrinsically integrated educational game》

《通过内在整合的教育游戏学习牛顿运动定律》

作者：Anne van der Linden · Rfg Ralph Meulenbroeks · Wouter van Joolingen

英文摘要：Background Research on cognitive effects of educational games in general shows promising results. However, there are large variations in learning outcomes between individual educational games. Research on the design process and different design elements of educational games has led to some interesting directions, but some design aspects remain unclear. Objectives We examined how an educational game designed on the basis of intrinsic integration theory, based on a strong alignment between game and learning goals, supports the learning of Newtonian mechanics. Methods This study applied a mixed-methods approach (N = 223). A pre- and post-test design was used to examine possible learning and transfer effects fostered by playing the educational game, Newton's Race. To examine how players played the game, log data for each player were digitally recorded during gameplay. Results and Conclusions Our findings demonstrated a significant positive learning effect of Newton's Race (p = 0.003, d = 0.201). This can be explained through the acquired log data. Log data show that players' gameplay mostly matched expected learning during the game, with physically correct game settings occurring more and more as gameplay progressed. The ability to transfer learned knowledge to other situations was shown to be limited to situations closely resembling the game environment. Implications Similarly, designed intrinsically integrated games on different (physics) subjects could also foster learning in a relative short time. To foster transfer to other situations we propose embedding the game within other instructional activities.

中文摘要：背景资料 对教育游戏认知效应的研究总体上取得了令人鼓舞的成果。然而，不同的教育游戏在学习效果上存在很大的差异。对教育游戏的设计过程和不同的设计元素的研究已经导致了一些有趣的方向，但是一些设计方面仍然不清楚。 � 目标 我们研究了一个基于内在整合理论设计的教育游戏，该游戏基于游戏和学习目标之间的强烈一致性，如何支持牛顿运动定律的学习。 � 方法 本研究采用混合方法(N = 223)。测试前和测试后的设计被用来检查可能的学习和转移效果培养的教育游戏，牛顿的种族。为了检查玩家是如何玩游戏的，每个玩家的日志数据在游戏过程中被数字化记录下来。 � 结果及结论 我们的研究结果显示牛顿种族对学习有显著的正向影响(p = 0.003，d = 0.201)。这可以通过获取的日志数据来解释。日志数据显示，玩家的游戏玩法大多符合游戏期间的预期学习，随着游戏的进展，物理上正确的游戏设置出现得越来越多。将所学知识转移到其他情况的能力被证明仅限于与游戏环境非常相似的情况。 � 暗示 同样，设计不同(物理)学科的内在整合的游戏也可以在相对较短的时间内促进学习。为了促进转移到其他情况下，我们建议将游戏嵌入到其他教学活动中。

https://doi.org/10.1111/jcal.12966

《‘Can I code?’ Exploring rural fifth‐grade girls' programming self‐efficacy and interest in a developing country》

《“我能编程吗?”探索发展中国家农村五年级女生的编程自我效能和兴趣》

作者：Yanjia Liu · Chao Qin · Hao He

英文摘要：Background The world is moving towards digitalization and intelligence. Programming has become an essential development competency. Even though many countries are currently making great efforts to expand programming education, the programming education in these countries shows an imbalance in geographical and gender dimensions. We found that few studies paid attention to rural girls' programming learning in developing countries. Objectives This study focuses on programming learning among rural girls in a developing country (China) from an educational equity perspective. We investigated the level and the changes in these girls' self-efficacy and interest in programming. Methods We conducted a three-month (12-week) semester of programming teaching for rural fifth-grade girls. Two rounds of data collection were conducted at the mid-semester (first-measure) and the end of the semester (second-measure), with semi-structured interviews at the end of the semester. Results and conclusions The results showed that rural girls' programming self-efficacy was at a moderate-to-high level and remained stable, but there were no gender differences in programming self-efficacy between boys and girls in the second-measure. Girls' self-efficacy was positively correlated with interest, and programming education could help girls to increase their interest in programming, but boys and girls did not show gender differences in their programming interest in second-measure. Interestingly, we found that girls' perceived programming knowledge acquisition was significantly higher than overall programming efficacy. Takeaways These findings provide meaningful implications for programming education in less developed areas and female early programming education.

中文摘要：背景资料 世界正在走向数字化和智能化。编程已经成为一种基本的开发能力。尽管许多国家目前正在努力扩大方案编制教育，但这些国家的方案编制教育在地域和性别方面存在不平衡。我们发现，很少有研究关注发展中国家农村女孩的程序设计学习。 � 目标 本研究从教育公平的角度探讨了发展中国家(中国)农村女孩的程序设计学习问题。我们调查了这些女孩在编程自我效能感和兴趣方面的水平和变化。 � 方法 我们对农村五年级的女生进行了为期三个月(12周)的程序设计教学。在学期中期(第一阶段)和学期末(第二阶段)进行了两轮数据收集，并在学期末进行了半结构化访谈。 � 结果和结论 结果表明，农村女孩编程自我效能感处于中高水平并保持稳定，但在第二个测量项目中，男女生编程自我效能感没有性别差异。女生的自我效能感与兴趣呈正相关，程序设计教育有助于提高女生对程序设计的兴趣，但男生和女生在程序设计兴趣方面并未表现出性别差异。有趣的是，我们发现女生感知的编程知识获得显著高于整体编程效能。 � 外卖 这些调查结果对欠发达地区的方案拟订教育和女性早期方案拟订教育提供了有意义的启示。

https://doi.org/10.1111/jcal.12964

《Factors influencing students' listening learning performance in mobile vocabulary‐assisted listening learning: An extended technology acceptance model》

《移动词汇辅助听力学习中影响学生听力学习成绩的因素: 一个扩展的技术接受模型》

作者：Hui‐Tzu Hsu · Chih‐Cheng Lin

英文摘要：Background Behavioural intention (BI) has been predicted using other variables by adopting the technology acceptance model (TAM). However, few studies have examined whether BI can predict learning performance. Objectives The present study used an extended TAM to investigate whether students' BI is a predictor of their listening learning performance (LLP) through vocabulary learning performance (VLP) in the context of mobile vocabulary-assisted listening learning by using two mobile learning tools. Methods A total of 129 college students with a pre-intermediate level of English were recruited as participants, and a 10-week mobile vocabulary-assisted, listening-learning course was conducted in 2022. In each task of this course, the students had to learn target words from a listening passage on Quizlet and then engage in listening activities on Randall's ESL Cyber Listening Lab. Quantitative responses obtained through an online questionnaire were analysed through partial-least-squares structural equation modelling. Results The analysis results indicated that BI significantly predicted LLP through VLP. Perceived ease of use (PEU) and perceived usefulness (PU) were significant antecedents of BI. However, PEU did not significantly predict PU because of the difficulty of navigating between the two technological tools used in this study. The extended model demonstrated its effectiveness in explaining listening learning performance, as evidenced by an explained variance (R2) of 69%. Conclusion The extended model validates the influence of BI on learning performance and it can also draw teachers' focus toward the significance of enhancing students' BI to improve their listening learning performance. Pedagogical implications based on the results are provided in this paper.

中文摘要：背景资料 采用技术接受模型(TAM) ，利用其他变量对行为意图进行预测。然而，很少有研究检验 BI 是否能预测学习绩效。 � 目标 本研究采用扩展的 TAM 方法，通过两种移动词汇辅助听力学习工具，考察了在移动词汇辅助听力学习环境下，学生的 BI 是否能够通过词汇学习成绩(VLP)来预测其听力学习成绩(LLP)。 � 方法 共有129名英语水平达到中级水平的大学生参加了此项研究，并于2022年开展了为期10周的流动词汇辅助听力学习课程。在本课程的每个任务中，学生必须从 Quizlet 的听力文章中学习目标单词，然后在兰德尔的 ESL 网络听力实验室参与听力活动。通过偏最小二乘结构方程模型分析了通过在线问卷获得的定量答复。 � 结果 分析结果表明，BI 通过 VLP 显著地预测了 LLP。易用性感知(PEU)和有用性感知(PU)是商业智能的重要前因。然而，由于在本研究中使用的两种技术工具之间导航的困难，PEU 并不能显著预测 PU。扩展模型在解释听力学习成绩方面显示了有效性，解释方差(R2)为69% 。 � 结论 该扩展模型验证了 BI 对学习成绩的影响，也可以引导教师关注提高学生 BI 对提高听力学习成绩的重要意义。本文提供了基于研究结果的教学启示。

https://doi.org/10.1111/jcal.12969

《Students' reflections on their experience with ChatGPT》

《学生对 ChatGPT 经验的反思》

作者：Josef Šedlbauer · Jan Činčera · Martin Slavík · Adéla Hartlová

英文摘要：Background The emergence of Generative Artificial Intelligence has brought a number of ethical and practical issues to higher education. Solid experimental evidence is yet inadequate to set the functional rules for the new technology. Objectives The objective of this study is to analyse the experience of undergraduate students’ interaction with ChatGPT and contribute to identifying the problems arising from the widespread use of artificial intelligence. Methods Junior university students (N = 25) were assigned the task of working on their seminar essays with the aid of ChatGPT. Most students were novices with this tool (the study was conducted in the spring of 2023). Their essays were analysed qualitatively, according to the principles of the general inductive approach. Results and Conclusions The initial attitudes towards artificial intelligence were almost equally distributed from enthusiastic to indifferent and cautious, with one student refusing to interact with the chatbot on ideological grounds. After the first experience, most of the students declared themselves adopters of the new technology. We have found some evidence for enhancing critical thinking competence when using ChatGPT, as well as examples of unquestioned reliance on its outputs. The tendency to personification of the chatbot was apparent in the students' essays. Implications The findings show how easily the students embrace artificial intelligence and suggest a failure of any attempts for its strict regulation. This, on the other hand, underlines the need for emphasis on personal and research-oriented approaches in teaching and learning.

中文摘要：背景资料 生成性人工智能的出现给高等教育带来了一系列的伦理和实践问题。可靠的实验证据还不足以为新技术设定功能规则。 � 目标 本研究的目的是分析大学生与 ChatGPT 互动的经验，并有助于找出人工智能广泛使用所引起的问题。 � 方法 在 ChatGPT 的帮助下，25名大专学生被分配完成研讨论文的任务。大多数学生是使用这个工具的初学者(这项研究是在2023年春季进行的)。根据一般归纳法的原则，对他们的文章进行了定性分析。 � 结果及结论 最初对人工智能的态度几乎是平均分布的，从热情到冷漠和谨慎，其中一名学生以意识形态为由拒绝与聊天机器人互动。在第一次体验之后，大多数学生宣布自己是新技术的采用者。我们发现了一些证据，提高批判性思维能力时使用 ChatGPT，以及毫无疑问的依赖其输出的例子。在学生的论文中，聊天机器人的拟人化倾向十分明显。 � 暗示 研究结果显示，学生们是多么容易接受人工智能，并表明任何严格规范人工智能的尝试都是失败的。另一方面，这强调了在教与学中强调个人和以研究为导向的方法的必要性。

https://doi.org/10.1111/jcal.12967

《Exploring an effective automated grading model with reliability detection for large‐scale online peer assessment》

《基于信度检测的大规模在线同伴评价自动分级模型研究》

作者：Zhou Lin · Huang Yan · Li Zhao

英文摘要：Background Peer assessment has played an important role in large-scale online learning, as it helps promote the effectiveness of learners' online learning. However, with the emergence of numerical grades and textual feedback generated by peers, it is necessary to detect the reliability of the large amount of peer assessment data, and then develop an effective automated grading model to analyse the data and predict learners' learning results. Objectives The present study aimed to propose an automated grading model with reliability detection. Methods A total of 109,327 instances of peer assessment from a large-scale teacher online learning program were tested in the experiments. The reliability detection approach included three steps: recurrent convolutional neural networks (RCNN) was used to detect grade consistency, bidirectional encoder representations from transformers (BERT) was used to detect text originality, and long short-term memory (LSTM) was used to detect grade-text consistency. Furthermore, the automated grading was designed with the BERT-RCNN model. Results and Conclusions The effectiveness of the automated grading model with reliability detection was shown. For reliability detection, RCNN performed best in detecting grade consistency with an accuracy rate of 0.889, BERT performed best in detecting text originality with an improvement of 4.47% compared to the benchmark model, and LSTM performed best with an accuracy rate of 0.883. Moreover, the automated grading model with reliability detection achieved good performance, with an accuracy rate of 0.89. Compared to the absence of reliability detection, it increased by 12.1%. Implications The results strongly suggest that the automated grading model with reliability detection for large-scale peer assessment is effective, with the following implications: (1) The introduction of reliability detection is necessary to help filter out low reliability data in peer assessment, thus promoting effective automated grading results. (2) This solution could assist assessors in adjusting the exclusion threshold of peer assessment reliability, providing a controllable automated grading tool to reducing manual workload with high quality. (3) This solution could shift educational institutions from labour-intensive grading procedures to a more efficient educational assessment pattern, allowing for more investment in supporting instructors and learners to improve the quality of peer feedback.

中文摘要：背景资料 同伴评价在大规模网络学习中发挥着重要作用，它有助于提高学习者网络学习的有效性。然而，随着数字评分和同伴语篇反馈的出现，有必要检测大量同伴评价数据的可靠性，进而建立有效的自动评分模型来分析数据并预测学习者的学习效果。 � 目标 本研究旨在提出一个具有可靠性检测的自动分级模型。 � 方法 实验共测试了来自大型教师在线学习项目的109,327个同伴评价实例。可靠性检测方法包括三个步骤: 使用递归卷积神经网络(RCNN)检测年级一致性，使用变压器双向编码器表示(BERT)检测文本原创性，使用长短期记忆(LSTM)检测年级-文本一致性。此外，采用 BERT-RCNN 模型设计了自动评分系统。 � 结果及结论 结果表明，可靠性检测的自动分级模型是有效的。在可靠性检测方面，RCNN 在检测等级一致性方面表现最好，准确率为0.889，BERT 在检测文本原创性方面表现最好，与基准模型相比提高了4.47% ，LSTM 在检测等级一致性方面表现最好，准确率为0.883。此外，可靠性检测的自动分级模型取得了良好的性能，准确率为0.89。与未进行可靠性检测相比，提高了12.1% 。 � 暗示 研究结果表明，可靠性检测的自动评分模型在大规模同伴评价中是有效的，具有以下意义: (1)引入可靠性检测有助于过滤出同伴评价中的低可靠性数据，从而促进有效的自动评分结果。(2)该解决方案有助于评估者调整同行评估可靠性的排除阈值，提供一个可控的自动评分工具，以高质量地减少人工工作量。(3)这种解决方案可以使教育机构从劳动密集型的评分程序转向更有效的教育评估模式，允许更多的投资支持教师和学习者，以提高同伴反馈的质量。

https://doi.org/10.1111/jcal.12970

《Blended learning in rural K‐12 education: Stakeholder dynamics and recommendations》

《农村 k-12教育的混合学习: 利益相关者的动态和建议》

作者：Valeria Henríquez · Isabel Hilliger

英文摘要：Background With the growing integration of technology in education, the adoption of blended learning (b-learning) has gained attention. B-learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K-12 education, particularly in rural settings. Objectives This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K-12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods We performed a content analysis of grey literature documents detailing the implementation of b-learning in K-12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b-learning adoption in these contexts. Results and Conclusions The study identifies pivotal stakeholders for effective b-learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b-learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning.

中文摘要：背景资料 随着科技日益融入教育，混合学习学习(b-learning)的应用越来越受到重视。B 学习将传统的课堂教学与网络教学结合起来，具有提高学生成果和教育效率的潜力。然而，目前的研究主要集中在城市地区的高等教育机构，造成了了解其对 K-12教育的影响的空白，特别是在农村地区。 � 目标 这项定性研究旨在通过解决影响混合学习采用的主要利益相关者，并确定影响其成功的主要因素，提出在农村 K-12地区成功实施的建议。 � 方法 本研究采用内容分析的方法，以灰色文献资料为依据，详细分析了 b-learning 在 K-12教育中的实施情况。此外，对南美洲农村学校的教师、校长和专家等关键利益相关者的访谈，可以深入了解在这些情况下采用 b-learning 的挑战和前景。 � 结果及结论 该研究确定了有效实施 b-learning 的关键利益攸关方，概述了他们的作用，并解决了农村环境中固有的挑战。提出了促进发展中国家 b-learning 实施的建议。这项研究强调了让政府机构、学校领导、教育工作者、学生和家庭等不同利益相关者参与的重要性，以确保采取全面和有效的混合学习。

https://doi.org/10.1111/jcal.12963

《TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials》

《创新型物理教学材料设计中的 TPACK 表达模式》

作者：Hyojoon Kim · Jinwoong Song · Sangwoo Ha

英文摘要：Background TPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre-service teachers are rare. Objectives This study investigates technology integration in innovative physics teaching and learning materials designed by pre-service teachers and the manifestation of technological pedagogical content knowledge (TPACK) in empirical cases. Methods We qualitatively extracted the components of PCK, TPK, and TCK from the innovative physics teaching and learning materials developed by 22 pre-service teachers in their fourth year at a teachers' college in South Korea. We scored them based on the new evaluation criteria established in this study. Results and Conclusions Based on the materials, we identified three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating. This study identifies teachers' level of TK and integrates it with TPACK expression. Results confirm the connection between TK and TCK and show that a strong PCK can serve as a basis for TPK. The TPACK expression pattern can help achieve balanced development of TPACK in teacher education.

中文摘要：背景资料 TPACK 是一个被广泛使用的评估教师在教育技术整合能力的框架。然而，以往的研究表明，不同的解释 TPACK 元素之间的关系。通过检查职前教师的实践来评估 TPACK 表现的定性研究很少。 � 目标 本研究旨在探讨职前教师设计的物理创新教材中的技术整合，以及技术教学内容知识(TPACK)在实证案例中的表现形式。 � 方法 我们从韩国一所师范学院的22名职前教师在第四年开发的创新物理教学材料中定性地提取了 PCK、 TPK 和 TCK 的组成部分。我们根据本研究建立的新评价标准对他们进行评分。 � 结果及结论 在此基础上，我们确定了三种类型的技术集成: 学习材料提供、学习活动提供和虚拟实验创建。本研究对教师的传统知识水平进行了识别，并将其与 TPACK 表达进行了整合。结果证实了 TK 和 TCK 之间的联系，表明强 PCK 可以作为 TPK 的基础。TPACK 表达模式有助于实现教师教育中 TPACK 的均衡发展。

https://doi.org/10.1111/jcal.12965

《Mindfulness in a digital math learning game: Insights from two randomized controlled trials》

《数字数学学习游戏中的正念: 来自两个随机对照试验的见解》

作者：Enikő Orsolya Bereczki · Zsófia K. Takács · J. Elizabeth Richey · Huy A. Nguyen · Michael Mogessie · Bruce M. McLaren

英文摘要：Background Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low-cost, scalable way to induce mindfulness and boost game-based learning, yet this approach remains unexplored. Objectives We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story-enriched active control, or mindfulness-enriched condition. Trait mindfulness, learning gains, and in-game problem-solving (including problem-solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results Findings showed no significant differences in learning gains, problem-solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness-enriched game led to more correct answers after errors than jokes in the story-enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game-based instruction. We highlight barriers and future directions for fostering mindfulness through computer-based instruction in classrooms.

中文摘要：背景资料 正念实践提高了执行功能技能和学术成就，激发了将正念干预纳入教育的兴趣。将正念练习嵌入到数字数学游戏中，可能会提供一种低成本、可扩展的方法来诱导正念，并促进基于游戏的学习，但这种方法仍未被探索。 � 目标 我们研究了在数字化数学学习游戏中整合正念练习的学习益处，并考察了学生的特质正念如何可能调节结果。 � 方法 研究人员对来自美国六所公立学校的404名五年级和六年级学生进行了两项课堂研究(nStudy 1 = 227，nStudy 2 = 177)。两个随机对照实验分配给学生三个条件之一: 被动控制(玩数字学习游戏小数点) ，故事丰富的主动控制，或正念丰富的条件。特质正念、学习收获和游戏中的问题解决(包括问题解决持续时间、错误计数和提醒后的正确性)被评估。研究2包括一个操作检查，以更好地了解正念干预的效果。 � 结果 研究结果表明，在学习收益，解决问题的持续时间或错误计数的条件之间没有显着差异。学生的特质正念不会影响这些结果。在富含正念的游戏中，正念提醒比富含故事的游戏中的笑话在出错后得到更正确的答案。研究2显示，我们未能通过正念诱导来诱导更高的状态正念。 � 结论 正念提示对于在游戏过程中经历挫折的学生来说尤其有益，因此需要对基于数字游戏的教学进行更多的探索。我们强调通过计算机教学培养正念的障碍和未来方向。

https://doi.org/10.1111/jcal.12971

《Primary school students' perceptions and developed artefacts and language from learning coding and computational thinking using the 3C model》

《小学生透过使用3-C 模式学习编码和计算思维，发展他们的知觉和文物及语言》

作者：David Martin · Peter M. Curtis · Petrea Redmond

英文摘要：Background A resurgence in teaching coding in primary school classrooms has led to a pedagogical swing towards using physical computing and coding to develop students' use of algorithms, computational thinking, and problem-solving skills. Two obstacles impede the optimal development of these objectives: the availability of a suitable pedagogy and an instructional sequencing model for primary school teachers to effectively present coding and computational thinking concepts and skills to students in alignment with their developmental stage. Objective This study aims to address both obstacles by introducing the 3C Model, a newly developed instructional sequence grounded in established pedagogies and designed to effectively teach coding and computational thinking skills to primary school students based on their developmental stage. Methods The qualitative study employed two data sources to triangulate findings, using: (1) semi-structured interviews and thematic analysis to investigate 11 primary school students' perceptions of their learning experiences with the 3C Model, and (2) researcher observations along with reflections of the students' developed and demonstrated learning through the method of knowing-in-action, reflection-in-action, and reflection-on-action. Results and Conclusions The findings of this study fill a gap in the existing literature by demonstrating that the pedagogical and sequential approach embedded in the 3C Model not only enhanced students' engagement levels but also resulted in improved curriculum learning outcomes. The 3C Model provides teachers with a coherent and age-appropriate instructional structure. It uses physical computing devices and digital coding platforms to introduce coding concepts, furthering the development of computational thinking skills in primary school students beyond mere procedural and rote learning. Implications The study holds important implications for practical applications, as it addresses an absence in the literature of an established pedagogy and instructional sequencing model for effectively teaching coding and computational thinking concepts and skills to primary school students. Drawing on established pedagogical and developmental learning theories, the 3C Model provides primary school teachers with an engaging, age-appropriate instructional method that avoids decontextualised teaching and surface-based learning. Instead, it encourages collaborative student work and contextualised learning, steering away from isolated and generic approaches.

中文摘要：背景资料 小学课堂编码教学的复兴，促使教学转向使用物理计算和编码来培养学生使用算法、计算思维和解决问题的技能。有两个障碍妨碍这些目标的最佳发展: 一是有适当的教学法和教学排序模式，让小学教师能有效地按学生的发展阶段，向他们介绍编码和计算思维的概念和技巧。 � 目的 这项研究旨在透过引入3-C 模式，以解决这两方面的障碍。3-C 模式是一套新发展的教学程序，以现行教学法为基础，旨在有效地根据小学生的发展阶段，向他们传授编码和计算思维技巧。 � 方法 定性研究采用两个数据源对研究结果进行三角分析: (1)使用3C 模型对11名小学生的学习经历进行了半结构化访谈和主题分析; (2)研究者通过行动中的知道、行动中的反思和行动中的反思方法对学生已发展和表现的学习进行了观察和反思。 � 结果及结论 这项研究的结果填补了现有文献中的空白，表明嵌入在3C 模型中的教学法和顺序教学法不仅提高了学生的参与水平，而且改善了课程学习成果。3C 模式为教师提供了一个连贯和适合年龄的教学结构。它利用物理电脑设备和数码编码平台介绍编码概念，促进小学生计算思维技能的发展，而不只是简单的程序化和死记硬背。 � 暗示 这项研究对实际应用具有重要意义，因为它解决了文献中缺乏有效教授小学生编码和计算思维概念和技能的既定教学法和教学顺序模式的问题。“3C 模式”借鉴现有的教学法和发展性学习理论，为小学教师提供一种有吸引力的、适合不同年龄的教学方法，避免脱离语境的教学和表层学习。相反，它鼓励学生合作学习和情境化学习，避免孤立和一般的方法。

https://doi.org/10.1111/jcal.12972

《The effect of settings, educational level and tools on computer‐assisted pronunciation training: A meta‐analysis》

《设置、教育水平和工具对计算机辅助语音训练的影响: 荟萃分析》

作者：Asma Almusharraf · Hassan Saleh Mahdi · Haifa Al‐Nofaie · Amal Aljasser

英文摘要：Background study Computer-assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts. Objectives This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools. Methods The meta-analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results. Results The findings of the meta-analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size. Conclusions The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills.

中文摘要：背景研究 计算机辅助语音训练(CAPT)已经成为第二语言语音学习的重要资源。CAPT 为学习者在多种语境下通过真实的学习活动掌握二语发音提供了多种多样的机会。 � 目标 本研究提出了一个全面的概述，以检查使用计算机在学习发音在不同的环境和不同的教育水平在不同的工具的帮助下的总体效果。 � 方法 荟萃分析包括31项主要研究，报告从实验组与对照组设计获得的结果。这些研究报告了42个效应大小的结果。 � 结果 元分析的结果表明，在学习发音中使用 CAPT 有一个总体的中等效应大小。同样，结果表明，在教室内使用 CAPT 具有较大的效应量。结果还表明，CAPT 在学校和其他正规学习环境(如语言学院)中的使用具有较大的效应量。CAPT 在大学中的应用效果处于中等水平。结果还表明，使用视频学习发音有一个较大的效应大小，而其他工具有一个中等效应大小。 � 结论 研究结果有助于了解 CAPT 的整体效果，并为教育工作者和从业人员提供参与设计有效的教学策略，以提高二语发音技能的启示。

https://doi.org/10.1111/jcal.12974

《Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach》

《提高对话协作解决问题的参与公平性: 一种参与式视觉学习分析方法》

作者：Liru Hu · Gaowei Chen · Jiajun Wu

英文摘要：Background The existing research on dialogue-based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental to ensuring the efficacy of dialogic teaching and learning. Objectives In this study, participation equity refers to a condition in which participation itself and opportunities to participate are fairly distributed among participants and all participants are equally listened to and respected. We designed a technology-enhanced participatory visual learning analytical approach to promote equitable participation in dialogic collaborative problem solving from four dimensions: participation (i.e., ensuring equal contributions from all participants), opportunity (i.e., promoting equal engagement with others), responsiveness (i.e., encouraging equal attentiveness and responsiveness to others' input), and respect (i.e., cultivating a respectful communication style). Methods The intervention class of fourth-grade students (n = 59) interacted with a participatory visual learning analytical tool to reflect on their participation equity and learn productive peer talk moves to address equity issues concerning the four dimensions, while a comparison class (n = 59) only received simple feedback on participation and respect. Results The results indicated that equal participation rates among group members were insufficient to secure participation equity. The intervention was effective in helping students realize and address equity-related issues. Intervention students were more equitable regarding responsiveness and participation opportunity than the comparison students. Conclusions The proposed multidimensional participation equity framework has the potential to deepen the understanding of equity and promote equitable learning interactions.

中文摘要：背景资料 现有关于对话式学习和教学的研究主要强调其产生生产性教育成果的能力，但往往忽视了参与公平这一关键因素，而这一因素对于确保对话式教学和学习的效力至关重要。 � 目标 在本研究中，参与公平是指参与本身和参与机会在参与者之间公平分配，所有参与者都得到平等的倾听和尊重。我们设计了一个技术强化的参与式视觉学习分析方法，从四个维度促进公平参与对话协作解决问题: 参与(即，确保所有参与者的平等贡献) ，机会(即，促进与他人的平等参与) ，响应(即，鼓励对他人的投入平等关注和响应)和尊重(即，培养尊重的沟通风格)。 � 方法 四年级学生(n = 59)的干预班与参与性视觉学习分析工具相互作用，以反映他们的参与公平性，并学习有效的同伴谈话动作，以解决与四个维度有关的公平问题，而比较班(n = 59)只收到关于参与和尊重的简单反馈。 � 结果 结果表明，群体成员之间的平等参与率不足以保证参与的公平性。干预措施有效地帮助学生认识和解决与公平有关的问题。干预组学生在反应性和参与机会方面比对照组学生更公平。 � 结论 拟议的多层面参与公平框架有可能加深对公平的理解，促进公平的学习互动。

https://doi.org/10.1111/jcal.12975

《Enhance adult students' online knowledge construction: Exploring effective instructional designs and addressing barriers》

《加强成人学生网络知识建设: 探索有效的教学设计，克服障碍》

作者：Yu‐Chi Ho

英文摘要：Background Study Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan. Objectives This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process. Methods This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open-ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage. Results and Conclusion The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher-led interim summaries, pose Socratic questions, and incorporate problem-solving projects can promote higher-level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher-order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation. Limitation The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action-research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.

中文摘要：背景研究 异步在线讨论是协同知识构建的重要途径。然而，缺乏适当的教学设计对促进深入和实质性地参与核心主题构成了挑战。本文探讨如何在开放大学异步网上讨论的背景下，加强成人学生的知识建构。 � 目标 本研究旨在探讨促进成人学生网路知识建构及克服网路知识建构障碍的教学设计。 � 方法 本研究采用收敛平行混合方法设计，同时收集学生在线讨论帖子的定量数据进行内容分析，以及焦点小组和个人访谈的定性数据，在线开放式问卷和教师的观察日志进行主题分析。然后在解释阶段对结果进行合并。 � 结果及结论 本研究强调了网络讨论中教学设计对于影响学生知识建构水平的重要性。研究结果表明，教学设计提供教师主导的中期总结，提出苏格拉底式的问题，并纳入解决问题的项目可以促进更高层次的知识建设。然而，时间限制、文化影响、同伴不熟悉等因素对高阶知识建构有负面影响。为了应对这些挑战，提出了考虑到成人学习者面临的具体挑战的文化反应和技术包容性教学设计，以通过积极参与提高学习成果。 � 限制 这项研究有限的样本量值得进一步研究更大和更多样化的队列，以验证提出的教学设计的有效性。另一个缺陷是目前行动研究提出的教学策略缺乏坚实的理论基础。需要对在线教育进行进一步审查和更广泛的探索，以支持拟议的教学方法。

https://doi.org/10.1111/jcal.12983

《Using learning analytics to measure self‐regulated learning: A systematic review of empirical studies in higher education》

《使用学习分析来衡量自我调节学习: 高等教育实证研究系统综述》

作者：Saleh Alhazbi · Afnan Al-Ali · Aliya Tabassum · Abdulla Al‐Ali · Ahmed Al‐Emadi · Tamer Khattab · Mahmood A. Hasan

英文摘要：Background Measuring students' self-regulation skills is essential to understand how they approach their learning tasks in order to identify areas where they might need additional support. Traditionally, self-report questionnaires and think aloud protocols have been used to measure self-regulated learning skills (SRL). However, these methods are based on students' interpretation, so they are prone to potential inaccuracy. Recently, there has been a growing interest in utilizing learning analytics (LA) to capture students' self-regulated learning (SRL) by extracting indicators from their online trace data. Objectives This paper aims to identify the indicators and metrics employed by previous studies to measure SRL in higher education. Additionally, the study examined how these measurements were validated. Methods Following the protocol of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), this study conducted an analysis of 25 articles, published between 2015 and 2022, and sourced from major databases. Results and Conclusions The results showed that previous research used a variety of indicators to capture learners' SRL. Most of these indicators are related to time management skills, such as indicators of engagement, regularity, and anti-procrastination. Furthermore, the study found that the majority of the reviewed studies did not validate the proposed measurements based on any theoretical models. This highlights the importance of fostering closer collaboration between learning analytics and learning science to ensure the extracted indicators accurately represent students' learning processes. Moreover, this collaboration can enhance the validity and reliability of data-driven approaches, ultimately leading to more meaningful and impactful educational interventions.

中文摘要：背景资料 衡量学生的自我调节技能是必不可少的，以了解他们如何处理他们的学习任务，以确定领域，他们可能需要额外的支持。传统上，自我报告问卷和有声思维方案被用来测量自我调节学习技能(SRL)。然而，这些方法是基于学生的解释，所以他们很容易潜在的不准确。近年来，利用学习分析(LA)从学生的在线跟踪数据中提取指标来捕捉学生的自我调节学习(SRL)已经引起了人们越来越多的兴趣。 � 目标 本文旨在识别以往研究所采用的衡量高等教育自我效能感的指标和度量标准。此外，研究还检验了这些测量结果是如何得到验证的。 � 方法 根据系统评价和荟萃分析(PRISMA)的首选报告项目方案，本研究对2015年至2022年间发表的25篇文章进行了分析，来源于主要数据库。 � 结果及结论 研究结果表明，以往的研究采用了多种指标来反映学习者的自主学习能力。这些指标大多与时间管理技巧有关，如参与度指标、规律性指标和反拖延指标。此外，研究发现，大多数审查研究没有验证建议的测量基于任何理论模型。这突出了促进学习分析和学习科学之间更紧密合作的重要性，以确保提取的指标准确地反映学生的学习过程。此外，这种合作可以提高数据驱动方法的有效性和可靠性，最终导致更有意义和影响力的教育干预。

https://doi.org/10.1111/jcal.12982

《Fostering online interaction in blended learning through social presence and convergence: A systematic literature review》

《通过社会存在和趋同促进混合学习的在线互动: 系统的文献综述》

作者：Nanda van der Stap · Theo van den Bogaart · Ebrahim Rahimi · Johan Versendaal

英文摘要：Background Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these challenges in higher education institutions and no studies have synthesised these challenges. Objectives The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles. Method Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria. Results and Conclusions The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web-lectures, articles, followed by simple online assignments or self-study to increase understanding, thereby creating opportunities for deep learning during face-to-face through discussions and collaborative activities. Implications This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group.

中文摘要：背景资料 通过社会存在和融合，混合学习的在线互动得到了利用。然而，目前关于研究人员如何在高等教育机构中探索这些挑战的系统性工作很少，也没有综合这些挑战的研究。 � 目标 这项研究的目的是提供一个新的社会存在和趋同的概述，以改善在高等教育混合学习的在线互动。研究结果将综合纳入混合学习设计原则。 � 方法 两个系统的文献综述，每一个挑战，进行了通过网络的科学数据库和咨询引用来源的评论文章。因此，通过 PRISMA 声明的指导方针，使用预定义的选择标准，选择了28个不同的研究。 � 结果及结论 结果显示，混合学习中的社交存在主要是通过课程设计、介绍性 f2f 会议、协作活动、及时的在线反馈、教师的存在以及有计划的促进来唤起的。为了建立融合，建议通过视频剪辑、网络讲座、文章在线提供基本理论，然后进行简单的在线作业或自学，以增加理解，从而通过面对面的讨论和协作活动创造深入学习的机会。 � 暗示 本文对高等教育中的混合学习和教学设计理论进行了补充，并进一步为教育实践提供了一套详细的设计原则。未来有关教学设计的研究可能会特别调查目标群体或学生因素如何受到混合学习环境的影响，以便为特定目标群体量身定制设计。

https://doi.org/10.1111/jcal.12981

《Design and development of a mobile augmented reality‐based learning environment for teaching the lives of scientists》

《设计及发展以流动扩增实境为本的学习环境，教授科学家的生活》

作者：Pelin Yıldırım · Gonca Keçeci

英文摘要：Background Science history is a discipline that teaches the development of scientific thought and the discoveries of scientists. However, these topics can sometimes be abstract and difficult to understand. The use of technology can make the teaching of the history of science more effective, engaging, and accessible. By providing students with visual and interactive experiences, it allows them to better understand abstract concepts and closely follow the discoveries of scientists. In this way, history of science lessons can become more appealing and conducive to learning for students. Objectives This research aims to design and develop a Mobile Augmented Reality (MAR) environment that can be used for teaching science history. Methods The research was conducted using a design-based research method consisting of four stages: Analysis, design, development-implementation-evaluation, and reporting. The research involved 10 science teachers and five secondary school students. Data were collected through focus group interviews, individual interviews, notes, audio recordings, and images, and then analysed using content analysis. Results and Conclusions As a result of the research, a MAR application named TISAR-3D was developed, which allows students to interactively and visually explore scientists and enrich their learning experience. Implications The widespread use of the TISAR-3D application in science history education is recommended, as well as the development of similar MAR applications for other topics.

中文摘要：背景资料 科学史是一门教授科学思想发展和科学家发现的学科。然而，这些主题有时可能是抽象的和难以理解的。技术的使用可以使科学史的教学更有效、更吸引人和更容易理解。通过为学生提供视觉和互动的经验，它使他们能够更好地理解抽象的概念，并密切跟踪科学家的发现。通过这种方式，科学史课程可以变得更有吸引力，更有利于学生的学习。 � 目标 这项研究旨在设计和开发一个可用于教授科学史的移动扩增实境(MAR)环境。 � 方法 研究采用基于设计的研究方法，包括四个阶段: 分析、设计、开发-实施-评估和报告。研究对象包括10名理科教师和5名中学生。数据通过焦点小组访谈、个人访谈、笔记、录音和图像收集，然后使用内容分析进行分析。 � 结果及结论 作为研究的结果，一个名为 TISAR-3D 的 MAR 应用程序被开发出来，它允许学生交互式和可视化地探索科学家并丰富他们的学习经验。 � 暗示 建议在科学史教育中广泛使用 TISAR-3D 应用程序，以及为其他主题开发类似的 MAR 应用程序。

https://doi.org/10.1111/jcal.12980

《Analysing students' concept mapping style and its association with task performance in computer‐based inquiry learning》

《计算机探究学习中学生概念图形风格及其与任务绩效的关系分析》

作者：Juanjuan Chen · Minhong Wang · Tina A. Grotzer · Chris Dede

英文摘要：Background In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry task performance. Objectives This study explored students' concept mapping style and its association with task performance in computer-based inquiry learning. Methods An exploratory study was conducted with 80 Grade 11 students, who collaboratively constructed concept maps in a free style to support inquiry learning with a virtual ecosystem. Student-constructed concept maps was analysed by firstly identifying different types of propositions formed in the maps and then determining the style of each concept map based on the dominant type of propositions in the map. Finally, the association between the concept map style and inquiry task performance was explored. Results and Conclusions Two major concept map styles were identified: (1) knowledge-oriented concept maps (KCMs) mainly representing problem-related subject knowledge as a set of concepts and their relationships, and (2) problem-oriented concept maps (PCMs) mainly representing problem situation as a sequence of changes and their causal relationships. Compared with those constructing KCMs, the students constructing PCMs formed higher-quality propositions in their maps and performed better in hypothesising, reasoning, and drawing conclusions in the inquiry task. Implications Besides KCMs, students in inquiry learning can be encouraged to construct PCMs to foster effective thinking and reasoning; that is, constructing a concept map to represent the problem situation as a sequence of changes and the causal relationships between the changes.

中文摘要：背景资料 在科学探究学习中，学生往往难以进行多变量交织的假设推理。概念图具有促进复杂思维和推理的潜力。然而，关于学生构建的概念图的内容及其与探究任务绩效的关系的研究却很少。 � 目标 本研究探讨了计算机探究学习中学生的概念图式及其与任务绩效的关系。 � 方法 研究对象为80名11年级学生，他们以自由的方式协作构建概念图，以支持虚拟生态系统中的探究性学习。对学生构建的概念图进行分析，首先识别出概念图中形成的不同类型的命题，然后根据地图中命题的主导类型确定每个概念图的风格。最后，探讨了概念图风格与探究任务绩效之间的关系。 � 结果及结论 概念图主要有两种类型: (1)知识导向概念图(KCM)主要表示与问题相关的主题知识作为一组概念及其关系; (2)问题导向概念图(PCM)主要表示问题情境作为一系列变化及其因果关系。与构建知识共享模型的学生相比，构建知识共享模型的学生在地图上形成了更高质量的命题，在探究任务中的假设、推理和得出结论方面表现得更好。 � 暗示 除了知识型社会模式外，我们亦可鼓励研究性学习的学生建构知识型社会模式，以培养有效的思考和推理能力，即建构一个概念图，将问题情况表达为一连串的变化，以及变化之间的因果关系。

https://doi.org/10.1111/jcal.12984

《Credibility and altered communication styles of AI graders in the classroom》

《人工智能评分者在课堂上的可信度与交流方式的改变》

作者：Bryan Abendschein · Xialing Lin · Chad Edwards · Autumn Edwards · Varun Rijhwani

英文摘要：Background Education is often the primary arena for exploring and integrating new technologies. AI and human-machine communication (HMC) are prevalent in the classroom, yet we are still learning how student perceptions of these tools will impact education. Objectives We sought to understand student perceptions of credibility related to written feedback attributed to a human or an AI grader (Study One). We also investigated how corrective messages containing verbal immediacy and social support influenced student perceptions of an AI grader's credibility based on feedback in an evaluated essay (Study Two). Methods We used an online experimental design to assess the perceived credibility of a grader. In Study One, we randomly assigned students (N = 155) to a condition that contained a paragraph they were told was evaluated by a human or an AI grader. In Study Two (N = 222), we investigated ways of increasing perceptions of an AI grader's credibility by writing messages with higher/lower levels of immediacy and social support. Results In Study One, the students rated both the human and AI grader as credible (yet rated the AI grader lower on goodwill). The data suggest that students in Study Two attributed more goodwill (i.e., caring) to the AI grader when the feedback included more verbal immediacy. Conclusions Our results highlight the importance of student perceptions and communication styles when integrating technology into education. The two studies imply that students viewed the human and AI graders as competent, caring, and trustworthy, specifically when feedback included more immediacy cues.

中文摘要：背景资料 教育往往是探索和整合新技术的主要舞台。人工智能和人机交流(HMC)在课堂上非常普遍，但是我们仍然在学习学生对这些工具的感知将如何影响教育。 � 目标 我们试图了解学生对书面反馈的可信度的看法归因于一个人或一个人工智能评分(研究一)。我们还调查了包含语言即时性和社会支持的纠正性信息如何影响学生对一个 AI 评分者的可信度的认知，这种认知是基于一篇评估论文(研究二)中的反馈。 � 方法 我们使用在线实验设计来评估评分员的感知可信度。在第一项研究中，我们随机分配学生(N = 155)到一个包含一个段落的条件下，他们被告知由一个人或一个人工智能评分员进行评估。在研究二(N = 222)中，我们调查了如何通过写信来提高人工智能评分者的可信度，这些信息具有较高/较低的即时性和社会支持水平。 � 结果 在第一项研究中，学生们对人类和人工智能评分者的评分都是可信的(但是对人工智能评分者的评分在好感度上要低一些)。数据表明，当反馈包括更多的语言即时性时，研究二的学生将更多的善意(即关心)归因于 AI 评分者。 � 结论 我们的研究结果强调了将技术融入教育中时学生的感知和交流方式的重要性。这两项研究意味着学生认为人类和人工智能评分者是有能力的、有爱心的和值得信赖的，特别是当反馈包含更多的即时线索时。

https://doi.org/10.1111/jcal.12979

《Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities》

《翻转式英语学习设计对学习结果和认知负荷的影响: 课外活动与课间活动的工作负荷》

作者：Xin Xu · M Zhang

英文摘要：Background Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives This study investigates the effects of using flipped learning designs (student-led, teacher-led and collaboration-led) on learning outcomes and CL management during out-of-class activities versus during-class activities. Methods A mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one-way analysis of variance between four groups. Results and Conclusion This study evidenced the efficacy of the interactive use of collaboration-led flipped learning design over student-led and teacher-led designs for improving learning outcomes and lowering CL during computer-assisted language learning (CALL) course. Pedagogically, CALL practitioners need to develop and integrate a well-organized combination of student-led and teacher-led flipped learning activities for during-class and out-of-class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes).

中文摘要：背景资料 翻转学习与认知学习结果的相关性已有研究，但关于翻转学习对认知负荷的影响的研究较少。 � 目标 本研究旨在探讨翻转式学习设计(学生主导、教师主导和协作主导)在课外活动和课间活动中对学习成果和 CL 管理的影响。 � 方法 采用混合方法研究翻转学习设计对英语作为外语(EFL)学习者学习效果和学习策略的影响。共有122名英语学习者被随机分配到对照组或实验组并参与研究。这些解释是基于四个组之间的单向方差分析进行的。 � 结果及结论 这项研究证明了协作式翻转学习设计的互动使用比学生主导和教师主导的设计在提高学习效果和降低计算机辅助语言学习学习(CALL)过程中的效果。 � 在教学方面，CALL 实践者需要针对 CL 和学习材料的复杂性，开发和整合学生主导和教师主导的课内和课外翻转学习活动的良好组织结合，同时也考虑其教学环境的具体背景和目标。从理论上讲，研究结果表明有必要将主动学习和社会文化理论结合起来，从心理效应(CL 管理)和学习效应(CALL 结果)两方面利用翻转语言学习方法的教学设计。

https://doi.org/10.1111/jcal.12978

《Examining the efficacies of instructor‐designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study》

《翻转教室中教师设计的教学视频对学生参与度和学习效果的影响: 一项实证研究》

作者：Yan Shen

英文摘要：Background Instructional videos constitute a pivotal component in flipped learning. Despite their significance, there is a dearth of research specifically dedicated to instructional videos within the context of flipped classrooms. This paucity has led to an empirical void in verifying the efficacy of instructional videos in flipped learning environments. Objectives The present study endeavours to contribute to the extant literature on flipped pedagogical practices by providing empirical evidence regarding the effectiveness of instructional videos in flipped learning environments. Methods This study employs a convergent mixed-methods design. Forty-five instructional videos in three subtypes were administered in two classes over a 15-week semester. Data, both quantitative (log data from the learning management system) and qualitative (from focus group discussions at two time points), were concurrently collected from a flipped class (n = 25) and a blended class (n = 28) with the aim of gauging student engagement and learning outcomes in the flipped class and understanding video-viewing features typical of the flipped class. Results Both datasets corroborated that participants in the flipped class outperformed their counterparts in the blended class in terms of video-watching, peer interaction, knowledge retention, and transfer skills. Conclusions The instructional videos within the flipped classroom setting serve to enhance student engagement in the learning process and improve learning outcomes. The efficacy of these instructional videos in flipped learning can be further augmented through strategic approaches in both their design and implementation.

中文摘要：背景资料 教学视频是翻转学习的重要组成部分。尽管它们意义重大，但在翻转教室的背景下，专门针对教学视频的研究却很少。这种缺乏导致了在翻转学习环境中验证教学视频有效性的经验空白。 � 目标 本研究致力于通过提供关于翻转学习环境中教学视频的有效性的经验证明，为现存的关于翻转教学实践的文献做出贡献。 � 方法 本研究采用收敛混合法设计。在一个为期15周的学期中，在两个班级分别实施了三种类型的45个教学视频。数据(来自学习管理系统的日志数据)和定性数据(来自两个时间点的焦点小组讨论)同时从翻转课程(n = 25)和混合课程(n = 28)收集，目的是评估翻转课程中的学生参与和学习结果并理解翻转课程典型的视频观看特征。 � 结果 这两组数据都证实，在视频观看、同伴互动、知识保留和转移技能方面，翻转课的参与者比混合课的参与者表现得更好。 � 结论 翻转课堂内的教学录影带有助加强学生对学习过程的参与，并改善学习成果。这些教学视频在翻转学习中的功效可以通过其设计和实施中的策略性方法进一步增强。

https://doi.org/10.1111/jcal.12987

《Uncovering emotion sequence patterns in different interaction groups using deep learning and sequential pattern mining》

《利用深度学习和序列挖掘发现不同互动小组的情绪序列模式》

作者：Changqin Huang · Jun Yu · Fei Wu · Yi Wang · Nian‐Shing Chen

英文摘要：Background Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi-directional long short-term memory model for emotion detection yielded the highest predictive performance, with an impressive F-measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low-level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed.

中文摘要：背景资料 研究大规模开放式网络课程讨论论坛帖子中的情绪序列模式，对于形成网络互动和影响学习成绩具有重要作用。大多数研究集中在 MOOC 论坛讨论中的情绪与互动之间的关系，而识别不同互动群体之间情绪序列模式的关键差异的研究仍处于起步阶段。 � 目标 这项研究利用深度学习和序列挖掘来调查不同类型的学习者在网上论坛中表现出的不同类型的互动是否存在情绪序列模式的差异。 � 方法 本研究收集了来自498名学习者在线论坛的数据，包括日志文件、讨论文本和分数。聚合层次算法用于将学习者分成不同交互水平的小组。此外，我们实施和评估多个深度学习模型，以发现不同的情绪从网上讨论。采用序列模式分析方法识别相关情绪序列模式，并比较不同交互水平的不同组间识别出的情绪序列模式。 � 结果及结论 使用聚合层次算法，我们将学习者分为三个不同的拥有属性: 高水平、平均水平和低水平。利用双向长期短期记忆模型进行情绪检测产生了最高的预测性能，令人印象深刻的 F 测量值为94.01% ，召回率为93.83% ，准确率为95.01% 。结果还显示，低水平互动组的学习者比其他两组的学习者经历了更多的从无聊到挫折的情绪转换。因此，将学生聚集成小组，并利用他们的 MOOC 日志数据，为教育工作者提供适应性情感反馈、定制评估以及根据需要提供更个性化的关注提供了能力。

https://doi.org/10.1111/jcal.12977

《A joint evaluation method of regulated‐learning and cognitive quality in collaborative knowledge building》

《协同知识建构中规范学习与认知质量的联合评价方法》

作者：Yu Gao · Linjing Wu · Xiaotong Lv · Xinqian Ma · Qingtang Liu

英文摘要：Background Both socially regulated learning and cognitive quality are important factors affecting collaborative knowledge building, but the current research lacks a joint quantified evaluation method that combines these two aspects. Objectives Based on the existing framework, we proposed a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building, and further extracted the evaluation indicators. Methods This study involved 74 learners enrolled in a course named ‘the Application of Modern Educational Technology’ as the subject of study, and made a case analysis with this method. Results and Conclusions First, the indicators of this joint evaluation method could complement the indicators of traditional frequency statistics methods and facilitate an analysis of regulated learning and cognitive quality in collaborative knowledge building. Second, the group with a higher proportion of high-level cognitive quality and socially shared regulation in collaborative knowledge building achieved better final scores. Finally, four types of groups were obtained through clustering: excellent, risky, mixed group, and highly collaborative group. This study introduced a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building and provides suggestions for future research.

中文摘要：背景资料 社会调节学习和认知质量都是影响协作知识建构的重要因素，但目前的研究缺乏将这两个方面结合起来的联合量化评价方法。 � 目标 在现有框架的基础上，提出了协同知识建构中规范学习和认知质量的联合评价方法，并进一步提取了评价指标。 � 方法 本研究以“现代教育技术应用”课程的74名学习者为研究对象，运用该方法进行了案例分析。 � 结果及结论 首先，这种联合评价方法的指标可以补充传统的频率统计方法的指标，并有助于分析协作知识建设中的规范学习和认知质量。第二，具有较高比例的高水平认知质量和社会共享调节的团体在协作知识建设中取得了较好的最终分数。最后，通过聚类分析得到了四种类型的群体: 优秀群体、风险群体、混合群体和高度协作群体。本研究提出了一种协同知识建构中调节性学习与认知质量的联合评价方法，并对今后的研究提出了建议。

https://doi.org/10.1111/jcal.12985

《Enhancing students' learning achievements, self‐efficacy, and motivation using mobile augmented reality》

《利用流动扩增实境提升学生的学习成绩、自我效能感及学习动机》

作者：Fatimah H. Aldeeb · Omar M. Sallabi · Monther M. Elaish · Gwo‐Jen Hwang

英文摘要：Background This paper examines the use of augmented reality (AR) as a concept-association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR-enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences. Objectives The primary goal of this research was to evaluate the effectiveness of an AR-assisted concept-association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self-efficacy and learning motivation among primary school students. Methods A quasi-experimental design with a control group was employed to investigate the effectiveness of the intervention. Results and Conclusions The results demonstrate that the implementation of the AR-assisted concept-association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self-efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology.

中文摘要：背景资料 本文探讨扩增实境作为学校概念联想工具的使用情况，旨在提高小学生的学习成果和参与程度。在以往关于 AR 强化学习的认知负荷的研究中存在相互矛盾的发现，一些研究报道负荷减少，另一些报道表明需求增加，表现较差。理解这些含义对于有效利用 AR 在教育中的作用至关重要。该研究为 AR 技术在改善教育体验方面的潜力提供了一个新的视角。 � 目标 本研究的主要目的是评估 AR 辅助的概念联想策略在改善小学生基本知识获取和技能结果、增加认知负荷以及提高自我效能和学习动机方面的有效性。 � 方法 采用对照组的准实验设计，研究干预措施的有效性。 � 结果及结论 结果表明，AR 辅助的概念联想策略的实施有效地提高了小学生的基本知识获取和技能结果，增加了小学生的认知负荷，提高了小学生的自我效能感和学习动机。这些发现凸显了 AR 技术在改善小学生的学习经验和参与度方面的潜力。这项研究有助于现有的文献对 AR 技术在教育的有效性，提出未来的研究方向。最后，通过提出一种新的 AR 技术教学方法，为改善学习体验提供了一种实用的解决方案。

https://doi.org/10.1111/jcal.12989

《Evaluating Sentence‐BERT‐powered learning analytics for automated assessment of students' causal diagrams》

《评估句子-BERT 驱动的学习分析用于学生因果图的自动评估》

作者：Héctor J. Pijeira‐Díaz · S. R. Subramanya · Janneke van de Pol · Anique B. H. de Bruin

英文摘要：Background When learning causal relations, completing causal diagrams enhances students' comprehension judgements to some extent. To potentially boost this effect, advances in natural language processing (NLP) enable real-time formative feedback based on the automated assessment of students' diagrams, which can involve the correctness of both the responses and their position in the causal chain. However, the responsible adoption and effectiveness of automated diagram assessment depend on its reliability. Objectives In this study, we compare two Dutch pre-trained models (i.e., based on RobBERT and BERTje) in combination with two machine-learning classifiers—Support Vector Machine (SVM) and Neural Networks (NN), in terms of different indicators of automated diagram assessment reliability. We also contrast two techniques (i.e., semantic similarity and machine learning) for estimating the correct position of a student diagram response in the causal chain. Methods For training and evaluation of the models, we capitalize on a human-labelled dataset containing 2900+ causal diagrams completed by 700+ secondary school students, accumulated from previous diagramming experiments. Results and Conclusions In predicting correct responses, 86% accuracy and Cohen's κ of 0.69 were reached, with combinations using SVM being roughly three-times faster (important for real-time applications) than their NN counterparts. In terms of predicting the response position in the causal diagrams, 92% accuracy and 0.89 Cohen's κ were reached. Implications Taken together, these evaluation figures equip educational designers for decision-making on when these NLP-powered learning analytics are warranted for automated formative feedback in causal relation learning; thereby potentially enabling real-time feedback for learners and reducing teachers' workload.

中文摘要：背景资料 在学习因果关系时，完成因果图在一定程度上提高了学生的理解判断能力。为了提高这种效应，自然语言处理(NLP)的进步使得基于自动评估学生图表的实时形成性反馈成为可能，这可能涉及到反应的正确性以及它们在因果链中的位置。然而，自动化图表评估的负责任的采用和有效性取决于其可靠性。 � 目标 在这项研究中，我们比较了两个荷兰预训练模型(即基于 RobBERT 和 BERTje)结合两个机器学习分类器ーー支持向量机(SVM)和神经网络(NN) ，在不同的指标方面的自动图评估可靠性。我们还对比了两种技术(即语义相似性和机器学习)来估计学生图表反应在因果链中的正确位置。 � 方法 为了对模型进行培训和评估，我们利用了一个由700多名中学生完成的包含2900多个因果图的人类标记数据集，这些图是从以前的制图实验中积累起来的。 � 结果及结论 在预测正确的响应时，准确率达到86% ，Cohen’s κ 为0.69，使用 SVM 的组合比它们的神经网络组合快大约三倍(对于实时应用很重要)。在预测因果图中的反应位置方面，达到了92% 的准确率和0.89的 Cohen’s κ。 � 暗示 综上所述，这些评估数据使教育设计者能够决定何时需要使用这些 NLP 驱动的学习分析来进行因果关系学习中的自动形成性反馈; 从而可能为学习者提供实时反馈并减少教师的工作量。

https://doi.org/10.1111/jcal.12992

《Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school》

《虚拟现实学习中谁受益谁不受益: 一项比较两类学校的实验研究》

作者：Radovan Šikl · Karla Brücknerová · Hana Švedová · Filip Děchtěrenko · Pavel Ugwitz · Jiří Chmelík · Hana Pokorná · Vojtěch Juřík

英文摘要：Introduction Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context. Methods In the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi-year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application. Results The impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi-year gymnasium students consistently outperformed comprehensive school students in the pre-test and demonstrated greater learning gains, regardless of the learning media. Conclusion The present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts.

中文摘要：简介 对沉浸式虚拟现实在教育中的有效性进行的媒体比较研究得出了不确定的结论，与传统媒体相比，它对学习的影响问题没有得到解答。为了解决这个问题，我们的研究采用了一种新颖的方法，结合了媒体比较和对更广泛的教育背景的影响的调查。 � 方法 在实验中，262名来自两个不同类型的初中学生-综合学校和多年体育馆(一个选择性的学术学校)-参加了实验。学生们接受了地形和轮廓线解释的课程，要么使用沉浸式虚拟环境，要么使用 PowerPoint 幻灯片。在课前、课后和课后1个月分别进行迁移测试，以测量知识的应用程度。 � 结果 媒体(沉浸式虚拟现实与 PowerPoint 幻灯片)对学习结果的影响被发现是最小的，在任何实验条件下都没有明显的优势。相比之下，学校类型对学习收益有显著影响。不论学习媒介如何，多年制体育馆学生在预测中的表现一直优于综合学校学生，并表现出更大的学习收益。 � 结论 本研究采用了一种创新的方法，将不同媒介类型的比较分析与对学习者特征影响的调查相结合。通过包括来自不同类型学校的学生，该研究提供了沉浸式虚拟现实在不同教育背景下的不同效果的见解。

https://doi.org/10.1111/jcal.12973

《AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy》

《教师教育中的人工智能: 开拓教学支援、包容性学习和数位素养的新领域》

作者：Jia Zhang · Z. Y. Zhang

英文摘要：Background AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher-student relationships. Objectives This quantitative research study investigates the opportunities, difficulties, and consequences of incorporating AI into teacher education. Methods Data were collected through structured questionnaires from 202 college students and 68 staff members. The analysis was conducted using SPSS software. Results The study provides a novel contribution by its thorough investigation of the diverse effects of AI on teacher education. It offers beneficial perspectives on the possible benefits and challenges, illuminating the far-reaching changes that AI could bring to the terrain of learning and instruction and teaching methods in the time yet to come. The research sought to assess the effect of AI adoption in teacher education across five main dimensions: (i) its influence on teaching support and classroom management, (ii) its role in creating inclusive and accessible learning environments, (iii) its contribution to improving teachers' digital literacy and computer skills, and enhancing access to digital teaching resources, (iv) its positive influence on identifying students' learning styles and facilitating the adoption of diverse teaching methods, and (v) its role in strengthening teacher-student relationships through improved interactions. Conclusion The findings elucidate the promising opportunities that AI presents in the field of teacher education, along with the obstacles that require resolution for the effective fusion of AI educational settings.

中文摘要：背景资料 人工智能可以通过支持课堂管理、创造包容性学习环境、提高数字技能、个性化教学方法以及加强师生关系等方式对教学产生积极影响。 � 目标 这项定量研究调查的机会，困难和结果纳入人工智能教师教育。 � 方法 采用结构化问卷对202名大学生和68名教职工进行调查。采用 SPSS 软件进行分析。 � 结果 通过对人工智能对教师教育的不同影响的深入研究，本研究提供了一个新的贡献。它就可能的益处和挑战提供了有益的观点，说明了人工智能在未来可能给学习和教学领域以及教学方法带来的深远变化。这项研究旨在从五个主要范畴评估采用人工智能对教师教育的影响: (i)对教学支援和课堂管理的影响; (ii)它在创造包容和无障碍学习环境方面的角色; (iii)它对改善教师的数位素养和电脑技能，以及增加使用数码教学资源的机会的贡献; (iv)它对识别学生的学习风格和促进采用多元化教学方法的正面影响; 以及(v)它在透过改善互动加强师生关系方面的角。 � 结论 研究结果阐明了人工智能在教师教育领域提供的有希望的机会，以及有效融合人工智能教育环境需要解决的障碍。

https://doi.org/10.1111/jcal.12988

《Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?》

《通过视听演示引导反馈: 与书面反馈相比，高等教育学生是否感知、使用和受益于视频反馈？》

作者：Ignacio Máñez · Noemi Skrobiszewska · Adela Descals · Maŕıa José Cantero · Raquel Cerdán · Oswaldo Garcia · Rafael García Ros

英文摘要：Background Delivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual). Objectives This quasi-experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high-stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement. Methods A total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format. Results and Conclusions Our results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written-feedback group accessed EF messages more often, but students who received video-feedback performed better than their counterparts in the written-feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video-feedback. Takeaways The results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.

中文摘要：背景资料 向大量学生群体提供有效的反馈是大学教学人员面临的一项挑战。研究表明，大学生往往忽视精细反馈(EF)收到的数字化学习环境。这可能是因为教师提供书面形式的反馈，而不是使用更吸引人的渠道(例如，视听)。 � 目标 这项准实验研究考察了反馈格式(视频与书面)在多大程度上影响了学生对反馈的感知，他们在数字环境中获取与高风险作业相关的 EF 信息的决定，以及它对学业表现的影响，同时考虑了他们的学术参与的效果。 � 方法 共有171名本科生在提交每项课程作业后的第二天通过一个学习平台收到通用 EF 信息。78名学生接受了书面形式的英语教学，93名学生接受了录像形式的英语教学。 � 结果及结论 结果表明，反馈形式影响学生的英语学习决策和学习成绩，但不影响学生的反馈知觉。书面反馈组的学生更频繁地访问 EF 信息，但是接受视频反馈的学生比书面反馈组的学生表现得更好。适度分析表明，学习投入程度较低的学生可能受益于视频反馈。 � 外卖 结果表明，在数字环境中使用视频反馈可能会影响学生处理 EF 的决策和学习成绩，尤其是对于学习投入水平较低的学生。

https://doi.org/10.1111/jcal.12993

《Exploring the multidimensional impact of ICT on academic achievement and mental health: Evidence from a large‐scale survey of higher vocational students in China》

《信息技术对学业成绩和心理健康的多维影响——来自中国高职学生大规模调查的证据》

作者：Meng Cai · Han Luo · Xiao Meng · Meng Cai

英文摘要：Background Higher vocational education is an essential part of the higher education system that complements conventional education. In the context of information and communication technology (ICT) development and academic competition, more and more literature has proved the importance of ICT use in educational development (academic achievement and mental health) and the relationship between information literacy and the educational development of higher vocational students. Objectives Based on one of the most extensive surveys of higher vocational students, the study combined the Opportunity-Propensity (O-P) framework and ecological model to explore the direct effects of different types of ICT use on educational development and the indirect effects from psychological and social factors. Methods The data involved 28,956 students from seven higher vocational colleges. The class fixed effect and causal mediation analysis models verified the results. Results and Conclusion The results found differential effects of different types of ICT use on academic achievement and mental health. Information literacy ability can improve the academic achievement of higher vocational students, but at the cost of mental health. ICT use not only directly impacts the academic achievement and mental health, but also has an indirect impact through psychological factors represented by self-efficacy and technostress and social factors represented by social support. Implications This study promotes integrating and expanding the O-P framework and ecological model, enriching the relevant research in ICT use and educational development. Meanwhile, it also provides practical suggestions for realizing rational interventions in ICT use and improving the educational development level of higher vocational students.

中文摘要：背景资料 高等职业教育是高等教育体系的重要组成部分，是对传统教育的补充。在资讯及通讯科技发展及学术竞争的背景下，越来越多的文献证明资讯及通讯科技在教育发展(学业成就及心理健康)方面的重要性，以及资讯素养与高职学生教育发展的关系。 � 目标 基于对高职学生最广泛的调查之一，本研究结合机会-倾向(O-P)框架和生态模型，探讨了不同类型的 ICT 使用对教育发展的直接影响以及心理和社会因素的间接影响。 � 方法 这些数据包括来自七所高职院校的28956名学生。类固定效应和因果中介分析模型验证了结果。 � 结果及结论 结果发现，不同类型的 ICT 使用对学业成绩和心理健康的影响不同。资讯素养能力可以提高高职学生的学业成绩，但代价是心理健康。信息和通信技术的使用不仅直接影响学业成绩和心理健康，而且通过以自我效能感和技术压力为代表的心理因素和以社会支持为代表的社会因素产生间接影响。 � 暗示 本研究促进了 O-P 框架与生态模型的整合与拓展，丰富了信息通信技术应用与教育发展的相关研究。同时，为实现合理干预信息通信技术的使用，提高高职学生的教育发展水平提供了切实可行的建议。

https://doi.org/10.1111/jcal.12995

《Getting a grip on how we talk about computational practices in science in settings of teacher learning》

《掌握在教师学习的环境中我们如何谈论科学中的计算实践》

作者：Amy Voss Farris · G. Harry McLaughlin

英文摘要：Background Science teachers' understanding of the roles of computing practices in science frame how they enact scientific computational practices in their teaching and how their students perceive the relationship between computational practices and scientific endeavours. Objectives This critical, integrative review synthesizes teacher learning literature about the role of computational literacy and computing practices in K-12 science teaching. Methods We examined 54 peer-reviewed articles and analysed the ways the researchers and teacher participants describe the affordances of integrating computational thinking (CT) and other computational practices in science. We characterize how CT and computational practices are framed in relation to scientific learning goals. We identify six primary affordances for integrating computational practices with science that are conveyed to teachers and by teachers, as represented in these studies of teacher learning. Results and Conclusions These six perspectives include (1) learning computer science principles, (2) developing CT dispositions, (3) engagement and inclusion in science, (4) taking ownership of science, (5) supporting learning science content, and (6) participating in computational practice as a form of scientific epistemic practice. Our analysis indicates that computational thinking and computational practices are often integrated in science in order to teach something about computing (e.g., Perspective 1), rather than to support learners' scientific work. Only the 29 articles coded for the sixth perspective—that is, in service of epistemic aims in science—demonstrate commitment to students' uses of computational ideas and practices as epistemic tools to participate in the sensemaking work of science. Takeaways Comparison of Perspectives 5 and 6 illustrates the nuance between computational practices in science that reify something students have already “figured out,” rather than those that serve epistemic goals. Perspective 6 encapsulates the deep synergy among (1) the reflexive nature of computing with scientific ideas and (2) computing as a central practice in science and engineering. We contend that a more focused message of computational practices in service of scientific sensemaking goals is necessary if we expect teachers to enact CT and related computational practices in their classrooms.

中文摘要：背景资料 科学教师对科学实践中计算机实践的角色的理解，决定了他们如何在教学中运用科学计算实践，以及学生如何理解计算实践与科学努力之间的关系。 � 目标 这个关键的，综合性的审查综合了教师学习文献的作用，计算素养和计算实践在 K-12科学教学。 � 方法 我们查阅了54篇同行评议的文章，分析了研究人员和教师参与者描述整合计算思维(CT)和其他科学计算实践的方式。我们描述了 CT 和计算实践是如何与科学学习目标联系起来的。我们确定了六个主要的融合计算实践与科学传达给教师和教师，这些代表在这些教师学习的研究。 � 结果及结论 这六个视角包括(1)学习计算机科学原理，(2)发展 CT 性格，(3)参与和融入科学，(4)拥有科学，(5)支持学习科学内容，(6)作为一种科学认知实践形式参与计算实践。我们的分析表明，计算思维和计算实践经常被整合到科学中，目的是为了教授一些关于计算的知识(例如，透视1) ，而不是为了支持学习者的科学工作。只有29篇编码为第六种观点的文章——也就是为科学的认知目标服务——表明致力于让学生使用计算思想和实践作为认知工具来参与科学的意义建构工作。 � 外卖 视角5和视角6的比较说明了科学中的计算实践之间的细微差别，这些实践具体化了学生已经“理解”的东西，而不是那些服务于认知目标的东西。透视图6概括了(1)计算与科学思想的自反性质和(2)计算作为科学和工程的中心实践之间的深层协同作用。我们认为，如果我们期望教师在课堂上实施计算机辅助教学和相关的计算实践，那么为了实现科学的意义建构目标，就有必要传递一个更加集中的计算实践信息。

https://doi.org/10.1111/jcal.12976

《I don't have time! But keep me in the loop: Co‐designing requirements for a learning analytics cockpit with teachers》

《我没时间了！但随时向我汇报: 与教师共同设计学习分析驾驶舱的要求》

作者：Onur Karademir · Daniele Di Mitri · Ján Schneider · Ioana Jivet · Jörn Allmang · Sebastian Gombert · Marcus Kubsch · Knut Neumann · Hendrik Drachsler

英文摘要：Background Teacher dashboards can help secondary school teachers manage online learning activities and inform instructional decisions by visualising information about class learning. However, when designing teacher dashboards, it is not trivial to choose which information to display, because not all of the vast amount of information retrieved from digital learning environments is useful for teaching. Information elicited from formative assessment (FA), though, is a strong predictor for student performance and can be a useful data source for effective teacher dashboards. Especially in the secondary education context, FA and feedback on FA, have been extensively studied and shown to positively affect student learning outcomes. Moreover, secondary teachers struggle to make sense of the information displayed in dashboards and decide on pedagogical actions, such as providing feedback to students. Objectives To facilitate the provision of feedback for secondary school teachers via a teacher dashboard, this study identifies requirements for designing a Learning Analytics Cockpit (LA Cockpit), that is, (1) a teacher dashboard that provides teachers with visualisations of results from formative assessment (FA) and (2) a feedback system that supports teachers in providing feedback to students. Methods This study was conducted in the context of STEM classes and is based on semi-structured co-design interviews with German secondary school teachers. In these interviews, we first explored challenges teachers encountered in monitoring students' learning and providing feedback. Second, in the ideation phase, teachers were asked to define features an LA Cockpit for FA should have. Finally, in the evaluation phase, we provided teachers with a design template for an LA Cockpit, the LAC_Template, which was built upon our previous work and feedback theory, and asked them to evaluate and improve it. Further design requirements were derived based on the evaluation of the LAC_Template and teachers' suggestions for improvement. Results We derived 16 requirements for designing an LA Cockpit for FA in secondary schools. Findings from the interviews indicated that the feedback system of an LA Cockpit should address teachers' time limitations in giving students individualised feedback. It should therefore be designed to minimise the steps required to deliver feedback. To reduce workload, teachers requested an automated reminder to send feedback, but with the ability to adjust feedback to the learning context. Such a semi-automated feedback system can help teachers support students individually but also underline the importance of actively involving teachers in the feedback loop and giving them control when using such technologies in secondary school practice. A challenge for future teacher dashboard designs could be to find a balance between technology and teacher control that utilises the strengths of both in a beneficial combination.

中文摘要：背景资料 教师仪表板可以帮助中学教师管理在线学习活动，并通过可视化的课堂学习信息为教学决策提供信息。然而，在设计教师仪表板时，选择显示哪些信息并非易事，因为并非所有从数字化学习环境中检索到的大量信息都对教学有用。不过，从形成性评估(FA)中得到的信息可以很好地预测学生的表现，并且可以作为有效的教师指示板的有用数据源。特别是在中等教育背景下，FA 和对 FA 的反馈已被广泛研究，并被证明对学生的学习结果有积极的影响。此外，中学教师难以理解仪表板上显示的信息，难以决定教学行动，例如向学生提供反馈。 � 目标 为了便于通过教师仪表板为中学教师提供反馈，本研究确定了设计学习分析驾驶舱(LA 驾驶舱)的要求，即(1)一个教师仪表板，为教师提供形成性评估(FA)的结果可视化和(2)一个反馈系统，支持教师提供反馈给学生。 � 方法 这项研究是在 STEM 课程的背景下进行的，基于与德国中学教师的半结构化共同设计访谈。在这些访谈中，我们首先探讨了教师在监控学生学习和提供反馈方面遇到的挑战。其次，在构思阶段，教师被要求为 FA 定义一个 LA 驾驶舱应该具有的特征。最后，在评估阶段，我们为教师提供了一个 LA 座舱的设计模板，LAC _ 模板，这是建立在我们以前的工作和反馈理论，并要求他们评估和改进它。根据对 LAC _ Template 的评估和教师的改进建议，得出了进一步的设计要求。 � 结果 我们得出了16个要求设计一个洛杉矶驾驶舱足总在中学。访谈结果表明，洛杉矶驾驶舱的反馈系统应解决教师的时间限制，给予学生个性化的反馈。因此，它的设计应尽量减少交付反馈所需的步骤。为了减少工作量，教师要求自动提醒发送反馈，但有能力根据学习情境调整反馈。这种半自动化的反馈系统可以帮助教师个别支持学生，但也强调了积极让教师参与反馈回路的重要性，以及在中学实践中使用这些技术时给予他们控制权的重要性。未来教师仪表盘设计的一个挑战可能是在技术和教师控制之间找到一个平衡点，在一个有益的组合中利用两者的优势。

https://doi.org/10.1111/jcal.12997

《Empowering learners with AI‐generated content for programming learning and computational thinking: The lens of extended effective use theory》

《授权学习者使用人工智能生成的内容进行编程学习和计算思维: 扩展有效使用理论的透镜》

作者：Shang Shanshan · Geng Song

英文摘要：Background Artificial intelligence–generated content (AIGC) has stepped into the spotlight with the emergence of ChatGPT, making effective use of AIGC for education a hot topic. Objectives This study seeks to explore the effectiveness of integrating AIGC into programming learning through debugging. First, the study presents three levels of AIGC integration based on varying levels of abstraction. Then, drawing on extended effective use theory, the study proposes the underlying mechanism of how AIGC integration impacts programming learning performance and computational thinking. Methods Three debugging interfaces integrated with AIGC by ChatGPT were developed for this study according to three levels of AIGC integration design. The study conducts a between-subject experiment with one control group and three experimental groups. Analysis of covariance and a structural equation model are employed to examine the effects. Results and Conclusions The results show that the second and third levels of abstraction in AIGC integration yield better learning performance and computational thinking, but the first level shows no difference compared to traditional debugging. The underlying mechanism suggests that the second and third levels of abstraction promote transparent interaction, which enhances representational fidelity and consequently impacts learning performance and computational thinking, as evidenced in test of the mechanism. Moreover, the study finds that learning fidelity weakens the effect of transparent interaction on representational fidelity. Our research offers valuable theoretical and practical insights.

中文摘要：背景资料 随着 ChatGPT 的出现，人工智能生成内容(AIGC)成为人们关注的焦点，使得有效利用 AIGC 进行教育成为一个热门话题。 � 目标 本研究旨在透过调试，探讨 AIGC 融入程式设计学习的有效性。首先，研究提出了基于不同抽象层次的 AIGC 集成的三个层次。然后，借鉴扩展有效使用理论，研究提出了 AIGC 集成如何影响编程学习绩效和计算思维的潜在机制。 � 方法 根据 AIGC 集成设计的三个层次，开发了 ChatGPT 与 AIGC 集成的三个调试接口。本研究进行了一个对照组和三个实验组之间的实验。协方差分析和结构方程模型的影响被用来检验。 � 结果及结论 结果显示，在 AIGC 集成中，第二级和第三级抽象能够产生更好的学习性能和计算思维，但是第一级抽象与传统的调试没有什么区别。根本的机制表明，第二和第三层次的抽象促进透明的互动，从而提高代表忠实度，从而影响学习表现和计算思维，这在机制的测试中得到了证明。此外，研究发现学习保真度弱化了透明交互对表征保真度的影响。我们的研究提供了宝贵的理论和实践见解。

https://doi.org/10.1111/jcal.12996

《Impact of reading messages on student learning and note‐taking during a video lecture》

《视频讲座中阅读信息对学生学习和笔记的影响》

作者：Tiphaine Colliot · Abraham E. Flanigan

英文摘要：Background Many instructors transitioned their courses from face-to-face environments to computer-mediated learning environments (CMLEs) following the onset of the coronavirus disease 2019 (COVID-19) pandemic. However, little was known about how teleconferencing platforms and their corresponding functions affect student learning when the COVID-19 pandemic began. Objectives The aim of this study was to provide more clarity on the conditions through which online teleconferencing platforms influence student achievement. More specifically, this study investigated how displaying lecture-relevant and lecture-irrelevant messages in a chat box during a video lecture delivered via the Zoom teleconferencing platform affected student learning and note taking. Methods Participants viewed the video lecture either with (relevant or irrelevant) or without messages appearing in the chat box of the Zoom window. Participants completed a learning test immediately following the lecture. Results and Conclusions No difference regarding student achievement was observed between the three groups. However, results revealed that students in the relevant-lecture messages group reported a higher extraneous cognitive load than the other groups even if they reported positive attitudes about the messages appearing on the chat box. Students in the lecture-relevant group also recorded more notes during the lecture compared to the two other groups, but this result did not reach significance. This study extends previous research that investigated how messaging influences learning in classroom settings. Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture.

中文摘要：背景资料 在2019年冠状病毒大流行爆发后，许多教师将课程从面对面的环境过渡到计算机介导的学习环境(CMLEs)2019冠状病毒疾病。然而，当2019冠状病毒疾病大流行开始时，人们对电话会议平台及其相应功能如何影响学生学习知之甚少。 � 目标 这项研究的目的是提供更清晰的条件，通过在线电话会议平台影响学生的成绩。更具体地说，这项研究调查了在通过 Zoom 远程会议平台进行的视频讲座中，在聊天框中显示与讲座相关和与讲座无关的信息是如何影响学生学习和记笔记的。 � 方法 参与者观看视频讲座的时候，要么(相关或不相关) ，要么在缩放窗口的聊天框中没有显示消息。参加者在讲座结束后立即完成一项学习测试。 � 结果及结论 三组学生成绩无显著差异。然而，研究结果显示，相关讲座信息组的学生比其他组的学生报告了更高的外部认知负荷，即使他们报告了对聊天框中出现的信息的积极态度。与其他两组相比，与讲课相关组的学生在讲课期间也记录了更多的笔记，但是这个结果并没有达到显著性。这项研究扩展了以前的研究，即信息传递如何影响课堂环境中的学习。研究结果表明，允许相关讨论不是促进 CMLEs 学习的最佳策略，因为这些信息似乎与正在进行的讲座中提供的其他相关信息相竞争。

https://doi.org/10.1111/jcal.13002

《Gamification improves learning: Experience in a training activity of computer programming in higher education》

《游戏化促进学习: 在高等教育计算机编程培训活动中的经验》

作者：Rafael Mellado-Silva · Claudio Cubillos

英文摘要：Background Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data-structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods The study was conducted on computer engineering university students following a pretest-intervention-posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects.

中文摘要：背景资料 计算机程序设计课程的有效学习一直是大学教师面临的一个持续挑战，并已成为当前专业人员的一项相关能力。关于游戏化学习的文献提出了不同的结果，主要是由于教学设计的问题和游戏化的不一致。有关计算机编程形成活动的实证研究取得了积极的成果，并显示在什么条件下游戏化是有效的，仍然需要包括在内。 � 目标 本研究旨在量化游戏化技术在支持计算机程序设计学习的软件工具中对数据结构大学生的影响。研究的重点是确定在线锻炼形成性活动中使用游戏化技术是否存在学习差异。研究了游戏化对不同复杂度学习目标的影响。 � 方法 本研究采前测-干预-后测设计，以计算机工程专业大学生为被试。他们被分为对照组和实验组，两组都使用 Moodle 的一系列练习来支持学习。实验组考虑了游戏化技术，包括积分、排行榜和徽章。 � 结果及结论 游戏化技术在没有游戏化的锻炼活动中在学习收益方面明显优于游戏化技术。对于学习复杂度，分类复杂度的增加并不影响游戏化学习效果。

https://doi.org/10.1111/jcal.13000

《Cheating behaviour in online exams: On the role of needs, conceptions and reasons of university students》

《网络考试中的作弊行为: 需要、观念和原因》

作者：Marco Rüth · Maria Jansen · Kai Kaspar

英文摘要：Background Online exams have become a more common form of assessment at universities due to the Covid-19 pandemic. However, cheating behaviour in online exams is widespread and threatens exam validity as well as student learning and well-being. Objective To better understand the role of university students' needs, conceptions and reasons regarding cheating in online exams. Methods In Study 1, we used four pairs of contrasting online exam scenarios to explore the impact of addressing students' needs on their cheating intention. In Study 2, we examined how students' conceptions of online exams are related to their cheating behaviour. In Study 3, we asked students to name their most important reasons for and against cheating in past online exams. All studies were conducted online and are based on a convenience sample of 339 students from universities in Germany. Results and Conclusions First, students were less likely to cheat when they expected exam content relevant to their future profession, exam tasks relevant to their future professional life and detailed feedback on their performance. Second, most students' conceptions of online exams were related to their cheating intention and behaviour, whereas the conceptions that online exams support teaching, promote collaboration and impair learning were of relatively high importance. Third, most important reasons for cheating included the relevance of grades and the unfairness of exams, and most important reasons against cheating included moral standards and values as well as the fear of consequences. Implications Addressing students' needs and considering their conceptions and reasons could be a learner-centred approach to decrease cheating behaviour.

中文摘要：背景资料 由于2019冠状病毒疾病大流行，在线考试已成为大学更为普遍的评估形式。然而，网上考试中的作弊行为普遍存在，并且威胁到考试的有效性以及学生的学习和幸福感。 � 目的 了解大学生在网络考试中作弊的需求、观念和原因。 � 方法 在研究一中，我们使用了四对对比的在线考试情景来探讨满足学生需求对作弊意图的影响。在研究2中，我们调查了学生对网上考试的概念与他们的作弊行为之间的关系。在研究3中，我们要求学生说出他们在过去的在线考试中支持和反对作弊的最重要的原因。所有的研究都是在网上进行的，并且是基于一个来自德国大学的339名学生的方便样本。 � 结果及结论 首先，当学生期望考试内容与他们未来的职业相关，考试任务与他们未来的职业生活相关，以及考试成绩的详细反馈时，他们作弊的可能性较小。其次，大多数学生对网络考试的认识与其作弊意图和作弊行为有关，而网络考试支持教学、促进合作、损害学习的认识相对较为重要。第三，作弊的最重要原因包括成绩的相关性和考试的不公平性，反对作弊的最重要原因包括道德标准和价值观以及对后果的恐惧。 � 暗示 满足学生的需要，考虑他们的观念和原因，可以是一个以学习者为中心的方法，以减少作弊行为。

https://doi.org/10.1111/jcal.12994

《A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning》

《基于学习分析的协同会话智能体在研究性学习中促进生产性对话》

作者：Adelson de Araujo · Pantelis M. Papadopoulos · Susan McKenney · Ton de Jong

英文摘要：Background Sustaining productive student–student dialogue in online collaborative inquiry learning is challenging, and teacher support is limited when needed in multiple groups simultaneously. Collaborative conversational agents (CCAs) have been used in the past to support student dialogue. Yet, research is needed to reveal the characteristics and effectiveness of such agents. Objectives To investigate the extent to which our analytics-based Collaborative Learning Agent for Interactive Reasoning (Clair) can improve the productivity of student dialogue, we assessed both the levels at which students shared thoughts, listened to each other, deepened reasoning, and engaged with peer's reasoning, as well as their perceived productivity in terms of their learning community, accurate knowledge, and rigorous thinking. Method In two separate studies, 19 and 27 dyads of secondary school students from Brazil and the Netherlands, respectively, participated in digital inquiry-based science lessons. The dyads were assigned to two conditions: with Clair present (treatment) or absent (control) in the chat. Sequential pattern mining of chat logs and the student's responses to a questionnaire were used to evaluate Clair's impact. Results Analysis revealed that in both studies, Clair's presence resulted in dyads sharing their thoughts at a higher frequency compared to dyads that did not have Clair. Additionally, in the Netherlands' study, Clair's presence led to a higher frequency of students engaging with each other's reasoning. No differences were observed in students' perceived productivity. Conclusion This work deepens our understanding of how CCAs impact student dialogue and illustrates the importance of a multidimensional perspective in analysing the role of CCAs in guiding student dialogue.

中文摘要：背景资料 在线协作探究学习中保持有效的学生-学生对话是具有挑战性的，同时在多个小组中需要教师的支持是有限的。协作会话代理(CCA)在过去被用来支持学生对话。然而，研究需要揭示这些代理人的特点和有效性。 � 目标 为了调查我们的基于分析的交互式推理合作学习(Clair)在多大程度上可以提高学生对话的生产力，我们评估了学生分享想法、相互倾听、深化推理和参与同伴推理的水平，以及他们在学习社区、准确知识和严谨思考方面的感知生产力。 � 方法 在两个独立的研究中，分别来自巴西和荷兰的19和27对中学生参加了基于数字探究的科学课程。两对被分配到两个条件: 与克莱尔在场(治疗)或缺席(控制)在聊天。序列挖掘的聊天记录和学生对问卷的回答被用来评估克莱尔的影响。 � 结果 分析显示，在这两项研究中，与没有克莱尔的双胞胎相比，克莱尔的出现导致双胞胎以更高的频率分享他们的想法。此外，在荷兰的研究中，克莱尔的出现导致了更高频率的学生参与彼此的推理。学生的生产力知觉没有显著差异。 � 结论 这项工作加深了我们对共同国家评估如何影响学生对话的理解，并说明了在分析共同国家评估在指导学生对话方面的作用时多层面视角的重要性。

https://doi.org/10.1111/jcal.13007

《Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information》

《研究学生教师在评估网上资讯时，对资讯及通讯科技的效用及抵御数位干扰的能力所扮演的角色》

作者：Ove Edvard Hatlevik · Vibeke Bjarnø

英文摘要：Background With the rapid advancement of digital technology, student teachers must be proficient in evaluating digital information, resilient to digital distractions, and able to discern the usefulness of Information and Communication Technology. Objectives This study investigates the relationships between these concepts at two points in time. Methods The sample includes 153 student teachers from a Norwegian university. Results and conclusion Factor analysis supports a model with three unique concepts at both T1 and T2, maintaining an identical factor structure. However, five out of nine items display low levels of test–retest reliability, coupled with inadequate measurement invariance across time for the concepts. A consistent factor structure is necessary before checking for variations in items and concepts. Therefore, longitudinal studies are required for both methodological and substantive purposes. Resilience to digital distractions (T1) exhibits a positive relationship with the evaluation of digital information (T2). Further studies exploring this relationship over time appear crucial.

中文摘要：背景资料 随着数字技术的飞速发展，学生教师必须熟练地评价数字信息，抵御数字干扰，并能够识别信息和通信技术的有用性。 � 目标 这项研究调查了这些概念在两个时间点之间的关系。 � 方法 样本包括来自挪威一所大学的153名实习教师。 � 结果和结论 因子分析支持一个在 T1和 T2都有三个独特概念的模型，保持一个相同的因子结构。然而，九个项目中有五个显示出低水平的重测信度，再加上概念在不同时间的测量不变性不足。在检查项目和概念的变化之前，一致的因素结构是必要的。因此，纵向研究需要方法论和实质性的目的。抗数字干扰能力(T1)与对数字信息的评价(T2)呈正相关。随着时间的推移，进一步探索这种关系的研究显得至关重要。

https://doi.org/10.1111/jcal.13008

《RoboCA3T: A Robot‐Inspired Computer‐Assisted adaptive autism therapy for improving joint attention and imitation skills through learning and computing innovations》

《RoboCA3T: 机器人启发的计算机辅助适应性自闭症治疗，通过学习和计算创新提高关节注意力和模仿技能》

作者：Zunera Zahid · Sara Ali · Shehriyar Shariq · Yasar Ayaz · Noman Naseer · Imad Fakhri Taha Yaseen

英文摘要：Background This study presents a Robot-Inspired Computer-Assisted Adaptive Autism Therapy (RoboCA3T) focusing on improving joint attention and imitation skills of children with autism spectrum disorder (ASD). By harnessing the inherent affinity of children with ASD for robots and technology, RoboCA3T offers a therapeutic environment designed to maximise engagement and facilitate effective skill development. It harnesses the advantages of Robot-Assisted Therapies (RATs) by employing robot avatars and integrating them with Computer-Assisted Therapies (CATs) within a web-based solution. The integration of automatic gaze and pose detection algorithms within RoboCA3T addresses the challenge posed by potential human error and observation bias in assessing the child's progress, thereby ensuring accurate results. This research responds to the need for more effective, technology driven therapies for autism, filling gaps in existing methods. Objectives The primary goal of this research is to create a robot inspired computer assisted adaptive autism therapy that maximises engagement and enhances joint attention and imitation skills. Methods The study involves 11 ASD children with 30 sessions (divided into two halves) per module over eight months, comprising 660 experimental trials, 110 familiarizations, and 110 follow-up sessions. The joint attention module evaluates the subject's gaze pattern using WebGazer for gaze detection in response to four least-to-most robot-generated cues. The imitation module utilises robot-generated pose for comparing subjects' imitated actions using Tensorflow Lite for pose estimation. Results and Conclusions The effectiveness of therapy was substantiated by comparing Childhood Autism Rating Scale (CARS) scores before and after intervention. Significant improvements were noted between the first and second therapy halves, validated by Wilcoxon signed-rank tests (p < 0.01) and spearman's correlation analysis, reinforcing the observed improvements in joint attention and imitation skills.

中文摘要：背景资料 这项研究提出了一个机器人启发的计算机辅助适应性自闭症治疗(roboCA3T) ，重点是提高关节注意力和模仿技能的儿童自闭症光谱(ASD)。通过利用自闭症儿童与机器人和技术的内在亲和力，RoboCA3T 提供了一个治疗环境，旨在最大限度地参与和促进有效的技能发展。它利用机器人辅助治疗(RAT)的优势，通过使用机器人化身和集成他们与计算机辅助治疗(CATs)在一个基于网络的解决方案。RoboCA3T 中自动凝视和姿势检测算法的集成解决了评估儿童进步过程中潜在的人为错误和观察偏差带来的挑战，从而确保了准确的结果。这项研究回应了对更有效、技术驱动的自闭症治疗方法的需求，填补了现有方法的空白。 � 目标 这项研究的主要目标是创建一个机器人启发计算机辅助适应性自闭症治疗，最大限度地参与，并增强联合注意力和模仿技能。 � 方法 这项研究涉及11名 ASD 儿童，每个模块分为30个阶段(分为两半) ，历时8个月，包括660个实验性试验，110个熟悉和110个随访阶段。联合注意模块使用 WebGazer 对受试者的凝视模式进行评估，以便对四个最小到最大的机器人生成线索进行凝视检测。模拟模块利用机器人生成的姿势比较受试者的模仿动作，使用 Tensorflow Lite 进行姿势估计。 � 结果及结论 通过干预前后儿童孤独症评定量表(CARS)评分的比较，证实了治疗的有效性。经 Wilcoxon 符号秩和检验(p < 0.01)和斯皮尔曼相关分析证实，第一和第二疗程之间有显著改善，加强了联合注意和模仿技能的观察改善。

https://doi.org/10.1111/jcal.12990

《The physical, social, and mental conditions of machine learning in student health evaluation》

《学生健康评价中机器学习的物理、社会和心理状态》

作者：Gulnur Tyulepberdinova · Madina Mansurova · Talshyn Sarsembayeva · Sulu Issabayeva · Zhanar Oralbekova

英文摘要：Background This study aims to assess how well several machine learning (ML) algorithms predict the physical, social, and mental health condition of university students. Objectives The physical health measurements used in the study include BMI (Body Mass Index), %BF (percentage of Body Fat), BSC (Blood Serum Cholesterol), SBP (Systolic Blood Pressure), and DBP (Diastolic Blood Pressure). Methods The mental health evaluation relied on the following methods: PHQ-9 (Patient Health Questionnaire-9), ISI (Insomnia Severity Index), GAD-7 (Generalized Anxiety Disorder Scale), and SBQ-R (Suicidal Behaviors Questionnaire-Revised). The study assessed KEYES, the comprehensive social health indicator. The study uses a famous methodology for training and testing four well-known ML algorithms, namely the K-nearest neighbors algorithm, decision trees, Naïve Bayes, and the random forest algorithm. Results and Conclusions The recall value of the RF algorithm is higher by 2.0%, 4.15%, and 11.25%, respectively. The F-score value of the RF algorithm is also the highest. The differences amount to 4.56% (Naïve Bayes), 2.50% (DT), and 11.20% (K-NN). Accuracy, Precision, Recall, and F-score were used to assess the researched ML algorithms' prediction ability. With a 99.40% prediction accuracy, a 97.60% precision, a 99.30% recall, and an F-score value of 98.70%, the Random Forest method performed the best. ML algorithms can serve as tools for the prediction of physical, mental, and social health state of patients, including students, but they have a rather narrow scope of application and do not cover all aspects of health.

中文摘要：背景资料 本研究旨在评估几种机器学习算法对大学生身体、社会和心理健康状况的预测能力。 � 目标 研究中使用的身体健康测量包括 BMI (体重指数) ,% BF (体脂百分比) ，BSC (血清胆固醇) ，SBP (收缩压)和 DBP (舒张压)。 � 方法 心理健康评估依赖于以下方法: PHQ-9(患者健康问卷 -9) ，ISI (失眠严重程度指数) ，GAD-7(广泛性焦虑症量表)和 SBQ-R (自杀行为问卷修订版)。该研究评估了综合社会健康指标 KEYES。该研究采用一种著名的方法对四种著名的 ML 算法进行训练和测试，即 K 最近邻算法、决策树、朴素贝叶斯算法和随机森林算法。 � 结果及结论 射频算法的召回率分别高出2.0% 、4.15% 和11.25% 。RF 算法的 F 值也是最高的。差异达4.56% (朴素贝叶斯) ，2.50% (DT)和11.20% (K-NN)。准确度、精确度、召回率和 F 分数被用来评估所研究的 ML 算法的预测能力。随机森林方法的预测准确率为99.40% ，准确率为97.60% ，召回率为99.30% ，F 值为98.70% ，表现最好。机器学习算法可以作为预测患者(包括学生)身体、心理和社会健康状况的工具，但它们的应用范围相当狭窄，不能覆盖健康的所有方面。

https://doi.org/10.1111/jcal.12999

《Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement》

《通过教育游戏培养学生的人工智能素养: 人工智能知识、情感和认知参与》

作者：Davy Tsz Kit Ng · Xinyu Chen · Jac Ka Lok Leung · Skw Chu

英文摘要：Background As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game-based approaches to fostering secondary school students' AI literacy and motivation to learn AI. Objectives This study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools. Methods A quasi-experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post-test, focus group interviews were also conducted. Results The platform was effective in improving students' motivation, self-efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project-based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition. Conclusions This study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical knowledge related to gamified platform and AI literacy.

中文摘要：背景资料 随着人工智能(AI)的重要性不断提高，需要有效的支架和支持新手学习者。教育工作者在有效构建新手人工智能概念和提供适当的动机支持方面遇到了挑战。研究证据显示，以游戏为基础的方法对培养中学生的人工智能素养和学习人工智能的动机具有潜力。 � 目标 这项研究开发了一个在线平台宝岛游戏电子书，并调查是否和如何学生玩它可以有效地提高他们的人工智能素养。本研究旨在为人工智能识字教育提供经验和理论基础，并促进将在其他学校广泛应用的游戏化方法的使用。 � 方法 一个准实验被用来评估提议的游戏化方法的效果，其中包括一个控制组使用一本有趣资源的电子书。采用焦点小组访谈法，对测验前后的定量结果进行三角测量。 � 结果 该平台有效地提高了学生的学习动机、自我效能感、职业兴趣以及对人工智能概念和伦理道德的理解，但没有增强学生使用人工智能的信心和应用、评价和创造人工智能的高认知。除了应用、评估和创造 AI 的能力外，宝岛玩家在所有情感和认知领域都表现出了显著的进步。访谈显示，游戏化的方法可以通过遵守指导方针来提高学生的人工智能素养，包括(1)通过游戏机制创造一个竞争性和激励性的学习环境，(2)提供脚手架模块和反馈，以及(3)通过模拟将复杂的人工智能概念可视化。从研究中收集的反馈意见建议在未来的研究中增加教学元素，如翻转教室和专题研习，以提高教学设计，使学生达到更高的认知水平。 � 结论 本研究认为，游戏化技术的应用可以为学习者的人工智能素养的培养提供情感和认知上的支持以及愉快的体验。它有助于教学设计者和教师丰富与游戏化平台和人工智能素养相关的教学知识。

https://doi.org/10.1111/jcal.13009

《The role of MOOC forum discussion tasks in learners' cognitive engagement》

《MOOC 论坛讨论任务在学习者认知参与中的作用》

作者：Dennis A. Rivera · Mariane Frenay · Magali Paquot

英文摘要：Background Forums in massive open online courses (MOOCs) enable written exchanges on course content; hence, they can potentially facilitate learners' cognitive engagement. Given the myriad of MOOC forum messages, this engagement is commonly analysed automatically through the linguistic features of the messages. Assessing linguistic features of learners' forum messages involves consideration of the learning tasks. MOOC forum discussion tasks, however, have not been previously considered. Objective and Method This study explores the effects of MOOC forum discussion tasks on learners' cognitive engagement. Based on the structure of observed learning outcomes (SOLO) taxonomy, we manually annotate distinct levels of cognitive engagement encouraged in forum discussion tasks and displayed by learners in messages starting discussions (i.e., thread starters). We study the linguistic features of thread starters in relation to the pedagogical design of the discussion tasks. Additionally, we use random-forest modelling to identify the linguistic and task-related features that help to categorise learners' cognitive engagement according to SOLO levels. Results Manual analysis showed that learners' thread starters mainly reflect surface SOLO levels and include few academic words and cohesive language. Random-forest modelling showed that these linguistic features, together with the SOLO levels encouraged in the discussion tasks, played an important role in identification of learners' cognitive engagement. Major Takeaways Our results highlight the importance of the pedagogical design of MOOC forum tasks in helping learners engage cognitively. Our study also contributes to the empirical evidence that learners' linguistic choices can afford insights into the quality of their cognitive engagement.

中文摘要：背景资料 大规模开放式在线课程(MOOC)中的论坛能够就课程内容进行书面交流; 因此，它们有可能促进学习者的认知参与。由于 MOOC 论坛信息数不胜数，这种接触通常通过信息的语言特征进行自动分析。评估学习者论坛信息的语言特征需要考虑学习任务。然而，MOOC 论坛的讨论任务以前从未被考虑过。 � 目标及方法 本研究探讨了 MOOC 论坛讨论任务对学习者认知参与的影响。基于观察到的学习结果(SOLO)分类法的结构，我们手动注释了在论坛讨论任务中受到鼓励的不同层次的认知参与，以及学习者在开始讨论(即，线程启动器)的信息中显示的认知参与。针对讨论任务的教学设计，我们研究了发帖者的语言特征。此外，我们使用随机森林模型来识别语言和任务相关的特征，有助于根据 SOLO 水平对学习者的认知参与进行分类。 � 结果 手工分析表明，学习者的线程启动器主要反映表面的 SOLO 水平，包括很少的学术词汇和衔接语言。随机森林模型表明，这些语言特征，加上在讨论任务中鼓励的 SOLO 水平，在识别学习者的认知投入方面发挥了重要作用。 � 主要外卖 我们的研究结果强调了 MOOC 论坛任务的教学设计对于帮助学习者进行认知活动的重要性。我们的研究还有助于经验证明学习者的语言选择能够提供对其认知参与质量的洞察。

https://doi.org/10.1111/jcal.13001

《The effects of computer‐assisted interactive reading model on higher‐level and lower‐level text processing skills and cognitive load》

《计算机辅助交互阅读模式对高低级文本处理技能和认知负荷的影响》

作者：Akbar Bahari · Parviz Alavinia · Mohammad Mohammadi

英文摘要：Background This study investigates the effects of higher and lower-level text processing strategies on both higher and lower-level processing skills and cognitive load using the computer-assisted interactive reading model (CAIRM) as the educational intervention framework. Objectives The objectives of this study are to examine the effects of the CAIRM model on reading performance and cognitive load, and to investigate the interactive use of higher-level and lower-level text processing skills on reading performance and cognitive load. Methods A mixed methods research design was used with QUAN + QUAL data and one-way ANOVA to examine the effects of the CAIRM model on 120 randomly sampled BA students majoring in TEFL. Results The study provides empirical evidence for the interactivity effect in digital text processing, revealing that the development of one skill can enhance the development of another skill interactively. The interactive use of higher-level and lower-level text processing skills was found to improve reading performance and reduce cognitive load during digital text processing. Interestingly, the results show that some participants preferred lower-level skills, while others preferred higher-level skills to manage cognitive load during reading activities, indicating mixed effects in strategy use. Conclusion The findings of this study underscore the importance of interactive use of higher and lower-level text processing skills for enhancing reading performance and reducing cognitive load during digital text processing. These results have both theoretical and pedagogical implications for CALL researchers and practitioners, emphasising the need for personalised instruction tailored to individual learners' needs and preferences. Future studies can further explore the potential effects of text processing skills and develop instructional strategies to optimise learners' reading performance and cognitive load. Overall, the study contributes to the growing body of literature in CALL and highlights the significance of interactive learning models for improving learning outcomes.

中文摘要：背景资料 本研究以计算机辅助交互阅读模式(CAIRM)为教育干预框架，探讨了高低级文本处理策略对高低级文本处理技能和认知负荷的影响。 � 目标 本研究旨在考察 CAIRM 模式对阅读成绩和认知负荷的影响，并探讨高水平和低水平文本处理技巧的交互使用对阅读成绩和认知负荷的影响。 � 方法 采用 QUAN + QUAL 数据和单因素方差分析相结合的研究设计方法，对随机抽取的120名英语专业本科生进行了 CAIRM 模型的效果检验。 � 结果 这项研究为数码文本处理的互动效应提供了经验证明，显示一项技能的发展可以互动地促进另一项技能的发展。研究发现，在数字文本处理过程中，交互使用高水平和低水平的文本处理技巧可以提高阅读效率，降低认知负荷。有趣的是，结果显示有些参与者更喜欢较低水平的技能，而其他人则更喜欢较高水平的技能来管理阅读活动中的认知负荷，这表明策略使用的效果参差不齐。 � 结论 本研究的结果强调了在数字文本处理过程中，交互使用较高和较低水平的文本处理技能对提高阅读成绩和降低认知负荷的重要性。这些结果对计算机辅助语言教学的研究者和实践者都有理论和教学上的启示，强调了个性化教学适合个体学习者的需求和偏好的必要性。未来的研究可以进一步探索文本处理技巧的潜在影响，并制定教学策略，以优化学习者的阅读成绩和认知负荷。总的来说，本研究有助于增加 CALL 的文献数量，并强调了交互式学习模式对改善学习结果的重要性。

https://doi.org/10.1111/jcal.13005

《Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English》

《焦虑历险: 高职英语数字游戏教学中的性别偏见》

作者：Shilan Ahmadian · Lisbeth M. Brevik · Elisabet Öhrn

英文摘要：Background In Norway, games were introduced into the 2020 English curriculum; acknowledging games as language learning resources alongside other text-based material. However, little is known about the type of games selected by English teachers, reasons for doing so, or how games are actually used in teaching. This is particularly relevant in gendered vocational classes, with mainly girls or boys respectively in different programmes, as national surveys show that while most teenage boys play digital games, comparatively few girls do. Objectives The primary aim was to investigate how the digital commercial game Adventures with Anxiety was used during naturally occurring English teaching in four gendered vocational classes: one Technological and Industrial Production class (boys only) and three Healthcare, Childhood and Youth development classes (girls mainly). Methods Participants involved 36 students (aged 16–17) and two English teachers. Using a mixed methods design (Brevik, 2022), we combined quantitative and qualitative analyses of classroom video recordings (5.5 h), student screen recordings during gameplay (8 h) and retrospective teacher interviews (1.5 h). Analyses relied on the validated PLATO observation protocol (Grossman, 2015) and reflexive thematic analysis (Braun & Clarke, 2022). Results and Conclusions English teachers expressed a dual aim in using the game for teaching English; to improve students' language skills and provide experiences of how to live with anxiety. Although the game offered relevant vocabulary and virtual experiences with anxiety; anxiety emerged as a professional component of caring professions in the girls-mainly classes, while being used to help boys acknowledge anxiety in their own lives.

中文摘要：背景资料 在挪威，游戏被引入到2020年的英语课程中; 承认游戏与其他文本材料一样是语言学习资源。然而，很少有人知道英语教师选择的游戏类型，这样做的原因，或游戏实际上是如何在教学中使用。这在性别分明的职业课程中尤为重要，主要是女孩或男孩分别参加不同的方案，因为国家调查显示，虽然大多数十几岁的男孩玩数字游戏，但女孩玩的相对较少。 � 目标 主要目的是调查数字商业游戏《焦虑的冒险》如何在四个性别职业班的自然发生的英语教学中使用: 一个技术和工业生产班(仅限男孩)和三个保健，儿童和青年发展班(主要是女孩)。 � 方法 参加者包括36名学生(16-17岁)和两名英语教师。使用混合方法设计(Brevik，2022) ，我们结合了课堂视频记录(5.5小时) ，游戏过程中学生屏幕记录(8小时)和回顾性教师访谈(1.5小时)的定量和定性分析。分析依赖于经过验证的 PLATO 观察方案(Grossman，2015)和自反性专题分析(Braun & Clarke，2022)。 � 结果及结论 英语教师在运用游戏进行英语教学时表达了双重目的: 提高学生的语言技能，并提供如何在焦虑中生活的经验。尽管这个游戏提供了与焦虑相关的词汇和虚拟体验，但是焦虑作为照顾女孩职业的一个专业组成部分出现了——主要是在课堂上，同时被用来帮助男孩认识到他们自己生活中的焦虑。

https://doi.org/10.1111/jcal.13006

《The impact of automated writing evaluation on English as a foreign language learners' writing self‐efficacy, self‐regulation, anxiety, and performance》

《自动化写作评价对外语学习者写作自我效能、自我调节、焦虑和表现的影响》

作者：Elif Sarı · Turgay Han

英文摘要：Background With the growing trend of integrating technology into teaching environments, using Automated Writing Evaluation (AWE) in writing instruction has been extensively studied over the last two decades. The studies on AWE mostly investigated its impact on students' writing proficiencies and revealed conflicting results. However, very few studies have investigated how the use of AWE impacts learners' writing-specific psychological factors, such as self-efficacy, self-regulation, and anxiety, from an empirical perspective. Therefore, further experimental studies are needed in this regard. Objectives This study aimed at examining how a combined automated-teacher feedback condition in which the students received automated feedback on their sentence-level errors alongside teacher feedback on content and organization impacted English as a Foreign Language (EFL) students' self-efficacy, self-regulation, anxiety, and writing performance, compared with a traditional teacher-only feedback condition. Methods The study utilized a quasi-experimental design in which two intact classes were randomly assigned to the experimental and control groups. During one semester (16 weeks), students in the experimental group received both automated and teacher feedback, referred to in this study as combined automated-teacher feedback. In contrast, students in the control group received only teacher feedback. Two scales, a questionnaire and a focus group interview, were used to obtain the data. The data were analysed using both quantitative and qualitative techniques. Results and Conclusion The quantitative results demonstrated no statistically significant difference between the two types of feedback procedures in promoting the use of self-regulated writing strategies by the students. However, the use of combined automated-teacher feedback was found to be more effective than conventional teacher-only feedback in enhancing the students' writing self-efficacy and writing performance. The two different feedback processes were shown to be ineffective at helping the students' writing anxiety, however. The qualitative data also showed that students had favourable opinions of their experiences with receiving automated and teacher comments together. Implications Considering the findings of this study regarding the impact of combined automated-teacher feedback on students' writing self-efficacy and writing performance, as well as positive student perceptions, it is suggested that this feedback model is used as an alternative to teacher-only feedback in EFL writing instruction.

中文摘要：背景资料 随着科技与教学环境相结合的趋势日益明显，在写作教学中应用自动化写作评价(AWE)技术的研究已经得到了广泛的关注。关于 AWE 的研究主要考察了它对学生写作能力的影响，发现结果相互矛盾。然而，很少有研究从实证的角度探讨 AWE 的使用如何影响学习者写作特有的心理因素，如自我效能感、自我调节和焦虑。因此，在这方面还需要进一步的实验研究。 � 目标 本研究旨在探讨教师自动反馈与传统教师自动反馈相比对学生英语作为外语的自我效能、自我调节、焦虑和写作表现的影响。 � 方法 该研究采用准实验设计，将两个完整的班级随机分配给实验组和对照组。在一个学期(16周)中，实验组的学生同时收到了自动反馈和教师反馈，在本研究中称为自动反馈和教师反馈的结合。相比之下，控制组的学生只收到老师的反馈。采用问卷调查和焦点小组访谈两种方式获得数据。数据分析采用定量和定性技术。 � 结果及结论 定量结果表明，两种反馈程序在促进学生使用自我调节写作策略方面无统计学差异。然而，在提高学生的写作自我效能感和写作成绩方面，使用自动化教师反馈比传统的教师反馈更为有效。然而，这两种不同的反馈过程在帮助学生写作焦虑方面是无效的。定性数据还显示，学生对自动和教师一起接受评论的经历表示赞同。 � 暗示 考虑到自动化教师反馈对学生写作自我效能感和写作成绩的影响，以及学生积极的写作观念，本研究建议在英语写作教学中使用自动化教师反馈模式替代单纯的教师反馈。

https://doi.org/10.1111/jcal.13004

《Potential of computer‐mediated communications in directing communication repair, co‐regulation patterns and student engagement》

《计算机媒介沟通在指导沟通修复、共同管理模式和学生参与方面的潜力》

作者：Zohre Mohamadi Zenouzagh · Wilfried Admiraal · Nadira Saab

英文摘要：Background study Although the number of computer-based instruction has increased drastically, the understanding of how design features of learning modality can affect learning remains incompelte. This partly stems from studies' heavy focus on modified output. Therefore, how interactive nature of computer-mediated learning feeds into learning is under examined. Objectives This study examined the potentials of multimodal and text-based computer-mediated communication (CMC) to support learner communication repair, co-regulation patterns and engagement dimensions. Method To this end, collaborative online writing performance of 30 English as a Foreign Language learners in Moodle and online writing forum was analysed via conversation analysis. Data from stored conversation of Moodle and chat logs of writing forum were coded for communication repair to trace language related episodes (LREs), co-regulation patterns and students' engagement dimensions. Results The frequency analysis of coded data on LREs indicated while multimodal CMC involved students in global and organisational and content LREs, text-based computer-mediate communication involved students in morphosyntactic and lexical LREs. Results also indicated significant differences in co-regulation patterns in multimodal and text-based computer-mediated communication. While students enacted planning, monitoring co-regulation practices in multimodal computer-mediated communication, students in text-based CMC executed evaluation and elaboration co-regulation practices. Findings also indicated that students were differentially engaged in learning. Students were more emotionally and socially engaged in multimodal CMC and cognitively and behaviourally engaged in text-based computer-mediated writing. Conclusions The results posit dual function for CMCs, as a mean for communication and cognitive co-regulation. However, dynamics of interaction is influenced by the mode of interaction.

中文摘要：背景研究 虽然计算机辅助教学的数量急剧增加，但对学习方式的设计特征如何影响学习的理解仍然不够全面。这在一定程度上源于研究对修正产出的高度关注。因此，如何互动性质的计算机中介学习反馈到学习正在审查。 � 目标 本研究探讨了多模式和文本电脑辅助沟通在支持学习者沟通修复、共同调节模式和参与维度方面的潜力。 � 方法 为此，我们利用会话分析的方法，分析了30名 Moodle 英语作为外语学习者和在线写作论坛的在线合作写作表现。来自 Moodle 存储的会话和写作论坛的聊天记录的数据被编码用于沟通修复，以追踪语言相关事件(lre)、共同监管模式和学生的参与维度。 � 结果 编码数据的频率分析表明，虽然多模式 CMC 涉及学生在全球和组织和内容的 LRE，基于文本的计算机中介沟通涉及学生在形态句法和词汇的 LRE。研究结果还显示，在多模式和基于文本的电脑辅助沟通中，共同监管模式存在显著差异。当学生制定计划，监测多模式电脑辅助沟通的共同监管实践时，基于文本的 CMC 的学生执行评估和阐述共同监管实践。研究结果亦显示学生对学习的参与程度有所不同。学生在情感和社交方面更多地参与多模式 CMC，在认知和行为方面更多地参与基于文本的计算机中介写作。 � 结论 研究结果认为 CMC 具有双重功能，是沟通和认知协调的一种手段。然而，相互作用的动力学受到相互作用方式的影响。

https://doi.org/10.1111/jcal.13010

《Artificial intelligence and learning environment: Human considerations》

《人工智能与学习环境: 人的因素》

作者：Esmaeil Jafari

英文摘要：Background Artificial intelligence (AI) has created new opportunities, challenges, and potentials in teaching; however, issues related to the philosophy of using AI technology in learners' learning have not been addressed and have caused some issues and concerns. This issue is due to the research gap in addressing issues related to ethical and human needs, and even values in AI in learning have become more obvious. Objectives This study investigates how human-centered artificial intelligence (HAI) can help learners in a learning environment. In this regard, this article by developing key considerations of HAI in helping students tries to help implement or shift it in the future in learning environments. Methods To better understand the key considerations of HAI, qualitative methods and interview techniques were applied in this study. In this regard, 18 samples were interviewed from two groups of experts and faculty members in the fields of technology and computer science and social and humanities sciences. The thematic content analysis method was used to analyse qualitative data. Results and Conclusions The results show that AI attempts to integrate ethical and human values in the process of design, development, and research in the fields of recognising and dealing with negative emotions, targeted emotional nature, and access to fairness and justice. It also shows significant promise in understanding feelings and emotions in a learning environment. Implications Although AI has been studied in other contexts, HAI has not attracted much attention from researchers. Hence, this study has made worthwhile contributions to the literature as it has specifically focused on HAI in education. In addition, it can resolve some scientific community considerations regarding technological concerns in the field of AI. Furthermore, this article can increase social satisfaction with the use of AI by considering ethical considerations in the learning environment and can particularly benefit researchers, educators, and AI specialists who are involved in the study of HAI applications.

中文摘要：背景资料 人工智能(AI)给教学带来了新的机遇、挑战和潜力，然而，与人工智能技术在学习者学习中的应用哲学相关的问题一直没有得到解决，并引起了一些问题和关注。这个问题是由于在解决与道德和人类需求有关的问题方面的研究差距，甚至人工智能在学习中的价值也变得更加明显。 � 目标 本研究探讨以人为中心的人工智能(HAI)如何在学习环境中帮助学习者。在这方面，本文通过发展的关键考虑 HAI 在帮助学生试图帮助实施或转变它在未来的学习环境。 � 方法 为了更好地理解 HAI 的关键因素，本研究采用了定性研究方法和访谈技术。在这方面，从技术和计算机科学以及社会和人文科学领域的两个专家和教员小组采访了18个样本。采用主题内容分析法对定性数据进行分析。 � 结果及结论 研究结果表明，人工智能试图在设计、开发和研究过程中整合伦理和人类价值观，包括识别和处理负面情绪、有针对性的情感本质以及获得公平和正义。它还显示了在学习环境中理解感情和情绪的重要前景。 � 暗示 虽然人工智能已经在其他领域得到了研究，但是人工智能还没有引起研究者的足够重视。因此，这项研究作出了有价值的贡献的文献，因为它具体集中在 HAI 的教育。此外，它可以解决一些科学界关于人工智能领域的技术问题的考虑。此外，本文通过考虑学习环境中的伦理因素，可以提高社会对人工智能应用的满意度，并且特别有益于参与人工智能应用研究的研究人员、教育工作者和人工智能专家。

https://doi.org/10.1111/jcal.13011

《Prior proficiency level matters: The differential impact of erroneous examples in online homework related to decimal number line tasks》

《先前熟练程度事项: 网上作业中与十进制数行任务有关的错误示例的不同影响》

作者：Rocío Mínguez‐Pardo · Javier del Olmo‐Muñoz · Sergio Tirado‐Olivares · José Antonio González‐Calero

英文摘要：Background The present study delves into the debate surrounding the effectiveness of homework, focusing specifically on the use of online homework in teaching decimal numbers to 5th and 6th grade primary school students. It highlights the challenges students face in representing and identifying decimal numbers, a concept that is often difficult for 5th and 6th graders to grasp. Objectives The aim to evaluate the effectiveness of online homework in enhancing understanding of decimal numbers and compare the impact of instructional methodologies based on correct and incorrect examples. Methods The research employs an experimental design, comparing the effects of online homework with correct and incorrect examples, assessing how these methodologies influence students' ability to understand and use decimal numbers, especially on a number line. Results The results support the overall effectiveness of online homework in improving students' performance in decimal numbers, regardless of their initial level of understanding. Specifically, the study reveals that the type of examples used in homework plays a key role in the effectiveness of learning. Incorrect examples are more beneficial for students with higher prior knowledge, while correct examples are more appropriate for students with lower prior levels. Conclusions These outcomes highlight the potential value of online homework in primary education and underline the importance of tailoring educational activities to the individual needs of pupils. The study contributes to the broader conversation about the role of homework in education, suggesting practical ways to optimise online learning experiences for young learners.

中文摘要：背景资料 本研究探讨了围绕家庭作业有效性的争论，特别侧重于在小学五年级和六年级小数教学中使用在线家庭作业。它强调了学生在表示和识别十进制数时所面临的挑战，这个概念通常是五年级和六年级学生难以理解的。 � 目标 目的是评估在线作业在提高对十进制数的理解方面的有效性，并根据正确和不正确的例子比较教学方法的影响。 � 方法 该研究采用实验设计，比较在线作业与正确和不正确的例子的效果，评估这些方法如何影响学生理解和使用十进制数的能力，特别是在数字行上。 � 结果 研究结果显示，不论学生最初的理解水平如何，网上作业在提升学生十进位数成绩方面的整体效能是有效的。具体而言，本研究发现家庭作业中使用的例子类型对学习效果起着关键作用。错误的例子对先验知识较高的学生更有利，而正确的例子更适合先验水平较低的学生。 � 结论 这些成果突出了在线家庭作业在小学教育中的潜在价值，并强调了根据学生的个人需要调整教育活动的重要性。这项研究有助于更广泛地讨论家庭作业在教育中的作用，为优化年轻学习者的在线学习体验提供了切实可行的方法。

https://doi.org/10.1111/jcal.13013

《Character appearance in hologram tutors: Unveiling valence and learning enjoyment dynamics》

《全息导师的人物形象: 揭示效价与学习享受动态》

作者：Mohd Khairulnizam Ramlie · Ahmad Zamzuri Mohamad Ali

英文摘要：Background Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates the relationship between character realism and emotions in student learning. Objectives The study aimed to determine whether valence acts as a significant mediator in the relationship between the appearance designs of three hologram tutor characters and students' overall enjoyment in learning. Methods We employed a quasi-experimental design for this study to examine the relationship between hologram tutors and their effectiveness across three different levels of character realism. A total of 90 higher education institute students participated in the research. The data collection process utilised the Self-Assessment Manikin (SAM) and the Achievement Emotion Questionnaire (AEQ) questionnaire sets. Regression analysis, following Baron and Kenny (1986) model, was applied to test and analyse whether students' enjoyment attributed to the hologram tutor's character design acted as a significant mediator. Results The findings surprisingly revealed no significant mediating effect when employing an appropriate hologram tutor character appearance. There was no statistically significant regression observed in the relationship between hologram tutor appearance and overall learning enjoyment. Notably, the enjoyment mean scores for all character designs were within the positive emotions range. Conclusion In conclusion, the enjoyment experienced by students due to the hologram tutor's character design does not emerge as a significant mediator in the relationship between the level of realism of the hologram tutor and the emotional responses in student learning. The contributing factors influencing this finding are elaborated upon in the subsequent discussion. Implications This study brings novel insights to the use of hologram tutor character appearance, aiming to enhance valence and emotional engagement in student learning experiences. The findings contribute to understanding effective strategies for utilising hologram technology in education.

中文摘要：背景资料 教育中的有效沟通采用多种方法，全息技术代表教师。全息图，使用不同的人物写实水平，旨在维持学生的兴趣和动机。本研究旨在探讨全息影像导师的人物形象对学生心理价值的影响是否在学生学习中对人物现实主义与情感的关系起到显著的中介作用。 � 目标 本研究旨在探讨三个全息导师角色的外观设计与学生学习的整体享受之间的关系中，效价是否起着重要的中介作用。 � 方法 本研究采拟实验设计，探讨全息导师在三个不同的人物写实水平与其效能之间的关系。共有90名高校学生参与了本次研究。数据收集过程中使用了自我评估假人(SAM)和成就情绪问卷(AEQ)问卷集。采用 Baron 和 Kenny (1986)的回归分析模型，测试和分析全息图导师的角色设计是否对学生的快乐起到了显著的中介作用。 � 结果 研究结果令人惊讶地发现，当使用适当的全息导师人物外观时，没有显著的中介效应。全息导师形象与学生整体学习兴趣的关系没有统计学意义上的回归。值得注意的是，所有角色设计的享受平均分都在积极情绪的范围内。 � 结论 总之，全息图导师的人物设计所带给学生的愉悦感在全息图导师的写实水平与学生学习中的情绪反应之间的关系中并没有起到重要的中介作用。影响这一结论的因素将在随后的讨论中详细阐述。 � 暗示 本研究对全息导师人物形象的使用提出了新的见解，旨在提高学生学习体验中的效价和情感投入。这些发现有助于理解在教育中利用全息技术的有效策略。

https://doi.org/10.1111/jcal.13014

《Design, development and testing of BodoRao—A markerless augmented reality application for endangered language in primary education》

《Bodorao 的设计、开发和测试ーー小学扩增实境濒危语言的无标记应用程序》

作者：Dipali Basumatary · Ranjan Maity

英文摘要：Background Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language. Objective This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application. Method A mixed-method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non-native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application. Results and Conclusion The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non-native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non-native students in the experimental group.

中文摘要：背景资料 扩增实境可以提供三维虚拟体验，在现代教育中得到广泛应用。然而，这些应用对欠发达部落社区的影响还有待调查。据我们所知，还没有专门为学习波多部落语言而开发的无标记扩增实境应用程序。因此，我们开发了一个无标记的扩增实境应用程序ーー Bodorao 来教授 Bodo 部落语言的字母和数字。 � 目的 本研究旨在评估 BodoRao 应用程序的可用性和有效性。研究扩增实境应用程序如何影响学生语言习得的学习成绩。此外，评估学生对使用扩增实境申请的态度。 � 方法 采用定量和定性相结合的混合方法收集数据。共有80名学生从两个用户组: 母语人士和非母语人士进行了评估，以确定是否 BodoRao 应用程序可以受益于各种讲话者。此外，从每个用户组，实验组和对照组形成。实验组使用扩增实境学习，而对照组使用传统教科书学习。八位教师也接受了采访，了解他们对 BodoRao 申请的意见。 � 结果及结论 研究结果发现，对于本土和非本土使用者，实验组和对照组在成就测验结果上存在显著差异。学生对申请的积极态度也被观察到，表现为他们的高申请满意度，低焦虑和准备使用。此外，实验组学生的学习成绩与态度呈显著正相关。

https://doi.org/10.1111/jcal.13056

《Fast certificate issuance in a Moodle‐based MOOC platform: A large‐scale study》

《Moodle MOOC 平台的快速证书颁发: 一项大规模研究》

作者：Gabriela Trindade Perry · Marlise Bock Santos

英文摘要：Background Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language. Objective This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application. Method A mixed-method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non-native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application. Results and Conclusion The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non-native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non-native students in the experimental group.

中文摘要：背景资料 扩增实境可以提供三维虚拟体验，在现代教育中得到广泛应用。然而，这些应用对欠发达部落社区的影响还有待调查。据我们所知，还没有专门为学习波多部落语言而开发的无标记扩增实境应用程序。因此，我们开发了一个无标记的扩增实境应用程序ーー Bodorao 来教授 Bodo 部落语言的字母和数字。 � 目的 本研究旨在评估 BodoRao 应用程序的可用性和有效性。研究扩增实境应用程序如何影响学生语言习得的学习成绩。此外，评估学生对使用扩增实境申请的态度。 � 方法 采用定量和定性相结合的混合方法收集数据。共有80名学生从两个用户组: 母语人士和非母语人士进行了评估，以确定是否 BodoRao 应用程序可以受益于各种讲话者。此外，从每个用户组，实验组和对照组形成。实验组使用扩增实境学习，而对照组使用传统教科书学习。八位教师也接受了采访，了解他们对 BodoRao 申请的意见。 � 结果及结论 研究结果发现，对于本土和非本土使用者，实验组和对照组在成就测验结果上存在显著差异。学生对申请的积极态度也被观察到，表现为他们的高申请满意度，低焦虑和准备使用。此外，实验组学生的学习成绩与态度呈显著正相关。

https://doi.org/10.1111/jcal.13054

《Comparing effects of different goal type orders on collaborative simulation‐based inquiry in engineering problem solving: A process modelling approach》

《工程问题求解中不同目标类型命令对协同仿真探究的影响: 一种过程建模方法》

作者：Yanyan Sun · C. Q. Feng · Di Peng · Bian Wu

英文摘要：Background Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature. Objectives To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving. Methods In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse. Results and Conclusions The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium-performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem-solving goal subtask first (Problem solving goal-Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal-Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated-based complex engineering problem solving could be used as an idea-centered scaffolding, especially for medium-performance learners. However, low-performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.

中文摘要：背景资料 学习和问题解决都是工程教育中复杂问题解决的主要目标。然而，通过问题解决学习的知识建构和问题解决的顺序在现有文献中并没有得到解释。 � 目标 为了了解它们之间的关系，本研究比较了不同目标类型指令对基于协同仿真的工程问题求解探究的影响。 � 方法 在这项研究中，24名工科本科生成对工作，使用计算机模拟应用程序解决一个风洞问题。基于日志数据和讨论话语，采用过程挖掘和认知网络分析方法，对查询过程进行建模，识别查询模式。 � 结果及结论 结果表明，第一次分配子任务的目标类型对中等水平学习者的提问策略影响最大。此外，第一次分配子任务的目标类型对学习者的探究过程也有影响。问题解决目标子任务优先(问题解决目标-学习目标条件)的学习者进行了更多的模拟试验，并将他们的探究话语集中在澄清问题上，而学习目标子任务优先(学习目标-问题解决目标条件)的学习者更经常地将反思与其他探究阶段联系起来。本研究结果提示，在模拟复杂工程问题解决中，首先设定学习目标子任务可以作为一个以思想为中心的支架，特别是对于中等水平的学习者。然而，学习效率低下的学习者会遇到“情境知识悖论”，需要额外的指导。在复杂问题的求解过程中，对知识构建过程进行监控是非常重要的，即使在寻找解决方案是主要任务的情况下也是如此。

https://doi.org/10.1111/jcal.13050

《Enhancing experiential science learning with virtual labs: A narrative account of merits, challenges, and implementation strategies》

《利用虚拟实验室加强体验科学学习: 优点、挑战和实施策略的叙述性描述》

作者：Ronald L. Reyes · Kristina P. Isleta · Jennifer Regala · Daisy Mae R. Bialba

英文摘要：Background The adoption of virtual laboratories (VLs) has experienced a significant surge, catalysed by the global changes in the educational landscape, notably influenced by the COVID-19 pandemic. Originally supplementary to traditional in-person laboratory experiments, VLs swiftly transitioned into a primary source of hands-on laboratory activities for educational institutions worldwide during the pandemic. As restrictions have eased, virtual, computer-assisted learning platforms continue to be used, though now as a complement to, rather than a substitute for, hands-on experimentation opportunities. However, their adoption presents both opportunities and challenges that require thorough investigation to maximize their effectiveness and equity. Objectives This paper aims to provide a comprehensive overview of VL resources utilized across various scientific disciplines. It evaluates their potential to enhance traditional hands-on laboratory activities and examines the efficacy of computer-assisted learning platforms from a constructivist learning perspective. By doing so, the study seeks to identify best practices, challenges, and strategies for the effective integration of VLs in science education. Methods A content analysis was conducted on literature published from 2013 to 2023, focusing on VLs in educational settings. Thematic analysis was employed to categorize the findings into three primary pillars: Merits, Challenges, and Implementation Strategies. Multiple researchers participated in the analysis to ensure reliability and consistency. To further enhance reliability, regular cross-checks and consensus meetings were held to resolve any discrepancies and maintain the integrity of the thematic categorization. A constructivist learning perspective was used to analyse the instructional implications, focusing on active learning to evaluate alignment with educational goals, adapted teaching methods, and assessments. Results and Conclusions The analysis revealed that VLs offer significant benefits, including enhanced accessibility, flexibility, and opportunities for active learning. Virtual labs provide scalable, safe opportunities for inquiry-based science learning by replicating experiments in an accessible digital environment, enhancing understanding of scientific concepts based on research demonstrations of improved learning outcomes. However, challenges such as high initial setup costs, technological barriers, and the need for effective integration with traditional curricula were also identified. Despite these challenges, VLs have the potential to complement and enhance hands-on laboratory experiences, provided they are implemented thoughtfully and equitably. Future research should focus on improving the efficacy, accessibility, collaboration among stakeholders, and economic feasibility of VLs to maximize their educational impact.

中文摘要：背景资料 由于全球教育环境的变化，尤其是受到2019冠状病毒疾病大流行的影响，使用虚拟实验室的人数大幅增加。VLs 最初是对传统的实验室实验的补充，但在大流行期间迅速过渡成为世界各地教育机构实际操作实验室活动的主要来源。随着限制的放松，虚拟的计算机辅助学习平台继续被使用，虽然现在是对实践机会的补充，而不是替代。然而，它们的采用既带来了机遇，也带来了挑战，需要进行彻底的调查，以最大限度地提高其效率和公平性。 � 目标 本文件旨在提供一个全面的概述虚拟学习资源利用各种科学分支。它评估他们的潜力，以加强传统的实验室动手活动，并检查功效的计算机辅助学习平台从建构主义的学习观点。通过这样做，本研究旨在确定最佳实践，挑战和战略，以有效整合 VL 在科学教育。 � 方法 对2013年至2023年出版的文献进行了内容分析，重点分析了教育背景下的 VLs。采用主题分析法将调查结果分为三个主要支柱: 优点、挑战和实施策略。多位研究人员参与分析，以确保可靠性和一致性。为了进一步提高可靠性，定期举行了反复核对和协商一致会议，以解决任何差异，并保持专题分类的完整性。运用建构主义学习观分析教学内涵，注重主动学习，评价与教育目标、教学方法和评价的一致性。 � 结果及结论 分析显示，VL 提供了显著的好处，包括提高可及性，灵活性，积极学习的机会。虚拟实验室通过在可访问的数字环境中复制实验，提供可扩展的、安全的探究性科学学习机会，并基于改进的学习成果的研究示范，加强对科学概念的理解。然而，挑战，如高初始设置成本，技术障碍，以及有效整合的需要与传统课程也被确定。尽管存在这些挑战，VL 有潜力补充和增强实验室实践经验，只要它们得到深思熟虑和公平的实施。未来的研究应该着眼于提高 VL 的功效、可及性、利益相关者之间的合作以及经济可行性，以最大限度地发挥其教育影响力。

https://doi.org/10.1111/jcal.13061

《Text‐to‐speech and virtual reality agents in primary school classroom environments》

《小学课堂环境中的文本-语音和虚拟现实代理》

作者：Laduona Dai · Veronika Kritskaia · Evelien van der Velden · Reinder Vervoort · Marlieke Blankendaal · Merel M. Jung · Marie Postma · Max M. Louwerse

英文摘要：Background The integration of Text-to-Speech (TTS) and virtual reality (VR) technologies in K-12 education is an emerging trend. However, little is known about how students perceive these technologies and whether these technologies effectively facilitate learning. Objectives This study aims to investigate the perception and effectiveness of TTS voices and VR agents in a K-12 classroom setting, with a focus on information recall. Methods Using a recent TTS architecture, we developed four different synthetic voices based on 5, 10, 15 and 20 h of training materials. Two experiments were conducted involving students in a K-12 setting. The first experiment examined students' evaluations of TTS voices with varying hours of training material and the impact on information recall. The second experiment assessed the effect of pairing TTS voices with a VR agent on students' perception and recall performance. Results and Conclusions Human voices received superior quality ratings over TTS voices within the classroom context. The integration of a VR agent was found to enhance the perception of TTS voices, aligning with existing literature on the positive impact of virtual agents on speech synthesis. However, this incorporation did not translate to improved recall, suggesting that the student focus may have been compromised by the VR agent's novelty and its design limitations.

中文摘要：背景资料 文本-语音(TTS)和虚拟现实(VR)技术在 K-12教育中的融合是一个新兴的趋势。然而，很少有人知道学生如何看待这些技术，以及这些技术是否有效地促进了学习。 � 目标 本研究旨在探讨在 K-12教室环境下，TTS 语音和虚拟现实代理人的知觉和有效性，重点是信息回忆。 � 方法 使用最近的 TTS 架构，我们开发了基于5、10、15和20小时训练材料的四种不同的合成语音。两个实验是在 K-12的环境中进行的，涉及到学生。第一个实验考察了学生对不同训练时间的 TTS 语音的评价以及对信息回忆的影响。第二个实验评估了 TTS 语音与 VR 代理配对对学生的知觉和回忆表现的影响。 � 结果及结论 在课堂环境中，人类的声音比 TTS 的声音得到了更高的质量评价。研究发现，虚拟现实代理的整合可以增强对 TTS 声音的感知，并与现有关于虚拟代理对语音合成产生积极影响的文献保持一致。然而，这种结合并没有转化为改善的回忆，表明学生的重点可能已经妥协的虚拟现实代理的新颖性和其设计的局限性。

https://doi.org/10.1111/jcal.13046

《Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think‐aloud protocols in case of seductive details》

《多媒体学习中的测量(元)认知过程: 在诱人的细节情况下匹配眼球跟踪指标和有声思考协议》

作者：Lisa Stark · Andreas Korbach · Roland Brünken · Babette Park

英文摘要：Background In recent years, eye tracking has become a prominent method for learning research as it is assumed to indicate (meta)cognitive processes. However, there is little empirical evidence for hypothesized relations between eye tracking indicators and specific (meta)cognitive processes so that construct validity of used metrics can be questioned. Objectives The main goal was to provide validity hints in order to create an empirical basis for interpreting specific eye tracking indicators in terms of respective (meta)cognitive processes of multimedia learning. Methods N = 60 students learned with multimedia instructional material. Referring to a process model of multimedia learning, correlations between theoretically deduced eye tracking indicators with verbalized (meta)cognitive processes of multimedia learning captured by think-aloud protocols were examined. In addition, the sensitivity of both process measures of (meta)cognitive processes was regarded considering the well-investigated seductive details effect of an established multimedia instruction in a two-group design. Finally, serial mediations were calculated in order to investigate whether both process measures complement one another in a joint explanation of the seductive details effect. Results and Conclusions Eye tracking indicators and verbalized (meta)cognitive processes did only partly correspond as it was shown by correlation and serial mediation analyses. However, both measures were sensitive to indicate the seductive details effect. Thus, even though the study provided insights in how validation could be possible, further systematic research will be needed for validating eye tracking indicators of specific (meta)cognitive processes in multimedia learning.

中文摘要：背景资料 近年来，眼球追踪已成为一种突出的学习研究方法，因为它被认为是指示(元)认知过程。然而，眼球追踪指标与特定(元)认知过程之间的假设关系几乎没有经验证明，因此使用指标的结构有效性可能受到质疑。 � 目标 主要目的是提供有效性提示，以便建立一个实证基础，解释特定的眼球追踪指标的各自(元)认知过程的多媒体学习。 � 方法 60名学生使用多媒体教学材料学习。参照多媒体学习的过程模型，研究了理论推导的眼动指标与有声思维协议捕捉的多媒体学习的语言化(元)认知过程之间的相关性。此外，考虑到已建立的多媒体教学在两组设计中的诱人细节效应，考虑了元认知过程的两种过程测量的敏感性。最后，计算一系列的调解，以调查是否这两个过程措施相辅相成，在一个共同的解释诱人的细节效应。 � 结果及结论 眼球追踪指标和口头(元)认知过程只有部分对应，因为它被相关性和连续中介分析所显示。然而，这两个测量都是敏感的，以表明诱人的细节效应。因此，即使该研究提供了验证如何可能的见解，进一步的系统研究将需要验证的眼睛跟踪指标的特定(元)认知过程中的多媒体学习。

https://doi.org/10.1111/jcal.13051

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【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送

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