【SSCI】教育学期刊《Journal of Computers in Education》最新论文推送（2024年10月）
《Journal of Computers in Education》共28篇，祝大家阅读愉快。
《Artificial intelligence (AI) learning tools in K-12 education: A scoping review》
《K-12教育中的人工智能学习工具: 范围评述》
作者：Iris Heung Yue Yim · Jiahong Su
英文摘要：Artificial intelligence (AI) literacy is a global strategic objective in education. However, little is known about how AI should be taught. In this paper, 46 studies in academic conferences and journals are reviewed to investigate pedagogical strategies, learning tools, assessment methods in AI literacy education in K-12 contexts, and students’ learning outcomes. The investigation reveals that the promotion of AI literacy education has seen significant progress in the past two decades. This highlights that intelligent agents, including Google’s Teachable Machine, Learning ML, and Machine Learning for Kids, are age-appropriate tools for AI literacy education in K-12 contexts. Kindergarten students can benefit from learning tools such as PopBots, while software devices, such as Scratch and Python, which help to develop the computational thinking of AI algorithms, can be introduced to both primary and secondary schools. The research shows that project-based, human–computer collaborative learning and play- and game-based approaches, with constructivist methodologies, have been applied frequently in AI literacy education. Cognitive, affective, and behavioral learning outcomes, course satisfaction and soft skills acquisition have been reported. The paper informs educators of appropriate learning tools, pedagogical strategies, assessment methodologies in AI literacy education, and students’ learning outcomes. Research implications and future research directions within the K-12 context are also discussed.
中文摘要：人工智能素养是教育的全球战略目标。然而，人们对如何教授人工智能知之甚少。本文回顾了学术会议和期刊上的46项研究，探讨了 K-12语境下人工智能素养教育的教学策略、学习工具、评价方法以及学生的学习成果。调查表明，在过去二十年中，人工智能扫盲教育的推广取得了显著的进展。这突出表明，智能代理，包括谷歌的可教机器，学习机器学习和儿童机器学习，是适合年龄的工具，人工智能识字教育在 K-12的背景下。幼儿园学生可以受益于 Popbot 等学习工具，而 Scratch 和 Python 等有助于开发人工智能算法计算思维的软件设备，则可以引入中小学。研究表明，基于项目、人机合作学习和基于游戏和游戏的方法，以及建构主义方法论，已经在人工智能识字教育中得到频繁应用。认知、情感和行为学习结果，课程满意度和软技能的获得已被报道。本文旨在为教育工作者提供适当的学习工具、教学策略、人工智能素养教育的评估方法以及学生的学习成果。还讨论了在 K-12教育背景下的研究意义和未来的研究方向。
https://doi.org/10.1007/s40692-023-00304-9
《Unleashing the transformers: NLP models detect AI writing in education》
《释放变形金刚: 自然语言处理模型检测教育中的人工智能写作》
作者：José Campino
英文摘要：Artificial Intelligence (AI) has witnessed widespread application across diverse domains, with education being a prominent focus for enhancing learning outcomes and tailoring educational approaches. Transformer models, exemplified by BERT, have demonstrated remarkable efficacy in Natural Language Processing (NLP) tasks. This research scrutinizes the current landscape of AI in education, emphasizing the utilization of transformer models. Specifically, the research delves into the influence of AI tools facilitating text generation through input prompts, with a notable instance being the GPT-4 model developed by OpenAI. The study employs pre-trained transformer models to discern whether a given text originates from AI or human sources. Notably, BERT emerges as the most effective model, fine-tuned using a dataset comprising abstracts authored by humans and those generated by AI. The outcomes reveal a heightened accuracy in distinguishing AI-generated text. These findings bear significance for the educational realm, suggesting that while endorsing the use of such tools for learning, vigilance is warranted to identify potential misuse or instances where students should independently develop their reasoning skills. Nevertheless, ethical considerations must be paramount when employing such methodologies. We have highlighted vulnerabilities concerning the potential bias of AI models towards non-native English speakers, stemming from possible deficiencies in vocabulary and grammatical structure. Additionally, users must ensure that there is no complete reliance on these systems to ascertain students' performance. Further research is imperative to unleash the full potential of AI in education and address ethical considerations tied to its application.
中文摘要：人工智能(AI)在各个领域得到了广泛的应用，教育成为提高学习效果和调整教育方法的一个突出焦点。以 BERT 为例的变压器模型在自然语言处理(NLP)任务中表现出了显著的效果。本研究审视了人工智能在教育领域的现状，强调了变压器模型的应用。具体来说，这项研究深入探讨了人工智能工具通过输入提示促进文本生成的影响，一个值得注意的例子是由 OpenAI 开发的 GPT-4模型。这项研究使用预先训练的变压器模型来辨别给定的文本是来自人工智能还是人类来源。值得注意的是，BERT 是最有效的模型，它使用由人类撰写的 和人工智能生成的 组成的数据集进行微调。结果显示，在区分人工智能生成的文本方面，准确性有所提高。这些研究结果对教育领域具有重要意义，表明在赞同使用这些学习工具的同时，应保持警惕，以查明潜在的误用或学生应独立发展其推理技能的情况。尽管如此，在使用这些方法时，伦理考虑必须是最重要的。我们已经强调了人工智能模型对非英语母语人士的潜在偏见的脆弱性，这种偏见源于词汇和语法结构上的可能缺陷。此外，用户必须确保没有完全依赖这些系统来确定学生的表现。必须进一步开展研究，以充分发挥人工智能在教育领域的潜力，并解决与其应用相关的伦理问题。
https://doi.org/10.1007/s40692-024-00325-y
《Transforming higher education: a decade of integrating wikipedia and wikidata for literacy enhancement and social impact》
《转变高等教育: 整合维基百科和维基数据以提高识字率和产生社会影响的十年》
作者：Shani Evenstein Sigalov · Anat Cohen · Rafi Nachmias
英文摘要：This study examines a decade-long implementation of a course model leveraging Wikipedia and Wikidata as primary educational platforms in higher education. In alignment with the UNs’ SDG 4, this initiative emphasized inclusive, equitable education and lifelong learning opportunities. The study scrutinizes the formulation and deployment of three elective courses, rooted in this model, which were designed to augment students’ academic, digital, collaborative, and communication skills through the creation of Open Educational Resources (OERs), achieving significant social impact—evidenced by over 2000 new and 7000 edited articles, accruing 75 million public views. The research addresses three principal areas: the development and application of the model; course outcomes, including OERs produced, academic achievements, and students’ learning experiences; perceived challenges and benefits from the perspective of both students and faculty. A mixed-methods approach was employed to examine data from 17 iterations, involving 616 participants. Students’ learning experience was extracted from post-course questionnaires completed by 70% (n = 429). Findings demonstrate the role of Wikipedia and Wikidata in fostering knowledge creation, digital and data literacies and critical thinking, with the research contributing to the conversation surrounding Open Educational Practices. Findings include details on incorporating issues of diversity, equity, inclusion (DEI) and knowledge gaps into the curriculum design, and map challenges and benefit for students and faculty. This extensive study offers valuable insights into the effectiveness of embedding OERs in higher education, spotlighting the pedagogical implications and social impact of this approach. It discusses the relevance of this educational strategy in the context of Generative AI technologies.
中文摘要：这项研究调查了一个利用维基百科和维基数据作为高等教育主要教育平台的课程模型的十年实施情况。根据联合国可持续发展目标4，这一倡议强调包容性、公平的教育和终身学习机会。这项研究审查了三个选修课程的制定和部署，根据这个模式，这些课程旨在通过创建开放教育资源(OERs)来增强学生的学术、数字、协作和沟通技能，实现重大的社会影响ーー2000多篇新文章和7000多篇编辑文章，累计7500万公众观点证明了这一点。这项研究涉及三个主要领域: 模型的开发和应用; 课程成果，包括开放教育资源的产生、学术成就和学生的学习经验; 从学生和教师的角度看待挑战和收益。一个混合的方法被用来检查来自17个迭代的数据，涉及616个参与者。学生的学习经验从课后问卷中提取，完成率为70% (n = 429)。研究结果显示了维基百科和维基数据在培养知识创造、数字和数据素养以及批判性思维方面的作用，研究为围绕开放教育实践的对话做出了贡献。研究结果包括将多样性、公平性、包容性(DEI)和知识差距等问题纳入课程设计的细节，以及为学生和教师制定的挑战和收益地图。这项广泛的研究提供了有价值的见解嵌入高等教育开放教育资源的有效性，突出这种方法的教学意义和社会影响。它讨论了这种教育战略在生成性人工智能技术的背景下的相关性。
https://doi.org/10.1007/s40692-024-00334-x
《Theoretical and empirical models underlying the teaching use of LMS platforms in higher education: a systematic review》
《在高等教育中使用 LMS 平台的理论和实证模型: 系统综述》
作者：Javier Mella-Norambuena · Andrés Chiappe Laverde · María Graciela Badilla Quintana
英文摘要：The Learning Management Systems (LMS) have garnered attention in Higher Education due to their significant potential as a robust learning tool; however, their mere existence does not guarantee adoption and acceptance. The objective of this study was to analyze quantitative research on the intention and usage of LMS among university professors. The method employed was a systematic review following PRISMA guidelines. Databases such as Scopus, WOS, EBSCOhost, and SciElo were explored from 2013 to 2023. The results indicated that (a) the most frequent objective was to determine factors influencing LMS usage, (b) the average number of participants was 239, (c) the highest productivity (61%) was observed in Asia, (d) the most common limitation about the sample, (e) the most frequently used theoretical model (69%) was the Technology Acceptance Model, (f) the models also included other variables grouped into personal, technological, social, and institutional factors; (g) The predictive power of the models on LMS usage intention was moderate, while for current LMS usage, it ranged from small to moderate; (h) measurements were self-reported; (i) ultimately, the majority measured only the intention of LMS usage (54%), 15% measured only the current usage of LMS, and 31% measured both. In conclusion, limitations, future research directions, and recommendations for the integration and consolidation of LMS usage by faculty are presented.
中文摘要：学习管理系统(LMS)因其作为一种强大的学习工具的巨大潜力而受到高等教育界的关注; 然而，它们的存在并不能保证被采纳和接受。本研究的目的是分析大学教授使用 LMS 的意图和使用的定量研究。所采用的方法是一种遵循 PRISMA 指导方针的系统综述。从2013年到2023年，对 Scopus、 WOS、 EBSCOhost 和 SciElo 等数据库进行了研究。结果表明: (a)最常见的目标是确定影响 LMS 使用的因素; (b)参与者的平均人数为239人; (c)在亚洲观察到的生产力最高(61%) ; (d)样本最常见的限制;(e)最常用的理论模型(69%)是技术接受模型，(f)模型还包括分为个人，技术，社会和制度因素的其他变量;(g)模型对 LMS 使用意向的预测能力是中等的，而对于目前的 LMS 使用，其范围从小到中等; (h)测量是自我报告的; (i)最终，大多数仅测量 LMS 使用的意图(54%) ，15% 仅测量当前使用 LMS，31% 两者都测量。总之，局限性，未来的研究方向，以及建议的整合和巩固的 LMS 使用的教师提出。
https://doi.org/10.1007/s40692-024-00336-9
《Exploring the educational digital landscape in the Dominican Republic: a comparative study of competencies in different stages and socio-digital environments》
《探索教育数码多米尼加: 不同阶段及社会数码环境的能力比较研究》
作者：Jesús Manuel Soriano-Alcantara · Francisco D. Guillén‐Gámez · Julio Ruiz‐Palmero
英文摘要：The purpose of this study was to have a more holistic and complete vision of the digital competencies of the three main agents of the teaching–learning process (teachers, students and parents) of all educational stages, as well as the incidence of gender, territory and access to technological resources and the Internet at home. A non-quantitative and non-experimental design was used through surveys, with non-probabilistic sampling by intention and snowball method, and a sample of 1149 participants. The results show significant differences between the groups studied in the stages of Primary and Secondary Education, but not in Early Childhood Education and Higher Education, specifically between the student–teacher group, as well as for the teacher-parent group, with higher scores for teachers. In addition, a progressive increase in digital competencies was evident from Primary Education to Higher Education in students, similar in teachers but disparate in the group of parents, as well as gender and territorial disparities according to access to digital resources and the Internet at home. The results highlight the need to effectively integrate technology into the school curriculum from the earliest educational stages, as well as to provide continuous training to those groups whose skills require improvement, including subsidy initiatives for low-income families, or programs of access to computers, digital resources and the Internet in rural areas.
中文摘要：这项研究的目的是对所有教育阶段的教学过程中的三个主要代理人(教师、学生和家长)的数字能力，以及性别、地域和获取技术资源和家庭互联网的发生率有一个更全面和完整的认识。采用非定量、非实验设计方法，采用意向非概率抽样和滚雪球方法，共抽取1149名被试。研究结果表明，在小学和中学阶段，而不是在幼儿教育和高等教育阶段，特别是在学生-教师组之间，以及在教师-家长组之间，教师得分较高的各组之间，研究结果有显著差异。此外，从初等教育到高等教育，学生的数字能力显然在逐步提高，教师类似，但家长群体不同，在获得数字资源和家庭互联网方面存在性别和地区差异。结果突出表明，必须从最初的教育阶段就有效地将技术纳入学校课程，并向那些技能需要提高的群体提供持续培训，包括为低收入家庭提供补贴倡议，或在农村地区实施计算机、数字资源和互联网使用方案。
https://doi.org/10.1007/s40692-024-00331-0
《Learning to teach with simulation: historical insights》
《学会用模拟教学: 历史的见解》
作者：Susan Ledger · Mailizar Mailizar · Sue Gregory · Miriam Tanti · David Gibson · Stacy Kruse
英文摘要：Simulation-based learning (SBL) has been trialed and embedded in many disciplines and professions over many years to practice complex skills before embarking on real-life applications. Much research has confirmed the benefits of SBL and found simulations are among the most effective means to facilitate the learning of complex skills across domains. Yet, despite this evidence-based support for SBL, teacher education continues to be slow to adopt and embed SBL within their programs. This paper compares literature on two of the longest and widest adopted simulated programs in teacher education, Second Life and simSchool—to gain insight into the research types, findings and reasons for limited implementation. The findings support previously confirmed pedagogical benefits of SBL increasing student self-efficacy and reveal commonalities and differences between the two simulated platforms and a lack of adoption of SBL that centres around costs, accessibility and technical issues. The findings are positioned in practice-theory literature and highlight SBL’s ability to provide preservice teachers with a ‘third space’ where theory can be practiced, rehearsed and reviewed virtually before real classroom transference occurs. We offer recommendations that will stimulate future research and support wider adoption of SBL in Initial Teacher Education (ITE).
中文摘要：基于模拟的学习(SBL)已经试验和嵌入在许多学科和职业多年来实践复杂的技能，然后才开始在现实生活中的应用。许多研究证实了 SBL 的好处，并发现模拟是促进跨领域复杂技能学习的最有效手段之一。然而，尽管有这种基于证据的对 SBL 的支持，教师教育在采用和嵌入 SBL 在他们的计划中仍然是缓慢的。本文比较了教师教育中使用时间最长、使用范围最广的两种模拟课程——“第二人生”和“模拟学校”的文献资料，以深入了解该课程的研究类型、研究结果和实施受限的原因。研究结果支持先前确认的 SBL 提高学生自我效能的教学效益，并揭示了两个模拟平台之间的共性和差异，以及缺乏采用以成本、可获得性和技术问题为中心的 SBL。研究结果定位于实践理论文献，并强调 SBL 的能力，提供一个“第三空间”的理论可以实践，排练和审查实际上在真正的课堂转移发生之前教师。我们提出的建议，将刺激未来的研究，并支持更广泛的采用 SBL 在初级教师教育(ITE)。
https://doi.org/10.1007/s40692-024-00313-2
《A serious game for raising air pollution perception in children》
《提高儿童对空气污染认知的严肃游戏》
作者：Tiago Relvas · Pedro Mariano · Susana Marta Almeida · Pedro Santana
英文摘要：Concerns about air pollution have increased recently. Currently, 94% of the world population face air pollution levels considered unsafe by the World Health Organization, which tells us that efforts are needed to raise people’s awareness about air pollution. The use of serious games and gamification of interactive applications have raised people’s perception. This work presents Problems in the Air, a game developed in Unity about air pollution, in which the player’s goal is to control a character that inhabits an imaginary city tasked to monitor indoor and outdoor air pollution with sensors deployed across several city zones. While playing, children are expected to learn the possible causes of pollution in each zone and, this way, the game attempts to promote pro-environmental behaviors. This game allows educators to configure the problems that the player has to solve. Customisation is a desired feature in existing serious games as teachers often need to tailor this type of tools to their students. Pre- and post-surveys about air pollution were elaborated to evaluate air pollution perception of twenty students of an elementary school before and after playing the game, with results showing some significant positive effects. A System Usability Scale questionnaire was also performed and we obtained an acceptable mean value of 75, out of 100.
中文摘要：最近人们对空气污染的担忧有所增加。目前，世界上94% 的人口面临着被世界卫生组织认为是不安全的空气污染水平，这告诉我们需要努力提高人们对空气污染的认识。严肃游戏的使用和互动应用程序的游戏化提高了人们的认识。这个作品展示了《空气中的问题》 ，这是一个在 Unity 中开发的关于空气污染的游戏，玩家的目标是控制一个住在虚拟城市中的角色，这个城市负责监测室内和室外的空气污染，传感器部署在几个城市区域。在玩游戏的时候，孩子们需要了解每个区域污染的可能原因，这样，游戏就可以尝试促进有利于环境的行为。这个游戏允许教育者配置玩家必须解决的问题。在现有的严肃游戏中，个性化是一个理想的特征，因为教师经常需要为学生量身定制这类工具。我们进行了有关空气污染的前后调查，以评估一所小学的二十名学生在游戏前后对空气污染的认知，结果显示有一些显著的正面效果。我们还进行了系统可用性量表问卷调查，得到了可接受的平均值75，满分100分。
https://doi.org/10.1007/s40692-023-00305-8
《The role of contextual and individual factors in successful e-learning experiences during and after the pandemic – a two-year study》
《背景因素和个人因素在大流行期间和之后成功的电子学习经验中的作用——一项为期两年的研究》
作者：Cătălin Maican · Ana‐Maria Cazan · Elena Cocoradă · Lavinia Dovleac · Radu Lixăndroiu · Maria-Anca Maican · Sorin Cocorada
英文摘要：The main aim of this study is to examine university students’ satisfaction with remote learning, analysing their socio-demographic and personal factors, the perception of online interactivity and of the online means used by academics considering two important moments: one academic year from the pandemic period (2020–2021) and one from the post-pandemic period (2022–2023). The sample included 1493 university students in a cross-sectional correlation research design. We found significant direct effects of techno-creators and techno-inhibitors on satisfaction, and of e-learning use on satisfaction. Technostress inhibitors have significant positive effects on e-learning use, learning engagement and negative effects on technostress creators. The relationship between technostress creators and satisfaction is partially mediated by learning engagement and e-learning use. Uncertainty has mediated effects on e-learning satisfaction. The results show that students expected almost all the features of the platforms to be used more in 2022–2023, when classes became preponderantly face-to-face. The results are slightly different during the two years of the analysis.
中文摘要：这项研究的主要目的是考察大学生对远程学习的满意度，分析他们的社会人口统计学和个人因素，对网络互动的感知以及学术界考虑两个重要时刻所使用的网络手段: 一个学年从大流行时期(2020-2021)和一个学年从大流行后时期(2022-2023)。样本包括1493名大学生在横断面相关研究设计。我们发现技术创造者和技术抑制因素对满意度有显著的直接影响，而使用电子学习对满意度有显著的直接影响。技术压力抑制因素对网络学习的使用、学习参与度有显著的正面影响，对技术压力创造者有显著的负面影响。技术压力创造者和满意度之间的关系部分是通过学习参与和电子学习的使用来调节的。不确定性对网络学习满意度有中介作用。研究结果显示，学生们预期在2022-2023年间，平台的几乎所有功能都将得到更多的使用，届时课堂将以面对面教学为主。在两年的分析中，结果略有不同。
https://doi.org/10.1007/s40692-024-00323-0
《Explanatory model of cyberbullying, cybervictimization, aggressiveness, social anxiety, and adaptation to university: a structural equation analysis》
《网络欺凌、网络受害、攻击性、社交焦虑与大学适应的解释模型: 结构方程分析》
作者：David Aparisi · Beatriz Delgado · R. Bo
英文摘要：The increase in the number of cases of cyberbullying and cybervictimisation among university students and the scarce amount of research on the subject justify the need to analyse its relationship with psychological and social variables to prevent its appearance and impact. The aim of this study was to establish and contrast the fit of an explanatory model on cyberbullying and cybervictimization based on its relationship with aggressiveness, social anxiety and adaptation to university using a structural equations analysis. A total of 1,368 Spanish university students aged 18–49 (M = 21.34; SD = 4.45) completed a battery of questionnaires with the aim of assessing cyberbullying, aggressiveness, social anxiety, and adaptation to university. An adjusted structural equations model was obtained (x2 = 198.53; df = 39; p < .001; CFI = .96; NFI = .96; IFI = .96; RMSEA = .06). Significant relationships are observed, aggressiveness is negatively related to adaptation to university and positively with cybervictimization. A negative relationship has also been observed between cybervictimization and adaptation to university and a positive relationship with cyberbullying. Indirect effects have not been observed between aggressiveness and cyberbullying and between social anxiety and cybervictimization through adaptation to university. Therefore, social anxiety does not act as a mediator in the relationship with adaptation to university. These results suggest the importance of efforts to promote coping strategies management of aggression and empowerment of student adaptation in the university context to prevent cybervictimization and cyberbullying. Contributions and implications of the results are discussed.
中文摘要：大学生网络欺凌和网络受害案件数量的增加以及关于这一主题的研究数量的稀少，证明有必要分析其与心理和社会变量的关系，以防止其出现和影响。本研究的目的是通过结构方程分析，建立并比较网络欺凌和网络受害与攻击性、社交焦虑和大学适应性之间关系的解释模型。共有1.368名18-49岁的西班牙大学生(M = 21.34; SD = 4.45)完成了一系列问卷调查，目的是评估网络欺凌，攻击性，社交焦虑和适应大学。获得调整后的结构方程模型(x2 = 198.53; df = 39; p < .001; CFI = .96; NFI = .96; IFI = .96; RMSEA = .06)。攻击性与大学适应呈显著负相关，与网络受害呈显著正相关。在网络受害与适应大学生活之间以及与网络欺凌之间也观察到一种消极的关系。在攻击性和网络欺凌之间以及社会焦虑和适应大学生活的网络受害之间没有观察到间接影响。因此，社交焦虑在大学适应关系中不起中介作用。这些结果表明，必须努力促进在大学环境中对侵犯行为的应对策略管理和增强学生适应能力，以防止网络受害和网络欺凌。讨论了结果的贡献和意义。
https://doi.org/10.1007/s40692-023-00308-5
《Predictive analysis of Metaverse usage intention in the Spanish University》
《元宇宙使用意图的预测分析》
作者：Adrián Castro-López · António Cervero · Lucía Álvarez Blanco
英文摘要：In technologically advanced societies, the Metaverse has become a three-dimensional digital space that merges the real and virtual worlds, creating new scenarios and possibilities for social interaction. Considering the early stage of its development, the goal of this research is to provide knowledge on the will and intention of university students to use the “Metaverse” for educational purposes, identifying the relevant influential factors on the matter. This would contribute to the assessment and possible action of higher education institutions regarding the integration of this technology in the design of teaching–learning activities. For this purpose, an ex post facto research methodology with a prospective design has been used, relying on a survey conducted with a specially designed questionnaire based on the extended version of the Unified Theory of Acceptance and Use of Technology, covering a sample of 480 university students. Descriptive analysis and structural equation modeling were performed using SPSS and SmartPLS. The influence intention to use the Metaverse were reduced to three dimensions: performance behavior, social influence, and perceived value. The obtained results consolidate, on a theoretical level, the robustness of the Technology Acceptance Model (UTAUT-2). From a practical point of view, they serve to inform tool developers about the aspects to be prioritized and strengthened for implementation of such technological instruments in a teaching–learning context. Therefore, the study provides relevant information about the integration of the Metaverse in educational institutions, especially at the university level, focusing attention on universities as necessary active protagonists of such process.
中文摘要：在技术先进的社会，元宇宙已经成为一个三维数字空间，融合了现实世界和虚拟世界，创造了新的场景和社会互动的可能性。考虑到“元宇宙”的早期发展阶段，本研究的目的是了解大学生使用“元宇宙”进行教育的意愿和意图，并找出影响这一问题的相关因素。这将有助于评估高等教育机构在将这一技术纳入教学活动设计方面可能采取的行动。为此目的，采用了具有前瞻性设计的事后研究方法，依据的是根据《接受和使用技术统一理论》扩展版本专门设计的调查问卷，对480名大学生进行了抽样调查。采用 SPSS 和 SmartPLS 软件进行描述性分析和结构方程建模。使用元宇宙的影响意图被归结为三个维度: 绩效行为、社会影响和知觉价值。所得结果在理论层面上巩固了技术验收模型(UTAUT-2)的稳健性。从实用的角度来看，它们有助于让工具开发人员了解在教学背景下实施这些技术工具需要优先考虑和加强的方面。因此，本研究提供了元宇宙在教育机构，特别是在大学层面整合的相关信息，重点关注大学作为这一过程中必要的积极主体。
https://doi.org/10.1007/s40692-024-00335-w
《Better together: involving parents to improve the impact of a video game program to promote primary school students’ emotional competencies》
《更好地结合在一起: 让家长参与进来，提高电子游戏项目的影响力，促进小学生的情感能力》
作者：María Priego-Ojeda · Agnès Ros‐Morente · Gemma Filella Guiu
英文摘要：The objective of the present study was to evaluate whether parents’ participation could enhance the impact of a video game designed to promote children’s emotional competencies. To achieve this, the video game Happy 8–12 was implemented at school. A separate group of children also played the video game Happy for Families at home with their parents. Differences between children who participated together with their parents, children who played only at school and a control group were explored. Additionally, the study examined improvements in children’s anxiety and academic performance, as well as parents’ emotional awareness, emotional regulation, and parental stress. The sample comprised 137 students along with 42 parents. Results indicated improvements in both groups of children compared to the control group, particularly in emotional awareness, life and well-being competencies, and the global emotional competence. Increases in emotional regulation, emotional autonomy, and social competence, were observed solely among children who participated with their parents. However, no differences emerged in terms of anxiety and academic achievement when compared to the control group. In addition to these findings, parents demonstrated improvements in emotional awareness and regulation, though there was no significant reduction in parental stress. These preliminary results support the efficacy of Happy 8–12 and Happy for Families in promoting children’s emotional competencies and emphasize the importance of involving parents to enhance the intervention outcomes.
中文摘要：本研究的目的是评估家长的参与是否能够提高电子游戏设计的影响，以促进儿童的情绪能力。为了实现这一目标，学校推出了电子游戏《快乐8-12》。另外一组孩子也和他们的父母一起在家里玩电子游戏《为家人高兴》。探讨了与父母一起参加游戏的儿童、只在学校玩耍的儿童和对照组儿童之间的差异。此外，研究还考察了儿童焦虑和学习成绩的改善情况，以及父母的情绪意识、情绪调节和父母的压力。样本包括137名学生和42名家长。结果显示，与对照组相比，两组儿童在情绪意识、生活和幸福能力以及全球情绪能力方面都有所改善。情绪调节、情绪自主性和社交能力的增加，仅在与父母一起参与的儿童中观察到。然而，与对照组相比，在焦虑和学习成绩方面没有差异。除了这些发现之外，父母在情绪意识和调节方面表现出改善，尽管父母的压力没有显著减少。这些初步结果支持了“快乐8-12”和“快乐家庭”在提高儿童情绪能力方面的有效性，并强调了让家长参与以提高干预结果的重要性。
https://doi.org/10.1007/s40692-024-00337-8
《Knowledge mapping of research on teachers’ digital competence in China: a bibliometric analysis using CiteSpace》
《我国教师数字能力研究的知识图谱——基于 CiteSpace 的文献计量分析》
作者：H. Y. Li · Hasan Tınmaz
英文摘要：Professionals and researchers in various areas in China have been interested in teachers’ digital competence (TDC) since the beginning of the twenty-first century, leading to many publications. Using the scientometric method, this research examines articles published between 2001 and 2022 on TDC in China to investigate the field’s development. The literature is obtained from the China National Knowledge Infrastructure, and CiteSpace 6.1.R3 software is utilized to illustrate co-authorship and keyword co-occurrence network analysis. This study identifies the research frontiers, hotspots, and most recent topics on teachers’ digital competence, which will assist in comprehending the general evolution and future research orientations in China. The major findings are: (i) between 2001 and 2022, the number of TDC publications in China demonstrated a rising trend. In addition, normal universities are the main contributors to publications in this field. Normal university in China is a kind of university that focuses on teacher training; most of its graduates will be teachers in the future. (ii) The most prolific writers in TDC included Zhang, C. G., Han, X. B., Chen, M., and Zhou, C. However, a stable relationship between productive authors has not yet been developed. There is a lack of coordination amongst productive institutions. (iii) The connotation of TDC, digital competence of different teacher groups, teaching competence, ways of increasing TDC (training), and the measurement model are research hotspots identified. AI and enhancement strategies research are the most recent research frontiers.
中文摘要：自21世纪初以来，我国各领域的专业人士和研究人员对教师的数字化能力(TDC)产生了浓厚的兴趣，并发表了许多论文。本研究采用科学计量学的方法，检视2001年至2022年间我国贸发会议的文章，以探讨该领域的发展。文献来自我国国家知识基础设施和 CiteSpace 6.1。利用 R3软件对合著网络和关键词共现网络进行了分析。本研究对教师数字化能力的研究前沿、热点和最新课题进行了梳理，有助于了解我国教师数字化能力的总体演变和未来研究方向。主要研究结果如下: (i)2001年至2022年间，我国贸发局出版物数量呈上升趋势。此外，师范院校也是该领域出版物的主要贡献者。我国师范大学是一所以师资培养为主的大学，其毕业生大多数将来会成为教师。(2)我国作家协会中产出最多的作家有张、张、韩、张、陈、 M、周等，但产出型作家之间的关系尚未形成稳定的局面。生产机构之间缺乏协调。(3)教师数字化能力的内涵、不同教师群体的数字化能力、教师教学能力、提高教师数字化能力的培训途径和测量模型是研究的热点。人工智能和增强策略研究是最新的研究前沿。
https://doi.org/10.1007/s40692-023-00311-w
《AI-based learning style detection in adaptive learning systems: a systematic literature review》
《在线机机器学习系统中基于人工智能的学习风格检测: 系统文献综述》
作者：Aymane Ezzaim · Aziz Dahbi · Abdelhak Aqqal · Abdelfatteh Haidine
英文摘要：The integration of AI in education, particularly in adaptive learning, emphasizes the critical need for automatic detection of individual learning styles. Traditional methods such as tests or questionnaires, though reliable, face challenges including student reluctance and limited self-awareness of learning preferences. This underscores a research gap in learning style detection within adaptive learning systems, necessitating further investigation into the effectiveness of algorithms/models for automatic detection within AI-driven systems in real-world educational settings. Additionally, the parameters for adaptation experiments, the role of machine learning techniques, and the comparative analysis of different methodologies remain underexplored areas. Addressing these gaps, this study conducts a systematic review of articles from 2014 to 2022, using Web of Science and Scopus. Forty selected papers are rigorously evaluated to understand automatic learning style detection’s current state, challenges, and future directions in diverse educational contexts. This study explores automatic learning style detection in diverse educational aspects, including techniques, approaches, models, and implementation. We find that AI techniques, especially data-driven approaches, enhance learning adaptation. The dominance of the Felder–Silverman model and the versatility of AI algorithms like Decision Trees and Artificial Neural Networks underscore their effectiveness across diverse contexts. Additionally, our analysis highlights the prevalence of Moodle in dataset mining and learning experiments, demonstrating its importance in research. Our research provides valuable insights into the design and implementation of AI-driven educational solutions, focusing on adapting course content according to learning styles. The aim is to enhance learning outcomes within educational environments.
中文摘要：将人工智能融入教育，特别是在线机机器学习教育，强调了自动检测个人学习风格的迫切需要。传统的方法，如测试或问卷，虽然可靠，面临的挑战包括学生不愿意和有限的自我意识的学习偏好。这凸显了在在线机机器学习系统中学习风格检测的研究差距，需要进一步研究在现实教育环境中人工智能驱动系统中自动检测的算法/模型的有效性。此外，适应性实验的参数，机器学习技术的作用，以及对不同方法的比较分析仍然是未开发的领域。针对这些差距，本研究使用 Web of Science 和 Scopus 对2014年至2022年的文章进行了系统综述分析。对四十篇选定的论文进行严格评估，以了解自动学习风格检测在不同教育背景下的现状、挑战和未来发展方向。本研究探讨自动学习风格检测在不同的教育方面，包括技术，方法，模型和实施。我们发现人工智能技术，特别是数据驱动的方法，增强了学习适应性。Felder-Silverman 模型的优势以及决策树和人工神经网络等人工智能算法的通用性强调了它们在不同背景下的有效性。此外，我们的分析强调了 Moodle 在数据集挖掘和学习实验中的普遍性，证明了它在研究中的重要性。我们的研究为人工智能驱动的教育解决方案的设计和实现提供了有价值的见解，重点是根据学习风格调整课程内容。目的是提高教育环境中的学习成果。
https://doi.org/10.1007/s40692-024-00328-9
《A systematic examination of metaverse technologies, with emphasis on second life as a pedagogical instrument》
《一个系统的检查元反转技术，重点是第二生命作为一个教学工具》
作者：Esra Şimşek · Şehnaz Baltaci
英文摘要：This systematic review determines the impacts of the Second Life which is being used as a Metaverse environment. The primary objective is to identify and summarize the most recent research concerning the use of Second Life as a teaching tool in higher education. In this context, the PICO Framework was used to findj 24 articles published after the COVID-19 pandemic from peer-reviewed publications in the Web of Science, Scopus, and ERIC databases between November 2019 and May 2023. The papers focused on Second Life as a teaching tool in higher education. The study assessed both the positive and negative aspects of Second Life’s influence. The results indicated that the research on Second Life varied, with findings related to enhancing skills and creativity, positive effects on learning and engagement, subject-specific learning, language acquisition, perceived advantages of virtual reality, and the transition to virtual teaching. The review identified positive aspects such as improved radiological anatomy knowledge, enhanced creativity in art and design, better collaborative skills in chemistry, enriched cultural and language learning, and increased nursing practice readiness, alongside challenges like increased anxiety, technical difficulties, and usability issues. Additionally, limitations of the chosen databases, including potential biases due to their coverage were discussed. In future research, the use of metaverse technologies in education should be increased, technological and usability challenges should be addressed, and more research on different learning environments and user interactions should be done by educators and researchers.
中文摘要：这个系统综述决定了第二人生的影响，第二人生正被用作一个元宇宙环境。主要目的是确定和总结关于在高等教育中使用第二人生作为教学工具的最新研究。在这种情况下，PICO 框架被用来查找2019年11月至2023年5月期间在科学网、 Scopus 和 ERIC 数据库的同行评审出版物中发表的24篇2019冠状病毒疾病大流行后发表的文章。论文集中讨论了第二人生作为高等教育教学工具的问题。这项研究评估了“第二人生”影响力的积极和消极方面。研究结果表明，对于第二人生的研究各不相同，研究结果涉及提高技能和创造力、对学习和参与的积极影响、特定学科学习、语言习得、对虚拟现实优势的感知以及向虚拟教学的过渡。这次审查确定了一些积极的方面，例如提高了放射解剖学知识，增强了艺术和设计的创造力，在化学方面提高了合作技能，丰富了文化和语言学习，提高了护理实践的准备状态，同时还有一些挑战，例如增加的焦虑，技术困难和可用性问题。此外，还讨论了所选数据库的局限性，包括由于其覆盖面而产生的潜在偏差。在今后的研究中，应当增加在教育中使用元转换技术，应当解决技术和可用性方面的挑战，教育工作者和研究人员应当对不同的学习环境和用户互动进行更多的研究。
https://doi.org/10.1007/s40692-024-00329-8
《Investigation of the effect of group cohesion, group atmosphere, transactive memory system, and social interaction space on online cooperative learning attitude》
《关于团队凝聚力、团队氛围、交互记忆系统和社会交往空间对在线合作学习态度影响的调查》
作者：Seyfullah Gökoğlu · Ramazan Yılmaz · Fatma Gizem Karaoğlan Yılmaz
英文摘要：Computer-supported collaborative learning (CSCL) has become increasingly widespread in higher education with the spread of online and hybrid learning applications after the pandemic. Although CSCL is an increasingly used method in education, there are some problems experienced while using this method. One of them is related to the negative attitudes of students toward CSCL. This negative attitude can reduce the effectiveness of CSCL on the learning process and results. This study investigated the effect of group collaboration processes on students’ attitudes toward CSCL. The research was carried out on students studying at the education faculty of a state university and taking the information technologies II course with the CSCL method. During an academic term, students carried out their course applications as collaborative learning groups that they formed in line with their wishes using the CSCL method. The research was carried out on 209 students. Path analysis was carried out in the research. As a result of the research, it was seen that group atmosphere, transactive memory system, and social interaction space positively affected the positive attitude towards CSCL. In addition, it is seen that the negative attitude towards social interaction space CSCL has the opposite effect. According to the research findings, it can be said that taking measures to improve the group atmosphere, transactive memory system, and social interaction space in CSCL can positively affect the attitude. In line with the findings obtained from the research, various suggestions were made for researchers and educators for the effective use of CSCL environments.
中文摘要：流感大流行后，随着在线和混合学习应用的普及，电脑支援协作学习在高等教育中的应用越来越广泛。尽管 CSCL 在教育中的应用越来越广泛，但在使用过程中也存在一些问题。其中一个原因与学生对 CSCL 的消极态度有关。这种消极的态度会降低 CSCL 对学习过程和结果的有效性。本研究探讨小组合作过程对学生对 CSCL 态度的影响。本研究以某州立大学教育系学生为研究对象，采用 CSCL 方法进行信息技术 II 课程学习。在一个学期内，学生以合作学习的形式，按照自己的意愿，利用 CSCL 的方法进行课程申请。研究对象为209名学生。研究中进行了路径分析。研究结果显示，团体气氛、交互记忆系统及社会互动空间对于积极参与「团体协作学习」有正面的影响。此外，对社会交往空间 CSCL 的消极态度也产生了相反的效果。根据研究结果，可以说采取措施改善群体气氛、交互记忆系统和社交空间，可以积极地影响 CSCL 的态度。根据研究结果，本研究为研究人员及教育工作者提供各种建议，以促进 CSCL 环境的有效运用。
https://doi.org/10.1007/s40692-024-00326-x
《An exploratory study of current competency for learning experience designer: job announcement analysis》
《当前学习体验设计者胜任特征的探索性研究: 工作公告分析》
作者：Warakon Phommanee · Boonrat Plangsorn · Sutithep Siripipattanakul
英文摘要：Currently, the changing roles and responsibilities in instructional design are focused on emphasizing the learner's participatory and immersive learning experience on digital platforms as users. This has led to a shift in the term and job role details to "Learning Experience Design," with a growing trend for this in the future. This study presents competency requirements derived from job postings for Learning Experience Designer positions, totaling 342 postings from various organizations. These requirements are based on a competency framework that includes knowledge, skills and abilities with LXD process statements, as well as attributes and soft skills. The results reveal an overall expansion of competency requirements from the traditional learning knowledge approach, rooted in instructional design and adult learning theories, to a design knowledge approach, particularly in the area of user experience design principles. Regarding skills and abilities, most requirements focus on learner or user research and analytical abilities, while attributes and soft skills prioritize the social dimension with an emphasis on communication skills.
中文摘要：目前，教学设计的角色和职责正在发生变化，重点是强调学习者作为用户在数字平台上的参与式和身临其境的学习体验。这导致了学期和工作角色细节向“学习体验设计”的转变，在未来这一趋势将日益增长。本研究提出学习体验设计师职位的能力要求，共有342个职位来自不同的组织。这些要求是基于一个能力框架，其中包括 LXD 过程陈述的知识、技能和能力，以及属性和软技能。研究结果显示，能力要求已由传统的以教学设计和成人学习理论为基础的学习知识模式，扩展至设计知识模式，尤其是在用户体验设计原则方面。关于技能和能力，大多数要求侧重于学习者或用户的研究和分析能力，而属性和软技能优先考虑社会层面，强调沟通技能。
https://doi.org/10.1007/s40692-024-00315-0
《Factors affecting middle school students’ information literacy in the internet plus education environment》
《影响中学生在互联网及教育环境下资讯素养的因素》
作者：Liang Yu · Yuanyuan Zhang · Meiqi Sun
英文摘要：Information literacy facilitates student learning and developing in the open education environment, while factors such as learning environment, technical support, and core competencies are critical to enhance the literacy. This study conducted a 2-year follow-up experiment with a sample of 2084 students to investigate how the Internet Plus education environment affect students’ information literacy in a middle school from west part of China. A two-level linear model was constructed to analyze the class and student factors affecting students’ information literacy. The results indicated that students’ collaborative skills, problem-solving ability, and daily online time significantly affected their information literacy. However, teacher’s gender, years of working, management style, and information literacy did not positively relate to students’ information literacy. Meanwhile, class size had an indirect effect on students’ information literacy via students’ problem-solving ability, collaborative skills, daily online time, and frequency of electronic device use.
中文摘要：资讯素养有助学生在公开教育环境下学习和发展，而学习环境、技术支援和核心能力等因素对提升识字能力至为重要。本研究以2084名中学生为样本，进行了为期两年的随访实验，以调查“互联网 +”教育环境对我国西部某中学学生资讯素养的影响。我们建立了一个两层次的线性模型，分析班级和学生因素对学生资讯素养的影响。研究结果显示，学生的协作能力、解决问题能力及每日上网时间均对他们的资讯素养有显著影响。不过，教师的性别、工作年资、管理风格和资讯素养与学生的资讯素养并无正相关。同时，班级规模亦透过学生的解决问题能力、协作技巧、每日上网时间及使用电子设备的频率，间接影响学生的资讯素养。
https://doi.org/10.1007/s40692-024-00316-z
《Systematic review on the integration of immersive technologies to improve learning in primary education》
《系统综述教育统筹局局长就整合浸入式科技以改善小学教育学习情况发表意见》
作者：Francisco Javier Sandoval-Henríquez · Fabiola Sáez-Delgado · María Graciela Badilla Quintana
英文摘要：Immersive technologies such as augmented reality and virtual reality have attracted a great deal of interest in educational research; they have the potential to enhance learning by providing interactive, realistic, and safe experiences without the constraints of time and space. This study is based on a systematic review of the literature following the guidelines of the PRISMA statement. The scientific production related to the integration of immersive technologies in learning processes in primary education was examined. The Web of Science, Scopus and ERIC databases were searched, considering the period from 2018 to 2023. The sample consisted of 64 studies that met the established inclusion criteria. The results showed a higher production of studies in Asia, a lack of theoretical support for the integration of immersive technologies, and a greater focus on science education. In conclusion, it is highlighted that studies focus on the effect of immersive technologies on academic achievement without sufficiently addressing the cognitive and affective experience of students. The study presents a classification framework grounded in the stimulus-organism-response model, offering recommendations for future research and practical implications for educators, educational policy makers, and digital content designers.
中文摘要：沉浸式技术，如扩增实境和虚拟现实已经引起了教育研究的极大兴趣，它们有潜力通过提供互动的、现实的和安全的体验而不受时间和空间的限制来提高学习。这项研究是根据 PRISMA 声明的指导原则，在文献系统综述的基础上进行的。审查了与初等教育中将沉浸式技术纳入学习过程有关的科学成果。考虑到从2018年到2023年这段时间，我们搜索了科学网络(Web of Science)、 Scopus 和 ERIC 数据库。样本包括64项符合既定纳入标准的研究。研究结果显示，亚洲的研究成果较多，缺乏对沉浸式技术整合的理论支持，以及对科学教育的重视程度较高。最后，本文强调，研究侧重于沉浸式技术对学业成绩的影响，而没有充分考虑学生的认知和情感体验。该研究提出了一个基于刺激-有机体-反应模型的分类框架，为教育工作者、教育政策制定者和数字内容设计者今后的研究和实践提供了建议。
https://doi.org/10.1007/s40692-024-00318-x
《Exploring acceptance toward tablet-based learning among K-12 students in Southeast China: Age and gender differences》
《我国东南部 K-12学生接受平板电脑学习的年龄和性别差异研究》
作者：Jia Sun · Chao Zhang · Taotao Long · Mingwen Tong
英文摘要：Tablet-based learning is increasingly popular in K–12 education worldwide. Acceptance of this learning method is crucial for its successful implementation in schools. Pertinent research indicated that males and females used technology differently, and younger and older users had unique technology acceptance. Understanding these gender and age differences can lead to more effective and positive learning experiences for K–12 students. While some studies have examined mobile learning acceptance in other countries, the results may differ in the context of China. This study used exploratory factor analysis, confirmatory factor analysis, two-way between-subjects ANOVA, multiple regression, and two-way between-subjects MANOVA to analyze data collected among 658 K–12 students with tablet-based learning experiences in Zhejiang province, southeastern China. Results indicated there were significant gender and age differences in the acceptance of tablet-based learning among K–12 students. In addition, performance-effort expectations, social influence, and technology self-efficacy for problem-solving were determined to be the main determinants of K–12 students’ acceptance of tablet-based learning. Age and gender differences existed in performance-effort expectations, and only age differences existed in social influence. These findings offer theoretical and practical insights for future research. Practitioners can redesign tablet-based learning based on these main determining factors and differences. In addition, this study provides researchers with a perspective to add technological self-efficacy to UTAUT in a new context.
中文摘要：基于平板电脑的学习在全球 K-12教育中越来越受欢迎。接受这种学习方法对学校成功实施这种学习方法至关重要。相关研究表明，男性和女性使用技术的方式不同，年轻用户和年长用户对技术的接受程度也不同。了解这些性别和年龄差异可以为 K-12学生带来更有效和更积极的学习经历。虽然一些研究调查了其他国家对移动学习的接受程度，但在我国的情况下，结果可能会有所不同。本研究采用因子分析、验证性因素分析、双因素方差分析、多元回归分析和双因素方差分析，对浙江省658名 K-12学生的平板学习经历进行了分析。结果表明，K-12学生对片剂学习的接受程度存在显著的性别和年龄差异。此外，表现-努力期望、社会影响力和解决问题的技术自我效能感被确定为 K-12学生接受平板电脑学习的主要决定因素。表现-努力期望存在年龄和性别差异，社会影响仅存在年龄差异。这些发现为今后的研究提供了理论和实践上的启示。从业者可以根据这些主要决定因素和差异重新设计基于平板电脑的学习。此外，本研究为研究者提供了一个在新的语境下将技术自我效能添加到 UTAUT 中的视角。
https://doi.org/10.1007/s40692-024-00319-w
《Does constructivism learning approach lead to developing creative thinking skills? The mediating role of online collaborative learning environments》
《建构主义学习方法是否有助于培养创造性思维能力? 网上合作学习环境的中介作用》
作者：Vijayakumar Bharathi S · Mandaar B. Pande
英文摘要：In this study, we evaluate the impact of online collaborative learning environments (OCLE) on the development of creative learning skills through a constructivism learning approach. OCLE is an online platform, which provides a convenient environment for students to engage, communicate, organize, collaborate, and retain their learning experiences. For this study, we have specifically chosen 6 out of the 12 tenets from the taxonomy of the constructivist tenets that were laid down in our earlier work. We have evaluated the intervention of OCLE between constructivism learning approach and the development of creative learning skills. Secondly, we have explored the role of OCLE in either enabling or inhibiting the development of creative thinking skills. The empirical study is conducted on a sample of 417 students pursuing their postgraduate (MBA) in management. The study finds that OCLE significantly mediates the impact of certain constructivist tenets such as optimizing known knowledge, experiential learning, and adaptive cognition towards developing creative thinking skills. In addition, OCLE significantly impacts towards developing creative thinking skills. Our study contributes in extending students’ online learning experience to a hybrid learning mode and the development of creative thinking skills in the post-pandemic environment.
中文摘要：在这项研究中，我们通过建构主义学习方法来评估在线合作学习环境(OCLE)对创造性学习技能发展的影响。OCLE 是一个在线平台，它为学生提供了一个方便的参与、交流、组织、协作和保留学习经验的环境。在这项研究中，我们特别从建构主义原则的分类中选择了12个原则中的6个，这些原则是在我们早期的工作中奠定的。我们评估了 OCLE 对建构主义学习方式与创造性学习技能发展之间的干预作用。其次，我们探讨了 OCLE 在促进或抑制创造性思维能力发展方面的作用。本研究以417名管理学硕士研究生为样本进行实证研究。研究发现，OCLE 在某些建构主义原则(如优化已知知识、经验学习和适应性认知)对发展创造性思维技能的影响中起着显著的中介作用。此外，OCLE 对发展创造性思维能力有显著影响。我们的研究有助于将学生的网上学习经验扩展至混合学习模式，并在大流行后的环境中发展创造性思维能力。
https://doi.org/10.1007/s40692-024-00321-2
《The CrazySquare project for music learning in Italian school-age pre-adolescents: integrating technology into educational practice》
《CrazySquare 意大利学龄前青少年音乐学习项目: 将技术融入教育实践》
作者：Sara Peretti · Federica Caruso · Maria Chiara Pino · Marco Giancola · Simonetta D’Amico · Tania Di Mascio
英文摘要：The daily incorporation of music education and instrumental practice within school settings has been linked to various advantages, such as enhanced language skills and improved peer relationships. Mastering musical skills poses a significant challenge, necessitating proper teaching activities and adherence to specific learning theories. The rapid evolution of technology has emerged as a powerful tool for improving musical education. Nevertheless, crafting technology aligned with specific learning theories, including appropriate educational materials, remains a formidable task. Likewise, music teachers grapple with the challenge of seamlessly integrating technology into their teaching activities without robust support. This paper delves into this challenge, presenting the results from CrazySquare, a project that mainly focuses on guitar musical learning. It leverages the Technological Pedagogical Content Knowledge (TPACK) framework to enable the effective integration of technology into traditional teaching practices for Italian school-age pre-adolescents. The fruitfulness of using the TPACK framework is strengthened since it has been carried out through the Technology Enhanced Learning-oriented User-Centered Design methodology. This methodology inherently necessitates a multidisciplinary team at the core of the design process, and it has an iterative nature encompassing both expert-based and end-user-based evaluation steps. Such an approach can promote the controlled diffusion of technology in education as a scaffold for learning, reducing the barriers typically faced by teachers and students in the digital era.
中文摘要：将音乐教育和器乐练习日常纳入学校环境与各种优势联系在一起，例如提高语言技能和改善同伴关系。掌握音乐技巧是一个重大的挑战，需要适当的教学活动和坚持特定的学习理论。技术的迅速发展已经成为改善音乐教育的有力工具。尽管如此，根据特定的学习理论，包括适当的教育材料，精心制作技术仍然是一项艰巨的任务。同样，音乐教师在没有强有力的支持的情况下，也面临着将技术无缝地融入教学活动的挑战。本文深入研究这一挑战，介绍了 CrazySquare 的结果，这是一个主要关注吉他音乐学习的项目。它利用技术教学内容知识(TPACK)框架，使技术能够有效地整合到意大利学龄前青少年的传统教学实践。由于 TPACK 架构是透过「科技增强学习为本」的以用户为中心的设计方法推行，因此其成果得以加强。这种方法必然需要一个处于设计过程核心的多学科小组，而且它具有迭代性质，包括基于专家和基于最终用户的评价步骤。这种办法可以促进在教育中有控制地传播技术，将其作为学习的支架，减少数字时代教师和学生通常面临的障碍。
https://doi.org/10.1007/s40692-024-00320-3
《Advancing STEAM education: a comprehensive assessment of competence》
《推进蒸汽教育: 能力的综合评估》
作者：Shan Chen · Yuanzhao Ding
英文摘要：To enhance the quality of STEAM activities and contribute to the ongoing progress of STEAM education, this study was meticulously designed to focus on assessing STEAM competence—an integral objective within the realm of STEAM education. Employing established theories, previous research, and empirical investigations, a cohort of 1,098 primary school students from three distinct educational institutions actively participated in a comprehensive questionnaire. The investigation rigorously examined structural components, reliability, validity, and various analytical methodologies, including exploratory factor analysis (EFA), confirmatory factor analysis (CFA), path analysis, and scalar invariance, with a specific emphasis on paternal occupation and gender distinctions. Data collection and analysis were executed using SPSS 25.0 and Mplus 8.3 software, leading to the development of a primary-factor CFA model, path analysis outcomes, Pearson correlation analysis, as well as reliability and validity assessments, all contributing to a well-fitting model. The scrutiny of invariance extended across gender and paternal occupation groups at the configural, metric, and scalar levels. Additionally, this paper delves into exploring the intricate interrelationships among diverse indicators, providing a comprehensive understanding of the multifaceted aspects of STEAM competence.
中文摘要：为了提高 STEAM 活动的质量，促进 STEAM 教育的持续进展，本研究精心设计，着重于评估 STEAM 能力，这是 STEAM 教育领域的一个整体目标。采用既定的理论、以往的研究和实证调查，来自三个不同教育机构的1,098名小学生积极参与了一项综合问卷调查。这项调查严格考察了结构性因素、可靠性、有效性和各种分析方法，包括因子分析(EFA)、验证性因素分析(CFA)、路径分析和标量不变性，特别强调父亲的职业和性别差异。使用 SPSS 25.0和 Mplus 8.3软件进行数据收集和分析，导致开发主要因素 CFA 模型，路径分析结果，Pearson 相关分析以及信度和有效性评估，所有这些都有助于建立一个适合的模型。对不变性的审查在性别和父亲职业群体中扩展到配置、度量和标量水平。此外，本文还深入探讨了不同指标之间错综复杂的相互关系，提供了对 STEAM 能力的多方面的全面理解。
https://doi.org/10.1007/s40692-024-00322-1
《Exploring the effect of competing mechanism in an immersive learning game based on augmented reality》
《探索基于扩增实境的沉浸式学习游戏中竞争机制的效果》
作者：Zehui Zhan · Xinyu Zhou · Shaohua Cai · Xixin Lan
英文摘要：The integration of Augmented Reality (AR) with game-based learning helps to create highly immersive, interactive, and stimulating mobile learning environments and has been shown to be effective in practical teaching and learning, but the moderating role of collaborative and competitive strategies in gamified augmented reality learning has not been studied in detail. To investigate the effectiveness of augmented reality-based gamified teaching and learning and the differences in effectiveness under different competitive strategies, this study developed a gamified learning course and the accompanying AR software, and conducted a systematic random sampling of 175 first-year university students to differentiate between different experimental groups, with those who used a team competitive strategy as the control group and those who used an individual competitive strategy as the experimental group, and used the Cultural Literacy, Computational Thinking, Cognitive Load and Game Experience questionnaire instruments to measure learning outcomes. Results showed that the use of augmented reality-based gamification learning strategies significantly improved students' cultural literacy and algorithmic thinking in computational thinking. The collaboration group had a significantly higher sense of positive game experience and cultural literacy than the individual group, while the individual group had significantly higher mental effort and cognitive load than the collaboration group. These finding shed light on the effect of AR–GBL promoting learning engagement, knowledge presentation and teamwork. It also verify potential impact of integrating AR technology and the use of motivational strategies of inter-group competition can be considered in sensory experience-based activities.
中文摘要：扩增实境与基于游戏的学习相结合，有助于创造高度沉浸式、互动式和刺激性的移动学习环境，并已被证明在实践教学和学习中是有效的，但在游戏化的扩增实境学习中，协作和竞争策略的调节作用尚未得到详细研究。为了研究基于增强现实的游戏化教学的有效性以及不同竞争策略下的有效性差异，本研究开发了一个游戏化学习课程以及相应的增强现实软件，并对175名大学一年级学生进行了系统随机抽样，以区分不同的实验组，其中使用团队竞争策略作为对照组和使用个人竞争策略作为实验组，并使用文化素养、计算思维、认知负荷和游戏体验问卷工具来衡量学习结果。结果显示，使用基于增强现实的游戏化学习策略能显著提高学生的文化素养计算思维和算法思维能力。合作组的积极游戏体验和文化素养明显高于个体组，而个体组的精神努力和认知负荷明显高于合作组。这些发现揭示了 AR-GBL 促进学习投入、知识呈现和团队合作的效果。同时也验证了 AR 技术整合的潜在影响，以及在基于感官体验的活动中可以考虑组间竞争激励策略的使用。
https://doi.org/10.1007/s40692-024-00317-y
《The role of twenty-first century digital competence in shaping pre-service teacher language teachers’ twenty-first century digital skills: the Partial Least Square Modeling Approach (PLS-SEM)》
《二十一世纪数字能力在培养职前语文教师二十一世纪数字技能中的作用: 偏最小二乘建模法(PLS-SEM)》
作者：Amir Reza Rahimi · Zahra Mosalli
英文摘要：Due to the ongoing development of information and communication technologies (ICTs) and shifting teaching with ICT to solving with it, teachers are required to possess competencies and transfer them to skills that transcend beyond basic ICT literacy, competence, and skills, namely twenty-first century digital competence and twenty-first century digital skills. To achieve this objective, this study situates pre-service English as a Foreign Language (EFL) teachers’ twenty-first century digital competence within a Digital Global Competence (DIGIGLO) framework. Thus, 472 Iranian pre-service teachers participated and responded to our study questionnaires. On the basis of results from the reflective model, the eight areas of the DIGIGLO framework were validated in the Iranian EFL context. Furthermore, the formative model showed that there were only four areas of DIGIGLO incorporating professional engagement, empowering learners, learning and teaching, and digital environment-shaped EFL teachers’ twenty-first century digital skills to identify suitable ICT tools to design, edit, present, and solve language learners’ problems while learning language through ICTs. Furthermore, these four areas shaped EFL pre-service teachers to acquire critical-thinking digital skills, enabling them to collect learners’ input to tailor their use of ICTs to benefit their learners’ needs. These findings suggest that in order to meet the demands of twenty-first century education, teachers need to develop competencies appropriate to the educational needs of the current post-modern era. The people who are responsible for hiring instructors and conducting teacher training programs for pre-service teachers should also consider DIGIGLO as a metric when hiring instructors or facilitating workshops for pre-service and in-service teachers to develop their digital competencies and skills in the twenty-first century.
中文摘要：由于信息和通信技术(ICT)的不断发展，以及将 ICT 教学转变为使用 ICT 解决问题，教师需要具备能力，并将其转化为超越 ICT 基本知识、能力和技能的技能，即21世纪的数字能力和21世纪的数字技能。为了实现这一目标，本研究在数字全球能力(DIGLO)框架下，将职前英语作为外语教师21世纪的数字能力进行了定位。因此，472名伊朗职前教师参与并回答了我们的研究问卷。基于反思模型的结果，DIGIGLO 框架的八个方面在伊朗英语语境中得到了验证。此外，形成模型表明，DIGIGLO 只有四个领域结合专业参与，授权学习者，学习和教学，以及数字环境形成的二十一世纪英语教师的数字技能，以确定合适的信息和通信技术工具，设计，编辑，目前和解决语言学习者的问题，同时通过信息和通信技术学习语言。此外，这四个方面也促使英语教师在职前掌握批判性思维的数字化技能，使他们能够收集学习者的输入，使他们能够使用信息和通信技术来满足学习者的需求。这些发现表明，为了满足二十一世纪教育的需要，教师需要发展适合当前后现代时代的教育需要的能力。负责聘用教师和为职前教师开展教师培训方案的人员在聘用教师或为职前和在职教师举办讲习班以发展他们在二十一世纪的数字能力和技能时，也应将 DIGLO 作为一个衡量标准。
https://doi.org/10.1007/s40692-023-00307-6
《An improved adaptive personalization model for instructional video-based e-learning environments》
《一种改进的教学视频网络学习环境自适应个性化模型》
作者：T S Sanal Kumar · R. Thandeeswaran
英文摘要：Due to the unexpected COVID-19 pandemic, video-based e-learning environments for programming education have disrupted traditional classroom teaching methods. The major drawbacks of these environments are that they never consider the individual differences and personal traits of the learner while building a challenging course like programming, having high dropout and failure rates. To address this issue, this paper proposed a learning style-enabled novel rule-based personalized instructional video delivery model for programming education. The model used the following four learning parameters for delivering the instructional videos: (a) most recent instructional video, (b) assessment score, (c) complexity level, and (d) weight (variance of two recent assessments) score. This work was designed using a paired pre-test–post-test experimental approach with first-year undergraduate students. For the experimental evaluation, students were randomly classified into three groups. Learner scores and feedback were taken as evaluation metrics. Results revealed that the proposed model-driven group showed significant improvements in knowledge acquisition, grade, and positive feedback compared to the other groups. Hence, the proposed model is highly recommended for traditional programming e-learning environments to deliver personalized instructional videos based on learners’ receptive pace, cognitive level, and learning preference.
中文摘要：由于意想不到的2019冠状病毒疾病大流行，基于视频的电子学习环境已经打破了传统的课堂教学方法。这些环境的主要缺点是，他们从不考虑学习者的个体差异和个人特点，而建立一个具有挑战性的课程，如编程，有很高的辍学率和失败率。针对这一问题，本文提出了一种基于学习风格的新颖规则的个性化教学视频传输模型。该模型使用以下四个学习参数来传递教学视频: (a)最近的教学视频，(b)评估分数，(c)复杂性水平和(d)权重(最近两次评估的方差)分数。这项工作是设计使用一个配对的前测试-后测试的实验方法与大学一年级学生。在实验评价方面，学生被随机分为三组。以学习者得分和反馈作为评价指标。结果表明，与其他组相比，模型驱动组在知识获取、分数和正反馈等方面均有显著改善。因此，该模型非常适用于传统的程序设计电子学习环境，可以根据学习者的接受速度、认知水平和学习偏好提供个性化的教学视频。
https://doi.org/10.1007/s40692-023-00310-x
《Pakistani students’ perceptions about knowledge, use and impact of artificial intelligence (AI) on academic writing: a case study》
《巴基斯坦学生对人工智能知识、应用及其对学术写作影响的个案研究》
作者：Shaista Rashid · Sadia Malik · Faheem Abbas · Javaria Ahmad Khan
英文摘要：Integrating artificial intelligence (AI) in language pedagogy can help learn and develop many skills. In this context, this study explores Pakistani students' perceptions and trends regarding the knowledge, use, and impact of AI on their academic writing. The data was collected using a quantitative method, using a questionnaire through cluster sampling of four faculties and random sampling of 229 students from Bahuddin Zakariya University, Multan, Pakistan. Data is subjected to frequency analysis, Kruskal–Wallis hypothesis test, and chi-square association test using SPSS. The findings reveal that most students agree regarding the knowledge, use, and impact of AI on their academic writing. For the Kruskal–Wallis test, significant variations are seen in semesters and age groups for all three variables; however, only the knowledge variable shows significant variation across faculties. Moreover, chi-square test results indicate an association among components of knowledge, use, and impact of AI. The research suggests that academia should introduce AI as a pedagogical tool to improve students' comprehension, productivity, and writing quality. Furthermore, trends indicate that comprehensive policy formulation should be implemented to equip students of all faculties, semesters, and age groups to use technology equally.
中文摘要：将人工智能(AI)融入语言教学可以帮助学习和发展许多技能。在此背景下，本研究探讨了巴基斯坦学生对人工智能的知识、使用和对其学术写作的影响的认知和趋势。数据采用定量方法收集，通过四个系的整群抽样和来自 Multan Bahuddin Zakariya 大学229名学生的随机抽样进行问卷调查。数据进行了频率分析，克鲁斯卡尔-沃利斯假设检验，卡方关联检验使用 SPSS。研究结果显示，大多数学生对人工智能的知识、应用及其对学术写作的影响都有相同的看法。对于 Kruskal-Wallis 测试，在所有三个变量的学期和年龄组中都可以看到显著的变化; 然而，只有知识变量在不同教师之间显示出显著的变化。此外，卡方检验结果显示了知识、使用和人工智能影响之间的关联。研究表明，学术界应该引入人工智能作为一种教学工具，以提高学生的理解能力，生产力和写作质量。此外，趋势表明，应实施全面的政策制定，使所有学院、学期和年龄组的学生能够平等地使用技术。
https://doi.org/10.1007/s40692-024-00338-7
《Modelling continuous intention to use generative artificial intelligence as an educational tool among university students: findings from PLS-SEM and ANN》
《大学生使用生成性人工智能作为教育工具的连续意图建模: PLS-SEM 和 ANN 的研究结果》
作者：Mohamed Soliman · Reham Adel Ali · Jamshed Khalid · Imran Mahmud · Wanamina Bostan Ali
英文摘要：The current study explores continuous intention (CI) to use generative artificial intelligence (GenAI) as an educational tool among university students through the prism of a post-pandemic theoretical framework. Despite GenAI technology’s latest launch in the academia sector, very little has been done to evaluate its effects. To examine what factors impact the continuous intention to use GenAI, this paper contemplates incorporating the technology acceptance model with self-determination theory. University students were requested to fill out questionnaire forms that were designed to gather data for the proposed model. A hybrid approach combining a linear partial least squares structural equation modeling model with compensation and a non-linear artificial neural network (ANN) model without compensation is used to investigate the effect of CI on the use of GenAI as an educational tool. The empirical results indicated that perceived usefulness and autonomy are significant predictors of the continued intention to use GenAI in the Thai context. However, the CI was unaffected by perceived ease of use. Additionally, the ANN model indicates that relatedness is the most important predictor. Overall, theoretical and practical ramifications are addressed.
中文摘要：本研究从大流行后的理论框架出发，探讨大学生利用生成性人工智能(GenAI)作为教育工具的持续意愿。尽管 GenAI 技术最近在学术界推出，但很少有人对其效果进行评估。为了研究哪些因素影响使用 GenAI 的持续意图，本文考虑将技术接受模型与 self-determination theory 相结合。大学生被要求填写问卷表格，这些表格旨在收集拟议模型的数据。采用带补偿的线性偏最小二乘结构方程建模模型和无补偿的非线性人工神经网络(ANN)模型相结合的混合方法，研究了 CI 对 GenAI 教学效果的影响。实证结果表明，感知的有用性和自主性是在泰国语境中继续使用 GenAI 意图的重要预测因子。然而，CI 并没有受到易用性的影响。此外，神经网络模型表明，相关性是最重要的预测因子。总的来说，理论和实践的分歧被处理。
https://doi.org/10.1007/s40692-024-00333-y
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
