【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。

《Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis》

《哪种教学方法在移动学习中更有效? 一个元分析和研究综合》

作者：Ahmed Tlili · Soheil Salha · Juan Garzón · Mouna Denden · Kinshuk Kinshuk · Saida Affouneh · Daniel Burgos

英文摘要：Background Study Several meta-analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives To address this gap, this study conducted a meta-analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods The software Comprehensive Meta-Analysis V.3 was used for this meta-analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project-based learning (huge effect), while collaborative learning, situated learning and game-based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry-based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description What is already known about this topic Mobile learning is widely adopted in education. Mobile learning can enhance learning outcomes. What this paper adds Pedagogical approaches in mobile learning have different effects on students' learning performance. The most effective pedagogical approach in mobile learning is project-based learning (huge effect). Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy This study enriches the ongoing debate on how to design effective mobile learning interventions. This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances.

中文摘要：背景研究 一些元分析研究调查了移动学习对学习绩效的影响。然而，移动学习的教学法受到的关注有限，很少有定量的证据表明移动学习中教学法对学习绩效的影响。因此，填补这一空白可以帮助利益攸关方了解哪些流动教学方法可以在哪些学习条件下起作用，从而获得更好的学习经验和成绩。 � 目标 为了弥补这一差距，本研究进行了元分析和研究综合的影响，综合教学方法的学生的学习绩效在移动学习。此外，本研究还分析了教育领域、教育水平、学习环境、样本量和移动设备作为教学方法效果的调节变量。 � 方法 综合荟萃分析 V.3软件被用于这个荟萃分析，其中 Hedge 的 g 被计算为效应大小。具体来说，70个定量研究(N = 5575参与者)进行了编码和分析。 � 结果 结果表明，流动学习的教学方法对学生的学习成绩有较大的影响(g = 0.93，p < 0.001)。最有效的教学方法是专题研习教学法(效果显著) ，而合作学习教学法、情境学习法和基于游戏的学习法效果显著。最后，认知理论的多媒体学习和探究式学习具有中等效果。结果还表明，教育领域、教育水平、学习环境、样本量和移动设备等因素对这种效应有一定的调节作用。最后，发现学习质量可能会影响整体效应大小。 � 结论 这项研究的结果可以有益于研究人员和从业人员，因为他们强调和讨论哪些教学方法可以更有效的移动学习在特定条件下。进一步的研究，另一方面，应该集中在涵盖额外的调节器的学习表现，如移动设备类型和屏幕大小，这是本研究的局限性之一。 � 说明 关于这个话题已经知道了什么 移动学习在教育中被广泛采用。 移动学习可以提高学习效果。 这篇文章增加了什么 流动学习的教学方法对学生的学习成绩有不同的影响。 在流动学习中，最有效的教学方法是专题研习(巨大的效果)。 在特定条件下，哪种教学方法可以更有效地进行流动学习。 对实践和/或政策的影响 这项研究丰富了目前关于如何设计有效的移动学习干预措施的争论。 这项研究提供了大量的证据表明，哪种教学方法在移动学习将更有效的情况下。

https://doi.org/10.1111/jcal.12950

《From hype to insight: Exploring ChatGPT's early footprint in education via altmetrics and bibliometrics》

《从炒作到洞察: 通过计量学和文献计量学探索 ChatGPT 早期的教育足迹》

作者：Lung Hsiang Wong · Hyejin Park · Chee‐Kit Looi

英文摘要：Background The emergence of ChatGPT in the education literature represents a transformative phase in educational technology research, marked by a surge in publications driven by initial research interest in new topics and media hype. While these publications highlight ChatGPT's potential in education, concerns arise regarding their quality, methodology, and uniqueness. Objective Our study employs unconventional methods by combining altmetrics and bibliometrics to explore ChatGPT in education comprehensively. Methods Two scholarly databases, Web of Science and Altmetric, were adopted to retrieve publications with citations and those mentioned on social media, respectively. We used a search query, “ChatGPT,” and set the publication date between November 30th, 2022, and August 31st, 2023. Both datasets were within the education-related domains. Through a filtering process, we identified three publication categories: 49 papers with both altmetrics and citations, 60 with altmetrics only, and 66 with citations only. Descriptive statistical analysis was conducted on all three lists of papers, further dividing the entire collection into three distinct periods. All the selected papers underwent detailed coding regarding open access, paper types, subject domains, and learner levels. Furthermore, we analysed the keywords occurring and visualized clusters of the co-occurring keywords. Results and Conclusions An intriguing finding is the significant correlation between media/social media mentions and academic citations in ChatGPT in education papers, underscoring the transformative potential of ChatGPT and the urgency of its incorporation into practice. Our keyword analysis also reveals distinctions between the themes of the papers that received both mentions and citations and those that received only citations but no mentions. Additionally, we noticed a limitation that authors' choice of keywords might be influenced by individual subjective judgements, potentially skewing results in thematic analysis based solely on author-assigned keywords such as keyword co-occurrence analysis. Henceforth, we advocate for developing a standardized keyword taxonomy in the educational technology field and integrating Large Language Models to enhance keyword analysis in altmetric and bibliometric tools. This study reveals that ChatGPT in education literature is evolving from rapid publication to rigorous research. Lay Description What is currently known about this topic? ChatGPT in education has seen a surge in publications driven by media hype. Early publications tend to lack rigour and reiterate known advantages/disadvantages. Literature reviews on ChatGPT in education have limitations in scope and depth. Some studies have explored altmetrics and bibliometrics in other fields. What does this paper add? Combines altmetrics and bibliometrics to analyse publications of ChatGPT in education. Addresses challenges in the discourse by offering unconventional analysis methods. Identifies publication trends and investigates the relationship between media attention and citations. Determines key themes in the literature through keyword co-occurrence analysis. Implications for practice/or policy Expectations of continued growth in ChatGPT literature but with evolving publication trends. Distinctive characteristics of ChatGPT in education challenge keyword analysis. Proposes the development of a unified keyword taxonomy for clarity in the field. Suggests enhancing altmetrics and bibliometrics tools using Large Language Models.

中文摘要：背景资料 ChatGPT 在教育文献中的出现代表了教育技术研究的一个变革阶段，其特点是由于对新主题的最初研究兴趣和媒体炒作，出版物激增。虽然这些出版物强调了 ChatGPT 在教育方面的潜力，但人们对它们的质量、方法论和独特性感到担忧。 � 目的 本研究采用非常规方法，结合计量学和文献计量学，对 ChatGPT 在教育中的应用进行了全面的探索。 � 方法 采用了两个学术数据库，Web of Science 和 Altmeter，分别检索引用和社交媒体上提到的出版物。我们使用了一个搜索查询“ ChatGPT”，并将发布日期设置为2022年11月30日至2023年8月31日之间。这两个数据集都在与教育相关的领域内。通过过滤过程，我们确定了三个出版物类别: 49篇论文同时包含 altmetrics 和引文，60篇仅包含 altmetrics，66篇仅包含引文。对所有三份论文清单进行了描述性统计分析，进一步将整个集合划分为三个不同的时期。所有选定的论文在开放获取、论文类型、主题领域和学习者水平等方面进行了详细的编码。此外，我们分析了关键词的出现和可视化的共现关键词的聚类。 � 结果及结论 一个有趣的发现是教育论文中 ChatGPT 中媒体/社交媒体提及和学术引用之间的显著相关性，强调了 ChatGPT 的变革潜力和将其纳入实践的紧迫性。我们的关键词分析也揭示了那些同时被提及和引用的论文和那些只被引用但没有被提及的论文的主题之间的区别。此外，我们还注意到作者对关键词的选择可能受到个人主观判断的影响，这可能导致仅基于作者指定的关键词(如关键词共现分析)的主题分析结果出现偏差。今后，我们主张在教育技术领域开发一个标准化的关键词分类法，并整合大型语言模型，以加强关键词分析中的测量和文献计量工具。本研究揭示了教育文献中的聊天 GPT 正在由快速发表演变为严谨的研究。 � 说明 目前对这个主题了解多少？ 受媒体炒作的推动，教育领域的 ChatGPT 出版物数量激增。 早期的出版物往往缺乏严谨性，并重申已知的优缺点。 文献综述对教育中的聊天技术的研究在范围和深度上都存在局限性。 一些研究已经在其他领域探索了计量学和文献计量学。 这张纸加了什么？ 结合计量学和文献计量学对 ChatGPT 在教育领域的出版物进行分析。 通过提供非传统的分析方法解决话语中的挑战。 识别出版趋势，调查媒体关注和引用之间的关系。 通过关键词共现分析确定文献中的关键主题。 对实践/或政策的影响 预计 ChatGPT 文献将继续增长，但出版趋势将不断发展。 教育挑战关键词分析中 ChatGPT 的显著特征。 建议开发一个统一的关键字分类，以明确该领域。 建议使用大型语言模型来增强计量学和文献计量学工具。

https://doi.org/10.1111/jcal.12962

《A bibliometric analysis of studies on technology‐supported learning environments: Hot topics and frontier evolution》

《技术支持学习环境研究的文献计量分析: 热点与前沿演变》

作者：Yingying Jing · Chengliang Wang · Zhaoyi Chen · Shusheng Shen · Rustam Shadiev

英文摘要：Background Study Technology-supported learning environments, act as significant observational and enabling indicators for evaluating and encouraging the digital revolution of education, are of vital importance in current educational research. Keeping track of the dynamics of technology-supported learning environment research allows for the enrichment of theoretical studies and a prompt innovation of talent-training environments. Objectives The present study carried out a bibliometric analysis of the core collection of WoS database over the last two decades. Method This study is a bibliometric research. We applied CiteSpace and VOSviewer for co-occurrence and evolution analysis. In addition, we extracted the fundamental ideas and thoughts through reading and analysis. Results First, the study found that technology-supported learning environment research is in a growth phase, with core journals such as Interactive Learning Environments or Computers & Education. The findings show that a core research team comprised of such scholars as Hwang Gwo-Jen, Lester James C. and Wong Lung-Hsiang. Key nations of publishing and research strength are from China, the United States, the United Kingdom and the Netherlands. Second, the hot topics in research on technology-supported learning environments were virtual learning environments, technology-enabled learning environments and interactive learning environments. Nine study specifics were derived from these three topics such as moulding function, generating scenario, stimulating sensation, effect verification, design idea, research reflection, inquiry and research, virtual community, and mixed environment. Lastly, the frontier evolution offers a pattern of development from enhancing performance to changing mode to incorporating experience. Conclusion Looking ahead, our research recommendations for the field of technology-supported learning environments include a multifaceted approach. We should aim to enhance research designs and methodologies, develop contemporary guiding theories and strive for a balanced representation across various educational domains, expanding our scope to encompass all academic disciplines. In terms of practical application, it is imperative to focus on the design and implementation of technology-supported learning environments from three critical perspectives: “change-demand,” “student-learning” and “online-offline.” These approaches will collectively ensure that technology-supported learning environments are both innovative and responsive to the diverse needs of the educational landscape. Lay Description What is already known about this topic Technology-supported learning environments are currently a focal and hot research topic in the field of education. Although numerous studies have been conducted on the learning environment of technical support, there has yet to be a systematic and comprehensive review of the related research. What this paper adds This study provides a comprehensive review of research on the technology-supported learning environments over the past two decades. This study primarily presents an overview of research on the technology-supported learning environments over the past two decades, focusing on main literature, research strength, hot topics and frontier evolution. Implications for practice and/or policy Researchers need to further advance research on technology-supported learning environments by enriching research designs and methods, constructing up-to-date guiding theories and achieving a balance across different educational domains while extending the reach to all disciplines. Educational practitioners need to pay attention to the design and implementation of technology-supported learning environments from the three viewpoints of “change-demand,” “student-learning” and “online-offline.”

中文摘要：背景研究 技术支持的学习环境作为评估和鼓励教育数字革命的重要观察和使能指标，在当前的教育研究中至关重要。跟踪技术支持学习环境研究的动态，可以丰富理论研究，促进人才培养环境的创新。 � 目标 本研究采用文献计量学的方法，对近二十年来 WoS 数据库的核心文献进行了分析。 � 方法 本研究为文献计量学研究。我们应用 CiteSpace 和 VOSview 进行共现和进化分析。此外，我们还通过阅读和分析，提取了基本的思想和想法。 � 结果 首先，该研究发现，技术支持的学习环境研究正处于增长阶段，其核心期刊包括《互动学习环境》(Interactive Learning Environment)或《计算机与教育》(Computer & Education)。研究结果显示，研究团队的核心成员包括黄国仁、詹姆士、黄龙翔等学者。中国、美国、英国和荷兰是世界上出版和研究实力最强的国家。其次，技术支持学习环境研究的热点是虚拟学习环境、技术支持学习环境和交互式学习环境。从塑造功能、生成情境、刺激感觉、效果验证、设计理念、研究反思、探究研究、虚拟社区、混合环境等三个方面衍生出九个研究细节。最后，前沿演化提供了一个从提高绩效到转变模式再到融入经验的发展模式。 � 结论 展望未来，我们对技术支持的学习环境领域的研究建议包括一个多方面的方法。我们的目标应该是加强研究设计和方法，发展当代的指导理论，努力实现各个教育领域的均衡代表性，扩大我们的范围，以涵盖所有学术学科。就实际应用而言，必须从“变革-需求”、“学生-学习”和“在线-离线”三个关键视角着眼于技术支持的学习环境的设计和实现这些方法将共同确保技术支持的学习环境既具有创新性，又能满足教育环境的不同需求。 � 说明 关于这个话题已经知道了什么 技术支持的学习环境是当前教育领域的一个热点研究课题。 尽管对技术支持的学习环境已经进行了大量的研究，但是对相关研究的系统性和全面性的回顾还不够。 这篇文章增加了什么 本研究对过去二十年来技术支持学习环境的研究进行了全面的回顾。 本研究主要对近二十年来技术支持学习环境的研究进行了综述，重点介绍了主要文献、研究实力、热点和前沿进展。 对实践和/或政策的影响 研究人员需要通过丰富研究设计和方法，建立最新的指导理论，实现不同教育领域之间的平衡，同时将研究范围扩展到所有学科，进一步推进技术支持的学习环境的研究。 教育实践者需要从“变革-需求”、“学生-学习”和“线上-线下”三个角度关注技术支持学习环境的设计和实施

https://doi.org/10.1111/jcal.12934

《Nanolearning approach in developing professional competencies of modern students: Impact on self‐regulation development》

《纳米学习方法对现代学生专业能力发展的影响》

作者：Yadviga Radzitskaya · Artem Islamov

英文摘要：Abstract Nanolearning represents an educational methodology rooted in personalisation and the individualisation of the educational process, leveraging contemporary information technologies. Nanolearning, closely intertwined with self-regulated learning, entails an individual's capacity to plan, monitor and regulate their learning process, objectives and strategies. In nanolearning, information is presented in small, discrete fragments, necessitating students to autonomously manage their time and educational progress, thereby determining when and what to study. Nanolearning and TikTok can synergistically intersect, yielding innovative pedagogical approaches. TikTok, a popular social platform for sharing concise video clips, introduces a novel mode of information dissemination and interpersonal communication. Background The introduction of a flexible education system that meets the individual requirements of a student is a burning need of our time. The study hypothesis is as follows: Will nanolearning be able to change the self-regulatory competence of the experiment participants and how exactly? Objectives The current study aimed to determine nanolearning effectiveness in the context of students' self-regulation development. Methods This was done using a self-regulation questionnaire addressed to a sample of 120 students of the Kokshetau University named after A. Myrzakhmetov. As a nanolearning platform, this study benefited from the TikTok app. Results The results showed that the experimental group achieved significantly higher scores than the control group on goal setting, environmental structuring, task strategies, time management, help-seeking and self-evaluation. Conclusions The results obtained can help develop a set of activities for the optimisation of the educational process to improve student professional competence.

中文摘要： � 纳米学习是一种教育方法，植根于个性化和个性化的教育过程，利用当代信息技术。纳米学习与自我调节学习密切相关，需要个体计划、监控和调节其学习过程、目标和策略的能力。在纳米学习中，信息以小的、离散的片段呈现，这就要求学生自主地管理他们的时间和教育进度，从而决定何时学习以及学习什么。纳米学习和 TikTok 可以协同交叉，产生创新的教学方法。TikTok 是一个流行的分享视频短片的社交平台，它引入了一种新颖的信息传播和人际沟通模式。 � 背景资料 � 引进一种能够满足学生个人需求的灵活的教育制度是我们这个时代的迫切需要。研究假设如下: 纳米学习能否改变实验参与者的自我调节能力，具体如何改变？ � 目标 � 目前的研究旨在确定纳米学习在学生自我调节发展的背景下的有效性。 � 方法 � 这是通过一个以 A。 Myrzakhmetov 命名的 Kokshetau 大学120名学生的自我调节问卷完成的。作为一个纳米学习平台，这项研究受益于 TikTok 应用程序。 � 结果 � 结果表明，实验组在目标设置、环境结构、任务策略、时间管理、求助和自我评价等方面得分显著高于对照组。 � 结论 � 所得结果有助于开发一套优化教育过程的活动，以提高学生的专业能力。

https://doi.org/10.1111/jcal.12943

《Shake it or light it! The effects of cueing in desktop‐VR learning environments on search time and learning》

《在桌面虚拟现实学习环境中提示对搜索时间和学习的影响》

作者：Daniela Decker · Martin Merkt

英文摘要：Background Virtual reality (VR) offers much potential for learning, but it challenges learners' orientation. Objectives This paper investigates whether it is possible to use light or movement cues to facilitate orientation in a search task in a desktop-VR environment so that participants can better attend to the learning content presented simultaneously. Methods In two pre-registered online experiments, we investigated the effects of cueing (light and movement) on search time, learning, and several evaluation variables. Participants were asked to find tools in a virtual workshop, while information about the respective tool was narrated. Experiment 1 (N = 60) used a within-subject design, that is, the objects were alternately highlighted by light, movement or not. For Experiment 2 (N = 159) the narration was substantially shortened, and a between-subject design was used. Cognitive load and presence were measured additionally. Results and conclusions In Experiment 1, only the movement cue decreased search time, indicating automatic guidance of learners' attention. There was no effect of cueing on learning, which may be due to the average search time being substantially shorter than the narration, leaving sufficient time to attend to the narration exclusively. In Experiment 2 search times were significantly faster for both cueing methods, but only the light cue resulted in better learning outcomes, which could be explained by the slightly lower presence in the movement cue condition. Implications Results imply that it is important to develop cues that automatically guide attention without reducing presence. Lay Description What is already known about this topic Virtual reality (VR) offers a lot of opportunities for the integration of educational scenarios. VR is challenging for learners with regard to orientation in a 360° environment. Regarding learning outcomes, research on the effects of cues to highlight important content in a 360° environment is still rare. Presence, defined as the feeling of being there in a VR environment, is an important prerequisite for learning in VR. What this paper adds The influence of light and movement cues on search times and learning outcomes in a desktop-VR environment was tested. Movement cues can reliably reduce search times (indicating successful orientation), whereas light cues only reduced search times in predictable scenarios. In a predictable scenario, light cues enhanced learning outcomes compared with movement cues. Movement cues reduced presence, which is one potential reason why movement cues did not improve learning. Implications for practice and/or policy Using light cues might assist orientation and enhance overall performance in predictable scenarios (i.e., when learners know what kind of cue to expect). In an unpredictable setting with variable cues, light cues did not facilitate orientation, whereas movement cues did. However, movement cues reduced presence, which may have negatively affected learning outcomes. It is important to develop cueing methods that also work in more unpredictable settings, but that do not reduce presence.

中文摘要：背景资料 虚拟现实(VR)为学习提供了巨大的潜力，但它对学习者的定位提出了挑战。 � 目标 本文探讨了在桌面虚拟现实环境中，是否可以利用光线或动作线索来帮助搜索任务中的定向，从而使参与者能够更好地注意同时呈现的学习内容。 � 方法 在两个预先注册的在线实验中，我们研究了提示(光线和运动)对搜索时间、学习和几个评估变量的影响。参与者被要求在一个虚拟研讨会上寻找工具，同时叙述了有关各自工具的信息。实验1(N = 60)采用主体内设计，即物体交替地被光线、运动与否突出显示。对于实验2(N = 159) ，叙述大大缩短，并采用了主题间设计。另外还测量了认知负荷和存在感。 � 结果和结论 在实验1中，只有运动线索减少了搜索时间，表明学习者的注意力得到了自动引导。提示对学习没有影响，这可能是因为平均搜索时间大大短于叙述时间，留下足够的时间专注于叙述。在实验2中，两种提示方法的搜索时间都显著快于对照组，但只有轻度提示才能产生更好的学习效果，这可以用运动提示条件下稍低的存在感来解释。 � 暗示 结果表明，重要的是发展线索，自动引导注意力，而不减少存在。 � 说明 关于这个话题已经知道了什么 虚拟现实(VR)为教育场景的集成提供了许多机会。 在360 ° 的环境中，虚拟现实对于学习者来说是一个挑战。 关于学习结果，在360 ° 的环境中，关于线索突出重要内容的影响的研究仍然很少。 在场感，定义为在虚拟现实环境中的存在感，是学习虚拟现实的重要先决条件。 这篇文章增加了什么 在桌面虚拟现实环境中，测试了光线和运动线索对搜索时间和学习结果的影响。 运动线索可以可靠地减少搜索时间(表明成功的方向) ，而光线线索只能减少搜索时间在可预测的情况下。 在一个可预测的场景中，与动作线索相比，光线线索提高了学习效果。 运动线索降低存在感，这是一个潜在的原因，为什么运动线索没有提高学习。 对实践和/或政策的影响 在可预测的场景中(例如，当学习者知道期望什么样的线索时) ，使用光线提示可能有助于定向和提高整体表现。 在一个不可预测的环境中，可变的线索，光线线索不促进方向，而运动线索。 然而，运动线索减少了存在感，这可能对学习结果产生了负面影响。 重要的是开发提示方法，也工作在更不可预测的设置，但不减少存在。

https://doi.org/10.1111/jcal.12945

《Using learning analytics to enhance college students' shared epistemic agency in mobile instant messaging: A new way to support deep discussion》

《利用学习分析增强大学生在移动即时通讯中的共享认知能力: 一种支持深度讨论的新方法》

作者：Yaohui Yu · Tao Yang · Gaowei Chen · Ce Sun

英文摘要：Background Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)-augmented meta-discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results We found that LA engaged students in deep discussions and shared epistemic agency-related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications This study contributes to research by extending the ‘comparison paradigm’, which focuses on comparing (a)synchronous forums with MIM, to a ‘design paradigm’, which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency. Lay Description What is known in this subject matter Supporting students' online deep discussions is important. Prior studies have shown multiple technological and pedagogical strategies to support deep discussions in (a)synchronous discussion forums, but few studies in mobile instant messaging (MIM). MIM is a quasi-synchronous tool. It is difficult to transform the traditional external scaffolds (i.e., scripts or teachers' facilitation) which promote deep discussions from (a)synchronous forums to MIM. What this paper adds to this We constructed a design framework which used learning analytical tools-augmented meta-discourse to engage students in shared epistemic agency discourse moves to promote their deep discussion in MIM. We conducted multiple types of analyses (content analysis, statistical analysis, epistemic network analysis and lag sequential analysis) on students' WeChat message (a major MIM in China). Results indicated both learning analytical tools helped engage students in shared epistemic agency discourse moves, such as creating shared understanding, creating knowledge objects, projective and regulative, thus, to promote students' deep discussions. Word cloud especially engaged students in more complete shared epistemic agency discourse trajectory. Moreover, analysis results indicated that shared epistemic agency discourse moves of creating shared understanding would lead students to a high level of deep discussions. Implications of study findings for practitioners Our study provides a feasible way to educational practitioners who want to promote students' deep discussions in their online learning course (both fully online and flipped classroom mode). Knowledge Building Discourse Explorer (KBDeX presents the original analysis results of students' written messages in discussion forums as socio-cognitive networks.) could be implemented in the classroom. The objective is to encourage students to understand the importance of connecting with peers' ideas in a one-session implementation period. If time allows, teachers could use word cloud and meta-discourse to engage students in socio-metacognitive conversations in class to promote their shared epistemic agency discourse in online discussions.

中文摘要：背景资料 深度讨论在学生网络学习中起着重要作用。然而，研究人员主要致力于让学生参与在线异步论坛的深入讨论。很少有研究调查如何通过移动即时通讯(mIM)促进深度讨论。 � 目标 在这项研究中，我们应用学习分析工具(即 KBdeX 和词汇云)来加强学生共享的认知能动性，从而支持他们在 MIM 中进行深入的讨论。 � 方法 四十名中国大学生参与了本研究，并通过参与学习分析增强元话语会话来反思他们的 MIM 参与情况。本研究采用了多种数据分析方法，包括内容分析、统计分析、认知网络分析和滞后序列分析。 � 结果 我们发现 LA 使学生参与深入的讨论和共享认知代理相关的话语，如创建共享的理解，创建知识对象，以及投射和调节过程。特别是，文字云使学生进入更完整的共享认知机构话语轨迹，从创造未知的意识开始，然后进展到设置投射计划和共享信息，最终创造共享的理解。此外，我们的分析表明，创造共同理解的认知主体话语行为引导学生进行高水平的深入讨论。 � 暗示 这项研究有助于通过扩展“比较范式”的研究，其重点是将(a)同步论坛与 MIM 进行比较，以“设计范式”，其动员从(a)同步论坛到 MIM 的设计特征，并使用学习分析工具通过促进他们的认知机构来使学生参与深入的在线讨论。 � 说明 在这个主题中已知的东西 支持学生的在线深度讨论很重要。 先前的研究已经显示了多种技术和教学策略来支持(a)同步讨论论坛中的深度讨论，但很少有关于移动即时通讯(mIM)的研究。 MIM 是一种准同步工具。传统的外部支架(即脚本或教师的促进)很难改变，它们促进了从(a)同步论坛到 MIM 的深入讨论。 这篇论文对此有何补充 我们构建了一个设计框架，使用学习分析工具-增强元语篇，让学生参与共享的认知代理语篇动作，促进他们在 MIM 中进行深入的讨论。 我们对学生的微信信息进行了多种类型的分析(内容分析、统计分析、认知网络分析和滞后序列分析)。 结果表明，两种学习分析工具都有助于促进学生进行共享的认知主体话语行为，如创造共享理解、创造知识对象、投射性和调节性，从而促进学生深入讨论。文字云特别使学生更加完整地分享认知机构的话语轨迹。此外，分析结果显示，共享认知主体话语行为创造共享理解会引导学生进行高水平的深入讨论。 研究结果对从业人员的启示 我们的研究为教育工作者提供了一个可行的方法，以促进学生在网上学习课程(包括完全在线和翻转课堂模式)中的深入讨论。 知识建构话语探索器(KBDeX 以社会认知网络的形式呈现学生在讨论论坛中书面信息的原始分析结果。)可以在课堂上实施。其目的是鼓励学生了解在一个会议的实施期间与同伴的想法联系的重要性。 如果时间允许，教师可以使用文字云和元话语让学生参与课堂上的社会元认知对话，以促进他们在网上讨论中共享的认知机构话语。

https://doi.org/10.1111/jcal.12941

《Enacting control with student dashboards: The role of motivation》

《使用学生仪表盘实施控制: 动机的作用》

作者：C.A.N. Knoop-van Campen · Joep van der Graaf · Anne Horvers · Rens Kooi · Rick Dijkstra · Inge Molenaar

英文摘要：Background Even though monitoring and control enactment are key aspects of self-regulated learning (SRL), Adaptive learning technologies (ALTs) may reduce the need for learners to monitor and control their learning. Personalized dashboards are effective in supporting learners' monitoring and can potentially support control behaviour. Allowing learners to enact control over their learning process, seems to hold potential for increasing their motivation. Objectives Therefore, this study's aim was to investigate the relation between control enactment and motivation. We examined how learners enacted control while learning with an ALT with personalized dashboards and examined the relation between learners' enactment of control and their motivation. Methods Seventy-eight primary school learners (Grade 5) participated. During the lesson, learners worked on mathematics in the ALT and concurrently were shown personalized visualizations that supported monitoring and enacting control over their learning process. Learners could enact control to change problems' difficulty to easy, medium, or hard. Motivation was measured before and after learning. Results The SEM analyses showed that how learners enacted control was related to their motivation. Choosing difficult problems was related to more enjoyment and competence while choosing easy problems related to more pressure and tension. Learners who complied with the suggested difficulty level experienced less choice, but also less pressure/tension and more enjoyment and competence. Conclusions These results provide avenues to account for broader learner characteristics like SRL and motivation to optimize learning. This way, hybrid systems in which control enactment is a shared responsibility of the system and learner, can be improved to support SRL development. Lay Description What is currently known Monitor and control enactment are key aspects of self-regulated learning (SRL). Adaptive learning technologies may reduce the need for learners to monitor and control their learning. Personalized dashboards support learners' monitoring behaviour and can potentially also support control enactment. Enactment of control could positively affect learners' motivation. What does this paper add There is a large variation in how learners enact control and whether they comply with the scaffold. Learners who chose more difficult problems experienced more enjoyment, while learners choosing easy problems, experienced more pressure. Learners complied with the scaffold, experienced less choice, but also less pressure and more enjoyment. This study provides avenues to account for broader learner characteristics like SRL and motivation to optimize learning. Practical implications Support control enactment by actively involve learners in choice during the learning process. Offer monitor and enactment in conjunction, as learners can only make well-founded choices if they can monitor their learning process. Intrinsically and extrinsically motivated learners showed different choice patterns and learning experience. It is important to have an understanding and monitoring of learners' motivation.

中文摘要：背景资料 尽管监控和控制制定是自主学习(SRL)的关键方面，但在线机机器学习技术(ALTs)可能会减少学习者监控和控制自己学习的需要。个性化仪表板有效地支持学习者的监控，并可能支持控制行为。允许学习者对他们的学习过程进行控制，似乎有可能提高他们的学习动机。 � 目标 因此，本研究旨在探讨控制制定与动机之间的关系。我们研究了学习者在使用具有个性化仪表板的 ALT 进行学习时是如何实施控制的，并考察了学习者实施控制与其学习动机之间的关系。 � 方法 七十八名小学五年级学生参加。在课堂上，学习者在 ALT 中学习数学，同时向他们展示个性化的可视化图像，这些图像支持对他们的学习过程进行监控和制定控制。学习者可以通过控制将问题的难度转化为简单、中等或难度。学习动机在学习前后进行测量。 � 结果 扫描电子显微镜分析表明，学习者如何实施控制与学习动机有关。选择困难的问题与更多的享受和能力有关，而选择容易的问题与更多的压力和紧张有关。符合建议难度水平的学习者经历了较少的选择，但也较少的压力/紧张和更多的享受和能力。 � 结论 这些结果为解释更广泛的学习者特征(如 SRL)和优化学习的动机提供了途径。通过这种方式，可以改进控制实施是系统和学习者共同责任的混合系统，以支持 SRL 的开发。 � 说明 目前已知的 监控实施是自主学习的关键环节。 在线机机器学习技术可以减少学习者监控和控制学习的需要。 个性化仪表板支持学习者的监控行为，也可能支持控制实施。 控制的设定对学习者的学习动机有积极的影响。 这张纸上写了什么 在学习者如何实施控制以及他们是否遵守脚手架方面有很大的差异。 选择较难题目的学习者感受到更多的快乐，而选择较容易题目的学习者感受到更多的压力。 学习者顺从脚手架，经历了较少的选择，但也较少的压力和更多的享受。 这项研究提供了解释更广泛的学习者特征的途径，如 SRL 和优化学习的动机。 实际意义 通过在学习过程中积极参与学习者的选择来支持控制的实施。 提供监控和实施的结合，因为学习者只有在能够监控他们的学习过程的情况下才能做出有根据的选择。 内在动机学习者和外在动机学习者表现出不同的选择模式和学习经验。 了解和监控学习者的学习动机非常重要。

https://doi.org/10.1111/jcal.12936

《Escaping binary gender roles: Gender diversity dynamics in a CSCL‐Escape game》

《逃避二元性别角色: CSCL-Escape 游戏中的性别多样性动态》

作者：Dana Kube · Sebastian Gombert · N. Parker John · Joshua Weidlich · Karel Kreijns · Hendrik Drachsler

英文摘要：Background Gender and gender diversity are group features affecting social interaction and are critical for gender-inclusive and equitable education. As such, the role of gender and gender diversity is of particular relevance to computer-supported collaborative learning (CSCL). However, up until now, research on this topic in CSCL remains scarce. Those studies that explore gender frequently utilise a binary gender view, investigating collaboration patterns in terms of differences between men and women despite the pitfalls of this binary view, e.g. the risk of reproducing gender stereotypes. Objectives Through gender diversity modelling based on group communication analysis, this study used a novel approach to investigate the role of gender in CSCL. It explored how gender diversity in CSCL is associated with emergent roles in small group interaction, providing evidence about how gender diversity interacts with the dynamics of group communication in a unique CSCL scenario. Methods In this explorative study, we used group communication analysis (GCA) to identify emergent team roles in the communication of triads in a CSCL escape game, realised through a Minecraft computer game. We elaborated on the differences between the team roles with respect to gender-diverse and non-diverse groups of our sample (N = 123) to estimate the role of gender diversity in CSCL learning processes. Results The clustering of the group communication resulted in four emergent team roles with distinct communicative patterns: learner, lurker, follower, and leader. Non-diverse teams were more likely to be dominated by leaders, whereas gender-diverse teams showed more egalitarian tendencies in their group communication. Further, in gender-diverse teams, there were more learners, and interaction was more productive overall. Conclusions Gender diversity is an important factor for understanding group dynamics in CSCL. A main advantage of gender diversity modelling – as explored here – is a more nuanced understanding of the role of gender in group communication, in contrast to reproducing existing gender difference paradigms. The approach demonstrated in this study enables CSCL researchers to extend traditional measures of gender towards gender diversity as steps towards more gender-inclusive and bias-free education. Further, it yields the practical design recommendation of ensuring group diversity to enhance the likelihood of productive group communication. Lay Description What is already known about this topic? The role of gender in computer-supported collaborative learning (CSCL) has received little attention from the CSCL community yet. Exploring the impact of gender on how CSCL communication unfolds, research approaches usually do not address gender diversity and gender majority-minority relations in CSCL. CSCL scholars acknowledge the importance of emergent team roles for understanding group dynamics in CSCL. However, understanding the relationship between team roles and gender diversity is scarce. The few studies addressing gender only look at gender differences in communication and either confirm or disprove gender stereotypes prevalent in society and education. CSCL studies rarely focus on the overall role of gender diversity in small-group learning, an approach to avoid reproducing gender stereotypes by design since it focuses on differences of varying gender diversity compositions. What this papers adds? Understanding of how gender diversity affects emergent team roles in group communication and, thus, the learning process in CSCL. Identifying emergent team roles using group communication analysis. The current study used an escape game to deploy CSCL, in which social interactions are expected to be authentic and natural. By comparing emergent team role constellations in gender-diverse vs non-diverse CSCL groups with and without making sure that everyone interacts with everyone in the teams in the learning process, we can explore the role of gender diversity in the group learning process. An innovative exploratory method to contribute to the methodological discourse in CSCL research concerning gender in group communication. We specifically demonstrated how gender diversity modelling in CSCL can help us understand how to create more gender-inclusive education. Implications for practise and/or policy. This study gives the following recommendations for CSCL researchers and practitioners: CSCL studies should emphasise the value of gender diversity rather than gender differences to avoid reproducing gender stereotypes in studies about CSCL team communication; A preference for gender-diverse team constellations in CSCL to improve shared leadership in teams and more gender-inclusive group learning. CSCL should be particularly productive when there is social interdependence between group members and gender diversity in the team, which should be controlled by learning design.

中文摘要：背景资料 性别和性别多样性是影响社会互动的群体特征，对包容性和公平的教育至关重要。因此，性别和性别多样性的作用与电脑支援协作学习特别相关。然而，到目前为止，CSCL 对这一课题的研究还很少。那些探讨性别问题的研究经常采用二元性别观点，调查男女之间在差异方面的合作模式，尽管这种二元性别观点存在缺陷，例如有可能重现性别陈规定型观念。 � 目标 通过基于群体沟通分析的性别多样性建模，本研究采用了一种新颖的方法来考察性别在 CSCL 中的作用。本研究探讨了 CSCL 中的性别多样性如何与小群体互动中的突发角色相关联，为性别多样性如何在一个独特的 CSCL 场景中与群体沟通的动态相互作用提供了证据。 � 方法 在这个探索性的研究中，我们使用群体沟通分析(GCA)来识别在 CSCL 逃跑游戏中三合会沟通中的突发团队角色，通过 Minecraft 电脑游戏来实现。我们详细阐述了性别多样化和非多样化样本(N = 123)的团队角色之间的差异，以估计性别多样性在 CSCL 学习过程中的作用。 � 结果 群体沟通的集群化导致了四种具有不同沟通模式的突发团队角色: 学习者、潜行者、追随者和领导者。非多元化团队更容易被领导者所主导，而性别多元化团队在团队沟通中表现出更多的平等主义倾向。此外，在性别多样化的团队中，有更多的学习者，互动总体上更有效率。 � 结论 性别多样性是理解 CSCL 群体动力学的一个重要因素。性别多样性建模的一个主要优势(如本文所探讨的)是对性别在群体交流中的作用有更细致的理解，而不是复制现有的性别差异范式。这项研究中展示的方法使 CSCL 的研究人员能够将传统的性别措施扩展到性别多样性，作为实现更具性别包容性和无偏见教育的步骤。进一步提出了保证群体多样性的实用设计建议，以提高群体交流的可行性。 � 说明 关于这个话题已经知道了什么？ 性别在电脑支援协作学习中的作用(CSCL)还没有引起 CSCL 社区的足够重视。探讨性别对 CSCL 沟通展开的影响，研究方法通常不涉及 CSCL 中的性别多样性和性别多数-少数关系。 CSCL 学者承认突发性团队角色对于理解 CSCL 中团队动力学的重要性。然而，团队角色和性别多样性之间的关系却缺乏了解。为数不多的涉及性别问题的研究仅仅着眼于交流中的性别差异，或者证实或反驳社会和教育中普遍存在的性别陈规定型观念。 CSCL 的研究很少关注性别多样性在小组学习中的整体作用，这是一种避免通过设计重现性别陈规定型观念的方法，因为它侧重于不同性别多样性组成的差异。 这些文件有什么补充？ 理解性别多样性如何影响团队在团队沟通中的突发角色，进而影响 CSCL 的学习过程。 使用群体沟通分析识别紧急团队角色。目前的研究使用了一个逃避游戏来部署 CSCL，在这个游戏中，社会互动被期望是真实和自然的。通过比较性别多样化和非多样化 CSCL 小组中的突发团队角色星座，在学习过程中确保每个人都与团队中的每个人互动，我们可以探索性别多样化在小组学习过程中的作用。 团体沟通中性别研究方法论话语的创新探索。我们特别演示了 CSCL 中的性别多样性建模如何帮助我们理解如何创建更多的性别包容性教育。 对实践和/或政策的影响。 本研究为 CSCL 的研究者和从业者提供以下建议: CSCL 的研究应该强调性别多样性的价值而不是性别差异，以避免在 CSCL 团队沟通研究中重复性别陈规定型观念; 在 CSCL 中倾向于采用性别多样化的团队星座，以改善团队中的共同领导和更具性别包容性的小组学习。 当团队成员之间存在社会相互依赖性和性别多样性时，CSCL 应该特别具有生产力，这应该通过学习设计来控制。

https://doi.org/10.1111/jcal.12942

《Pre‐class learning analytics in flipped classroom: Focusing on resource management strategy, procrastination and repetitive learning》

《翻转课堂的课前学习分析: 关注资源管理策略、拖延和重复学习》

作者：Min Young Doo · Yeonjeong Park

英文摘要：Background Despite the many advantages of flipped learning, it is challenging for educators to ensure that students complete the pre-class learning assignments before the in-class session. Objectives Using a learning analytics approach, this study analysed students' pre-class video-watching behaviour in flipped learning with a focus on learners' resource management strategies, procrastination, and repeated video-watching. Methods For the empirical study, three types of data (i.e., log data, survey and exam) were obtained from 70 undergraduate students who were enrolled in pre-service teacher program designed in a flipped classroom including pre-class videos and in-class session. Results and conclusions The findings showed significant differences between the non-procrastination group and procrastination group in their video watching time and resource management strategies. Those who watched the pre-class videos at home/dorm greatly outnumbered those who did not, and they performed better than students who watched the pre-class videos in other locations. What are the major takeaways from the study? This finding highlights the importance of resource management strategies in terms of the time and study environment to promote success in flipped learning courses. However, the number of times students accessed the pre-class videos or watched the videos before class was not correlated with learning achievement. The reason for re-watching pre-class videos is a suggested future direction so instructors can design effective flipped learning courses. Lay Description What is already known about this topic? Flipped learning is a type of blended learning that combines two teaching and learning modes: face-to-face learning and online learning. The effectiveness of flipped learning has also been demonstrated in many empirical studies and meta-analyses. Despite the many advantages of flipped learning, it is challenging to ensure that students complete the pre-class materials before class. Data-driven decisions based on the learning analytics approach can help instructors revise the in-class activities more adoptively and individual learners can be more engaged in flipped learning. What this paper adds? Using a learning analytics approach, this study analysed students' pre-class video-watching behaviour in flipped learning with a focus on learners' resource management strategies, procrastination, and repeated video-watching. We also examined the correlations among pre-class video-watching behaviour variables and learning achievement. This study highlights the following: (1) The no-procrastination group had better resource management strategies than the procrastination group; (2) students who watched pre-class videos at home outperformed those who watched them in other locations: (3) the number of times students accessed pre-class videos was not correlated with learning achievement; and (4) whether or not students watched pre-class videos prior to the in-class sessions was not correlated with learning achievement. Implications for practise and/or policy Although flipped learning gives students considerable autonomy in terms of when and where to watch pre-class videos at their convenience, it is necessary to help students develop resource management strategies by providing role models, best practises, and statistics in previous flipped learning classes. Research findings suggest that instructors should provide guidelines and learning strategies on how to review or repeat the pre-class videos to improve the quality of learning. To encourage students to repeat the videos, the pre-class videos should be short and concise.

中文摘要：背景资料 尽管翻转式学习有很多优点，但是对于教育者来说，确保学生在课堂上完成课前学习任务是一个挑战。 � 目标 本研究采用学习分析的方法，以学习者的资源管理策略、拖延行为和重复观看视频行为为重点，分析了学生在翻转学习中的课前视频观看行为。 � 方法 在实证研究中，我们从70名就读于职前教师课程的本科生身上获得了三类数据(即日志数据、问卷调查和考试) ，这些学生参加的翻转课堂包括课前视频和课堂内容。 � 结果和结论 结果表明，非拖延组与拖延组在视频观看时间和资源管理策略上存在显著差异。那些在家/宿舍观看课前视频的学生人数远远超过那些没有观看的学生，而且他们比在其他地方观看课前视频的学生表现得更好。 � 这项研究的主要结论是什么？ 这一发现强调了资源管理策略在时间和学习环境方面对于促进翻转学习课程成功的重要性。然而，学生上课前观看课前视频的次数与学习成绩无关。重新观看课前视频的原因是一个建议的未来方向，这样教师可以设计有效的翻转学习课程。 � 说明 关于这个话题已经知道了什么？ 翻转学习是一种结合了面授学习和网上学习两种教学模式的混合学习。许多实证研究和元分析也证明了翻转学习的有效性。 尽管翻转式学习有很多优点，但要确保学生在上课前完成课前材料还是很有挑战性的。 基于学习分析方法的数据驱动决策可以帮助教师更自适应地修改课堂活动，个体学习者可以更多地参与翻转学习。 这张纸上写了什么？ 本研究采用学习分析的方法，以学习者的资源管理策略、拖延行为和重复观看视频行为为重点，分析了学生在翻转学习中的课前视频观看行为。 我们也检验了课前视频观看行为变量与学习成绩之间的相关性。 本研究强调了以下几点: (1)不拖延组比拖延组有更好的资源管理策略; (2)在家观看课前视频的学生比在其他地方观看视频的学生表现更好: (3)学生观看课前视频的次数与学习成绩无关; (4)学生在课前是否观看课前视频与学习成绩无关。 对实践和/或政策的影响 尽管翻转学习在课前视频的观看时间和地点方面给予了学生相当大的自主权，但是在以前的翻转学习课程中，通过提供角色模型、最佳实践和统计数据来帮助学生制定资源管理策略是很有必要的。 研究结果表明，教师应提供指导和学习策略，如何复习或重复课前录像，以提高学习质量。 为了鼓励学生重复录像，课前录像应该简短明了。

https://doi.org/10.1111/jcal.12946

《Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry》

《分析辅助反思性评价在计算机辅助协作探究中培养大学生集体认知主体的作用及机制》

作者：Yuqin Yang · Xueqi Feng · Gaoxia Zhu · Kui Xie

英文摘要：Background Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB—the focus of this study, and reflective assessment to foster collective epistemic agency. Objectives This study used a quasi-experimental design to examine the impact of reflective assessment on undergraduates' collective epistemic agency and the mechanisms of this impact. Methods An experimental class, comprising 40 undergraduates, engaged in KB inquiry enhanced by analytics-assisted reflective assessment, while a comparison class, comprising 41 undergraduates, engaged in portfolio-supported reflective assessment in KB inquiry. Classroom observations, audio recordings of group discussions and reflections, and student artefacts were collected in both conditions. Results and Conclusions The experimental class demonstrated significantly higher levels of collective epistemic agency than the comparison class, as indicated by their collective knowledge advancement and epistemic and metacognitive actions. Qualitative thematic analysis revealed that reflective assessment enhanced the undergraduates' collective epistemic agency through their collective monitoring and regulation of inquiry and ideas, negotiation and synthesis of the community's ideas, conceptualization of collective theories and identification of collective inquiry trajectories with an internal reflective structure. Major Takeaways Higher-level metacognitive actions are critical for productive collaborative inquiry and higher-level epistemic agency that does not often occur naturally and should be promoted by appropriate scaffolding strategies. Students need data from learning analytics and accompanying prompt sheets to help them develop the internal metacognitive structure for agency and learning. Lay Description What is currently known about this topic? Undergraduates' collective epistemic agency (CEA) is critical for productive KB. Analytics-assisted reflective assessment (AARA) are promising in fostering CEA. What does this paper add? AARA has positive influences on students' CEA AARA helps students develop CEA through the following mechanisms. AARA supports students' collective regulation and negotiation of collective ideas. AARA enhances conceptualization and deepening of collective trajectories with an internal reflective structure. Implications for practice/or policy Higher-level metacognitive actions are critical for collaborative inquiry and CEA Analytics-assisted RA can enhance students' higher-level metacognitive actions. Students should be provided with learning data and appropriate scaffolding strategies. These data and strategies can develop students' internal metacognitive structure crucial for agency and learning.

中文摘要：背景资料 大学生的集体认识中介对于他们的协作探究和知识建构(KB)是至关重要的。然而，培养大学生的集体认识能动性是一个具有挑战性的问题。研究表明，计算机支持的协同探究方法，如知识库(KB)和反思性评估在培养集体认知能动性方面具有潜力。 � 目标 本研究采用准实验设计，考察了反思性评价对大学生集体认知能动性的影响及其机制。 � 方法 一个由40名本科生组成的实验班，在知识库探究中采用分析辅助反思性评估加强探究; 而一个由41名本科生组成的比较班，在知识库探究中采用档案袋辅助反思性评估加强探究。在这两种情况下都收集了课堂观察、小组讨论和反思的录音以及学生的文物。 � 结果及结论 实验班学生的集体认知能动水平显著高于对照班，表现为集体知识水平的提高以及集体认知和元认知行为。定性主题分析表明，反思性评价通过集体监控和调节探究和思想、协商和综合社区的思想、集体理论的概念化和确定具有内部反思结构的集体探究轨迹，增强了大学生的集体认识能动性。 � 主要外卖 高层次的元认知行为对于高效的协作探究和高层次的认知能动是至关重要的，而这些并不经常自然发生，应该通过适当的支架策略来促进。学生需要来自学习分析和附带的提示表的数据，以帮助他们发展内部的元认知结构的代理和学习。 � 说明 目前对这个主题了解多少？ 大学生的集体认知中介(CEA)是知识创造的关键。 分析辅助反思性评价(AARA)在培养 CEA 方面具有广阔的应用前景。 这张纸加了什么？ AARA 对学生的 CEA 有积极的影响 AARA 通过以下机制帮助学生发展 CEA。 AARA 支持学生对集体思想的集体调节和协商。 AARA 通过内部反思结构加强了集体轨迹的概念化和深化。 对实践/或政策的影响 高水平的元认知行为对协作探究和 CEA 至关重要 分析辅助 RA 可以提高学生的元认知水平。 应为学生提供学习数据和适当的支架策略。 这些数据和策略可以发展学生的内部元认知结构，对代理和学习至关重要。

https://doi.org/10.1111/jcal.12915

《Mathematical experience in game‐based problem‐solving》

《基于游戏的问题解决中的数学体验》

作者：Fengfeng Ke · Chih‐Pu Dai · Luke West

英文摘要：Background Game-based learning can frame problem-solving as a sense-making experience with domain-specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem-oriented learning environment. Objectives and Methods With an architecture-themed mathematics learning game, we conducted two mixed-method studies to explore the impact and design of game-based mathematical experience on the math problem-solving performance of middle school students. Results and Conclusions The study findings suggested a positive impact of game-based math experience on math problem-solving for middle school students. Problematization-oriented game-based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways The current research findings support the initiative to frame learning as a sense-making experience with domain-specific tasks and inform the design of game-based mathematical experience and learning support. Lay Description What is already known about this topic Realistic mathematical practices frame learning as a sense-making experience. Challenges arise when involving learners in realistic mathematical experiences driven by domain-specific tasks. What this paper adds Game-based simulation of math tasks framed learning as sense-making experience. Game-based math experiencing promoted math contextual problem-solving performance. Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy Teachers can integrate and facilitate game-based math experiencing in class. Efforts should be made to make game-based math tasks meaningful for students.

中文摘要：背景资料 基于游戏的学习可以将问题解决定义为学生的特定领域任务。然而，在这样一个复杂的、以问题为导向的学习环境中，为学习者提供支持会面临多重挑战。 � 目标及方法 本研究以建筑主题数学学习游戏为研究对象，采用两种混合方法探讨游戏化数学体验设计对中学生数学问题解决绩效的影响。 � 结果及结论 研究结果显示，游戏型数学经验对中学生的数学问题解决有正面的影响。以问题化为导向，结构化特征的游戏化数学任务增强了学生对问题的推理能力，并将其引导到数学作业中去。 � 外卖 目前的研究结果支持将学习作为特定领域任务的意义建构体验的倡议，并为设计基于游戏的数学体验和学习支持提供信息。 � 说明 关于这个话题已经知道了什么 现实主义的数学实践把学习作为一种有意义的体验。 当让学习者参与由领域特定任务驱动的现实数学体验时，挑战就会出现。 这篇文章增加了什么 基于游戏的数学任务模拟，将学习视为感觉体验。 基于游戏的数学体验提高了数学情境问题解决能力。 结构化特性增强了数学任务的问题体验。 对实践和/或政策的影响 教师可以在课堂上整合和促进基于游戏的数学体验。 应该努力使基于游戏的数学任务对学生有意义。

https://doi.org/10.1111/jcal.12938

《Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement》

《科学教育的在线协作工具: 促进学习成果、动机和参与》

作者：Hüseyin Ateş · Mustafa KÖROĞLU

英文摘要：Background Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods A quasi-experimental design with a pretest-posttest control group was used in this study. A total of 60 eighth-grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry-based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results The experimental group demonstrated significantly higher post-test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes. Lay Description What is already known about this topic Technology's role, particularly online collaboration tools, in enriching science education is undebatable (Donkin & Rasmussen, 2021; Rahmawati et al., 2022). Such tools have been theorized to bolster student learning outcomes, motivation, and engagement (Donnelly et al., 2013; Ekici, 2017; Khazanchi & Khazanchi, 2019). Yet, the empirical evidence validating their efficacy in science educational settings remains sparse. What this paper adds This research delves into the influence of online collaboration tools on science learning outcomes among middle school learners. Data indicates that employing these digital tools substantially elevates student performance, as gauged by a science achievement test. Furthermore, students navigating through these online collaborative platforms recorded elevated levels of both engagement and motivation. The primary effectiveness of online collaboration tools stems from their ability to foster specific behaviours, such as increased communication frequency and structured task management, which can amplify learning and group collaboration through their facilitated structured interactions. Implications for practice and/or policy This study's conclusions offer pivotal insights for educators, academic institutions, policy framers, and curriculum architects. Online collaborative platforms exhibit promise in amplifying student outcomes and engagement within the realm of science education. It is imperative to broaden this research scope to discern the tools' potential across varied educational environments and diverse student demographics. There is a compelling case for stakeholders, especially educators and policymakers, to contemplate incorporating these online tools into science pedagogy, aiming to magnify student learning experiences and engagement levels.

中文摘要：背景资料 在线协作工具已经被确定为增强学生学习、动机和参与科学教育的潜在有效手段。然而，它们在改善中学生科学教育成果方面的有效性仍不确定。 � 目标 本研究旨在调查在线协作工具对中学生科学教育成果的影响，重点关注学习成绩、参与度和动机。 � 方法 本研究采用准实验设计，以前测-后测对照组为研究对象。共有60名八年级中学生参与研究，实验组和对照组各30名学生。实验小组将数字协作平台的使用，包括 Asana，Slack 和 Team Viewer，作为小组项目执行和科学课讨论的工具组成部分。相反，控制组坚持土耳其目前的教育方法，拥有属性在他们的科学教学中采用探究式学习策略。数据采用科学成就测验、参与度量表和科学动机量表在八周内收集。 � 结果 与对照组相比，实验组显示出更高的测试后分数，这表明在线协作工具对科学教育的结果产生了积极的影响。此外，调查数据显示，实验组学生在使用在线协作工具时，参与度和积极性较高。 � 结论 研究结果支持在线协作工具可以有效地提高中学生的学习、动机和参与科学教育的观点。这些结果对教育工作者、教育机构、政策制定者和课程开发者具有重要意义。需要进一步研究这些工具在不同教育背景和不同学生群体中的潜力。这将有助于扩大对如何将在线协作工具纳入多样化学习环境的理解，从而有可能使更多的学生受益，并进一步改善科学教育的成果。 � 说明 关于这个话题已经知道了什么 技术，尤其是在线协作工具，在丰富科学教育中的作用是无可争议的(Donkin & Rasmussen，2021; Rahmawati et al。 ，2022)。这样的工具已经被理论化，以支持学生的学习成果，动机和参与(Donnelly 等，2013; Ekici，2017;。然而，在科学教育环境中验证其有效性的经验证明仍然很少。 � 这篇文章增加了什么 本研究探讨在线协作工具对中学生科学学习成果的影响。数据表明，使用这些数字工具大大提高了学生的表现，由科学成就测试衡量。此外，通过这些在线协作平台导航的学生记录了更高水平的参与度和动机。在线协作工具的主要有效性源于其促进具体行为的能力，例如增加沟通频率和结构化任务管理，这可以通过其便利的结构化互动扩大学习和小组协作。 � 对实践和/或政策的影响 这项研究的结论为教育工作者、学术机构、政策制定者和课程设计者提供了重要的见解。在线协作平台展示了在科学教育领域扩大学生成果和参与的前景。当务之急是扩大这项研究的范围，以识别工具的潜力，在不同的教育环境和不同的学生人口统计。利益相关者，特别是教育工作者和政策制定者，有充分的理由考虑将这些在线工具纳入科学教育学，旨在放大学生的学习经验和参与程度。

https://doi.org/10.1111/jcal.12931

《How can valid and reliable automatic formative assessment predict the acquisition of learning outcomes?》

《有效可靠的自动形成性评估如何预测学习结果的获得？》

作者：Blaženka Divjak · Barbi Svetec · Damir Horvat

英文摘要：Background Sound learning design should be based on the constructive alignment of intended learning outcomes (LOs), teaching and learning activities and formative and summative assessment. Assessment validity strongly relies on its alignment with LOs. Valid and reliable formative assessment can be analysed as a predictor of students' academic performance, but the question is how significant its predictive power is, and what other elements can affect predictions. Objectives Our aim was to investigate the predictive power of formative assessment for summative assessment, measuring the acquisition of LOs. Methods We analysed formative assessment results (quizzes, homework), together with log data (video and other material use, class attendance), to determine the most influential predictors and establish a reliable predictive learning analytics model. We used the Random Forest algorithm. The model is based on the data from two university mathematical courses, delivered at different years and levels of study, incorporating 813 students in two consecutive years. Results and Conclusions Our results show that formative assessment, together with previous summative assessment, is a stronger predictor of summative assessment results than other data on students' engagement. The study pointed to the importance of completeness and quality of data, and clear links between assessment and LOs when making predictions of student results. It suggested that predictions are less reliable for the lowest and the highest performing students. It was noted that other factors can also affect predictions, like the level of LOs, or factors not easily extracted from digital data, like the learning environment and individual students' strategies. Lay Description What is currently known about this topic? When educators design lessons, they aim for students to acquire intended learning outcomes. To know if students are making progress, educators use a mix of regular checks, like quizzes (formative assessment) and major exams (summative assessment). Predictive learning analytics may contribute to sound learning design (LD). What does this paper add? In our study, we looked into whether these regular checks can predict how a student might perform on high-stake exams. We collected data from students taking two university maths courses, including their scores on quizzes, their attendance, and their use of study materials. Using a machine learning technique called the Random Forest algorithm, we built a model to predict student exam scores. Our results indicate that formative assessment is the best predictor of the success in summative assessment. Implications for practice/or policy We found that how a student performs on regular checks is a good sign of how they might do on the high-stake exam and careful preparation of assessment and whole LD help student learning. Assessment, formative as well as summative, needs to be aligned with intended learning outcomes and only in this case results can inform quality assurance processes and the restructuring of LD. There are other personal factors that can influence a student's performance, which are not easy to spot just from the digital data we have. The complexity of what is being taught plays a role in predicting students' final scores.

中文摘要：背景资料 良好的学习设计应该建立在预期学习成果(LOs)、教学和学习活动以及形成性和总结性评估的建设性一致基础之上。评估的有效性很大程度上依赖于它与 LOs 的一致性。有效和可靠的形成性评估可以作为学生学习成绩的预测指标进行分析，但问题是它的预测能力有多大，以及哪些其他因素可以影响预测。 � 目标 我们的目的是研究形成性评估对终结性评估的预测能力，测量对 LOs 的获得。 � 方法 我们分析形成性评估结果(测验，家庭作业) ，结合日志数据(视频和其他材料的使用，出勤率) ，以确定最有影响力的预测因子，并建立一个可靠的预测学习分析模型。我们使用了随机森林算法。该模型基于两个大学数学课程的数据，这两个课程分别在不同年份和不同学习水平开设，连续两年共有813名学生参加。 � 结果及结论 我们的研究结果表明，形成性评价与之前的总结性评价相比，对总结性评价结果有更强的预测作用。该研究指出了数据的完整性和质量的重要性，以及在预测学生成绩时评估和联络处之间的明确联系。它表明，预测是不太可靠的最低和最高的学生。有人指出，其他因素也可以影响预测，如联络处的水平，或不容易从数字数据中提取的因素，如学习环境和个别学生的策略。 � 说明 目前对这个主题了解多少？ 当教育者设计课程时，他们的目标是让学生获得预期的学习结果。 为了了解学生是否取得了进步，教育工作者采用了常规检查的方法，比如小测验(形成性评估)和专业考试(总结性评估)。 预测性学习分析可能有助于健全的学习设计(LD)。 这张纸加了什么？ 在我们的研究中，我们调查了这些常规检查是否能够预测一个学生在高风险考试中的表现。 我们收集了参加两门大学数学课程的学生的数据，包括他们的测验成绩、出勤率和学习材料的使用情况。 使用一种叫做随机森林算法的机器学习技术，我们建立了一个预测学生考试成绩的模型。 结果表明，形成性评价是终结性评价成功与否的最佳预测指标。 对实践/或政策的影响 我们发现，一个学生在定期考试中的表现是一个很好的迹象，表明他们在高风险考试中的表现，并且认真准备评估和整个学习成绩有助于学生的学习。 无论是形成性评估还是总结性评估，都需要与预期的学习成果保持一致，只有在这种情况下，成果才能为质量保证过程和劳工处的重组提供信息。 还有其他一些个人因素可以影响学生的成绩，这些因素不容易仅仅从我们拥有的数字数据中发现。 教学内容的复杂性在预测学生的最终成绩中起着重要作用。

https://doi.org/10.1111/jcal.12953

《Using digital gamification to improve language achievement, foreign language enjoyment, and ideal L2 self: A case of English as a foreign language learners》

《利用数字游戏化提高语言成绩、外语享受和理想的第二语言自我——以英语学习者为例》

作者：Gi‐Zen Liu · Jalil Fathi · Masoud Rahimi

英文摘要：Background The impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of digital gamified language learning on some psychological domains of EFL learning. Objectives This study, therefore, employed a sequential explanatory mixed-methods approach to explore the effects of digital gamified language learning using a mobile application (app) affordances on EFL learners' language achievement, foreign language enjoyment (FLE), and ideal second language (L2) self. Methods To this end, 36 EFL learners were randomly divided into two groups; one group was randomly assigned to the digital class, including 19 EFL learners, and the other group was assigned to the non-digital class, consisting of 17 EFL learners. The digital learners did the digital gamified language learning activities individually and interactively and received peer and instructor feedback, whilst the non-digital learners did the same language learning activities in printed format and received peer and instructor feedback. A language achievement test, the FLE scale, and the ideal L2 self-scale were used to collect the quantitative data and an individual semi-structured interview was carried out to gather the qualitative data. Results and Conclusions One-way ANCOVA, used to analyse the quantitative data, revealed that the digital and non-digital classes improved the EFL learners' language achievement, FLE, and ideal L2 self; however, the digital learners outperformed their non-digital counterparts in all the measures. Thematic analysis, utilised to analyse the qualitative data, uncovered some themes about the digital learners' positive and negative attitudes and perceptions towards the digital gamified language learning activities, clarifying the quantitative findings. Implications Pedagogical implications are discussed. Lay Description What is already known about this topic Digital gamification involves employing game-supported activities to interact with other learners, improving their language learning. Several studies have been carried out focusing on the salient role of digital gamified language learning activities in improving learners' language learning. As elements of positive psychology, foreign language enjoyment and ideal L2 self can improve learners' enthusiasm and involvement in digital gamified language learning activities. What this paper adds Digital gamification using a mobile app's gamified affordances develops English language learners' language achievement, foreign language enjoyment, and ideal L2 self. Digital gamification is more effective than non-digital gamification in improving English language learners' language achievement, foreign language enjoyment and ideal L2 self. English language learners in digital classes hold positive attitudes and perceptions towards the effects of digital gamification on their language learning. Pedagogical implications Digital gamified language learning activities can be an effective and engaging supplement to non-digital classroom teaching, especially in English language contexts where learners may have limited opportunities for authentic language learning collaboration. English language learners can utilise digital gamified language learning affordances for language development, particularly for their collaborative language learning activities with other classmates.

中文摘要：背景资料 数字游戏化语言学习对语言成就的影响已经在文献中得到了证实，但是它对语言成就的影响，尤其是在英语作为外语的语境中的影响还需要进一步的研究。此外，相关文献也没有充分证实数字游戏化语言学习对外语学习心理领域的影响。 � 目标 因此，本研究采用序贯解释混合方法探讨了数字游戏化语言学习对外语学习者语言成就、外语享受和理想第二语言自我的影响。 � 方法 为此，36名英语学习者被随机分为两组: 一组被随机分配到数字课堂，其中包括19名英语学习者; 另一组被分配到非数字课堂，其中包括17名英语学习者。数字化学习者单独和交互式地进行数字化游戏化语言学习活动，并接受同伴和教师的反馈，而非数字化学习者以印刷格式进行相同的语言学习活动，并接受同伴和教师的反馈。采用语言成就测验、 FLE 量表和理想 L2自测量表收集定量数据，采用个体半结构访谈法收集定性数据。 � 结果及结论 单向 ANCOVA 分析的定量数据显示，数字和非数字课堂提高了英语学习者的语言成绩、外语学习和理想的二语自我，然而，数字学习者在所有方面都优于非数字学习者。通过对定性数据的分析，揭示了数字学习者对数字游戏化语言学习活动的积极态度和消极态度以及对数字游戏化语言学习活动的认知，阐明了定量研究结果。 � 暗示 讨论了教学意义。 � 说明 关于这个话题已经知道了什么 数字游戏化包括使用游戏支持的活动与其他学习者互动，提高他们的语言学习。 数字游戏化语言学习活动在提高学习者语言学习中的重要作用已经引起了一些研究的重视。 作为积极心理学的要素，外语享受和理想的二语自我可以提高学习者参与数字游戏化语言学习活动的积极性和参与度。 这篇文章增加了什么 数字游戏化使用手机应用程序的游戏化启示开发英语学习者的语言成就，外语享受和理想的二语自我。 数字游戏化在提高英语学习者的语言成绩、外语享受和理想的二语自我方面比非数字游戏化更有效。 数字化课堂中的英语学习者对数字游戏化对其语言学习的影响持积极态度和认知态度。 教学意义 数字化游戏化语言学习活动可以成为非数字化课堂教学的有效补充，特别是在英语语境中，学习者进行真实语言学习合作的机会有限。 英语学习者可以利用数字游戏语言学习提供的语言发展，特别是他们与其他同学的合作语言学习活动。

https://doi.org/10.1111/jcal.12954

《Exploring behavioural patterns and their relationships with social annotation outcomes》

《探索行为模式及其与社会诠释结果的关系》

作者：Shan Li · Xiaoshan Huang · Gaoxia Zhu · Hanxiang Du · Tianlong Zhong · Chenyu Hou · Juan Zheng

英文摘要：Background Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are underexplored. Objectives This study investigated patterns in students' use of annotation and response behaviours in social annotation activities. We also explored how students' performance in the behavioural, cognitive, emotional, and social dimensions varied based on their behavioural patterns. Methods We recruited 93 undergraduates who were enrolled in an elective course at a large North American University. Students were tasked with collaboratively annotating the class readings uploaded to Perusall, a social annotation platform, over 7 weeks. We used metaclustering to determine the optimal number of clusters pertaining to student behaviours. We compared the differences among clusters across multiple performance dimensions. Results and Conclusions Two distinct clusters were identified and defined as initiators and responders. We found that responders had significantly longer active reading time and exhibited greater social annotation effort compared to initiators. However, initiators received more peer acknowledgement, as evidenced by higher upvotes. No significant difference was found in cognitive insight between initiators and responders, but responders demonstrated significantly higher cognitive discrepancy. Additionally, there were no significant differences in positive and negative tones between initiators and responders; however, responders displayed higher levels of prosocial behaviours than initiators. This study has significant practical implications regarding promoting students' collaborative learning experience in social annotation. Lay Description What is already known about this topic Annotation and response behaviours are two primary actions in social annotation. Understanding how students navigate through annotations and respond to their peers' contributions is essential for optimizing their learning experience. Social annotation outcomes can be assessed in the behavioural, cognitive, emotional, and social dimensions. What this paper adds This paper revealed students' behavioural patterns in social annotation activities. This study offered a comprehensive understanding of the various dimensions of performance among students with different behavioural tendencies. Implications for practice and/or policy The two student clusters, initiators and responders, revealed distinct engagement patterns in social annotation and informed the design of targeted scaffoldings. Responders were not passive learners since they demonstrated significantly longer active reading time, greater social annotation effort, and higher level of prosocial behaviours. Educators might not need to place significant emphasis on monitoring participants' emotional expressions in social annotation. Social annotation platforms should incorporate features that encourage and reward both initiation and response behaviours.

中文摘要：背景资料 社会注释已经成为一种有前途的教育技术，它促进了学习者之间的合作阅读和数字资源的讨论。虽然社会注释对学生学习过程和学习成绩的积极影响已得到广泛认可，但对学生社会注释行为模式的研究还很少。 � 目标 本研究旨在探讨学生在社会诠释活动中使用诠释及回应行为的模式。我们还探讨了学生在行为、认知、情感和社会方面的表现是如何根据他们的行为模式而变化的。 � 方法 我们招募了93名本科生，他们在一所大型北美大学选修课程。学生们被要求在超过7周的时间里对上传到 Perusall (一个社交注释平台)的课堂阅读材料进行合作注释。我们使用元聚类来确定与学生行为相关的最佳聚类数量。我们比较了跨多个性能维度的集群之间的差异。 � 结果及结论 确定了两个不同的群集，并将其定义为发起者和响应者。我们发现，与启动者相比，应答者的主动阅读时间明显更长，并且表现出更大的社会注释努力。然而，发起者得到了更多的同行认可，这可以通过更高的升级得到证明。发起者和应答者在认知洞察力方面没有显著差异，但应答者的认知差异显著高于对照组。此外，发起者与回应者之间的积极和消极语调没有显著差异; 然而，回应者比发起者表现出更高水平的亲社会行为。这项研究对于提升学生的社会诠释合作学习体验具有重要的实际意义。 � 说明 关于这个话题已经知道了什么 注释和回应行为是社会注释中的两种主要行为。 理解学生如何通过注释导航和响应他们的同伴的贡献对于优化他们的学习经验是至关重要的。 社会注释的结果可以从行为、认知、情感和社会维度进行评估。 这篇文章增加了什么 本文揭示了学生在社会诠释活动中的行为模式。 这项研究提供了一个全面的了解各个维度的表现在不同的行为倾向的学生。 对实践和/或政策的影响 两个学生群体，发起者和响应者，揭示了不同的社会注释参与模式，并通知目标脚手架的设计。 应答者不是被动的学习者，因为他们表现出更长的主动阅读时间，更大的社会注释努力和更高水平的亲社会行为。 教育工作者可能不需要把重点放在监测参与者在社会注释中的情绪表达上。 社交注释平台应该包含鼓励和奖励启动和响应行为的特性。

https://doi.org/10.1111/jcal.12958

《How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review》

《虚拟现实、扩增实境和混合现实如何促进教师教育: 一个系统综述》

作者：Qin Wang · Y Li

英文摘要：Background Virtual reality (VR), augmented reality (AR) and mixed reality (MR) have sparked recently in improving the effectiveness of teacher education. However, there is a lack of review regarding the utilisation of these technologies in this field. These three technologies, namely VR, AR and MR, can be collectively referred to as extended reality (XR) (as mentioned in reference Tang et al., 2022). Objectives Remarkably, the utilisation of XR-based technologies in teacher education needs to be explored. Moreover, research questions related to the training objectives, methodological features, and the effects of XR-based teacher education remain unanswered. Methods To this end, the present study conducted a systematic review to analyse 52 articles from six databases (including Web of Science, Scopus, IEEE Xplore, ERIC, ScienceDirect, and ACM Digital Library). Results The results indicate that XR technologies have been primarily used to train teachers' procedural knowledge, for instance, classroom management. Furthermore, most studies have primarily focused on pre-service teachers (PSTs) rather than in-service teachers and utilised small sample sizes, with VR emerging as the most frequently employed tool. Finally, the majority of the studies reported that XR-based training affected teachers positively. Conclusions It urges researchers and developers to consider theory-driven training design, which increases the potential to better understand what features of XR promote in-service teachers' and PSTs' learning and how they do so. This article additionally conducts a SWOT (strengths, weaknesses, opportunities, and threats) analysis of XR-based teacher education to offer more insightful recommendations and foster further discussion.

中文摘要：背景资料 虚拟现实(VR)、扩增实境(AR)和混合现实(MR)最近在提高教师教育的有效性方面引起了广泛的关注。然而，对于这些技术在该领域的应用缺乏审查。这三种技术，即 VR，AR 和 MR，可以统称为扩展现实(XR)(参考 Tang 等，2022)。 � 目标 值得注意的是，基于 XR 的技术在教师教育中的应用需要探索。此外，有关培训目标、方法特征和基于 XR 的教师教育效果的研究问题仍然没有得到解答。 � 方法 为此，本研究进行了一项系统综述，分析了来自6个数据库(包括网络科学、 Scopus、 IEEE Xplore、 ERIC、 ScienceDirect 和 ACM 数字图书馆)的52篇文章。 � 结果 研究结果表明，XR 技术主要用于培训教师的过程性知识，例如课堂管理。此外，大多数研究主要集中在职前教师(PST) ，而不是在职教师和使用小样本规模，虚拟现实成为最常用的工具。最后，大多数研究报道基于 XR 的培训对教师产生了积极的影响。 � 结论 它敦促研究人员和开发人员考虑理论驱动的培训设计，这将增加更好地理解 XR 促进在职教师和 PST 学习的特征以及他们如何做到这一点的潜力。本文还对基于 XR 的教师教育进行了 SWOT (优势、劣势、机会和威胁)分析，以提供更有见地的建议并促进进一步的讨论。

https://doi.org/10.1111/jcal.12949

《Understanding individual differences in computational thinking development of primary school students: A three‐wave longitudinal study》

《了解小学生计算思维发展的个别差异: 三波追踪研究》

作者：Shuhan Zhang · Gary K. W. Wong

英文摘要：Background Computational thinking (CT) has emerged as a critical component of 21st-century skills, and increasing effort was seen in exploring the development of CT skills in K–12 students. Despite cumulative research on exploring students' CT acquisition and its influencing factors, learners' development of the skill over time and the underlying mechanism that contributes to individual differences remain unclear. Objective To bridge this gap, the present study aimed to explore the individual differences in CT acquisition among primary school students and how these differences were shaped over time. Specifically, variations in the development of CT across demographics, including gender and learning experience, were explored. Method Three waves of data were collected from a sample of 322 primary school students (aged 7–12) across 18 months, with a 9-month interval between adjacent waves. A time-lagged model was leveraged for data analysis, and control variables were included in the model to strengthen statistical robustness. Results and Conclusion The results indicate that male students and those who were more experienced in coding tended to have more positive attitudes toward coding. Additionally, coding interest was found to mediate the relationship between demographics and CT, demonstrating that male students and more experienced learners tended to be more interested in coding, which, in turn, contributed to the development of CT skills in later stages. Conclusion The study provides valuable insights into the mechanisms underlying individual differences in CT development over time. The findings highlight the importance of nurturing coding interest among female students and promoting coding exposure for novice learners.

中文摘要：背景资料 计算思维(CT)已经成为21世纪技能的一个重要组成部分，在探索发展幼儿园至12年级学生的 CT 技能方面，人们看到了越来越多的努力。尽管有关学生 CT 习得及其影响因素的研究已经积累起来，但是学生的 CT 习得随着时间的推移而发展的情况以及导致个体差异的潜在机制仍然不清楚。 � 目的 为了弥合这一差距，本研究旨在探讨小学生在 CT 习得方面的个体差异，以及这些差异是如何随着时间的推移而形成的。具体而言，在不同的人口统计学发展 CT 的变化，包括性别和学习经验，进行了探讨。 � 方法 在18个月的时间里，从322名小学生(7-12岁)的样本中收集了三个波段的数据，相邻波段间隔9个月。利用时滞模型进行数据分析，并在模型中加入控制变量以增强统计稳健性。 � 结果及结论 结果表明，男生和编码经验丰富的学生对编码的态度更为积极。此外，编码兴趣被发现调解人口统计学和 CT 之间的关系，表明男性学生和更有经验的学习者往往对编码更感兴趣，这反过来又有助于 CT 技能的发展在后期阶段。 � 结论 这项研究提供了有价值的机制背后的个体差异的 CT 发展随着时间的推移。研究结果强调了培养女生编码兴趣和促进新手学习编码的重要性。

https://doi.org/10.1111/jcal.12940

《Using ChatGPT to promote research competency: English as a Foreign Language undergraduates' perceptions and practices across varied metacognitive awareness levels》

《运用 ChatGPT 提高研究能力: 英语作为外语专业大学生元认知水平的认知和实践》

作者：Safaa M. Abdelhalim

英文摘要：Background Introducing new technologies in education sparks debates, disrupting traditional practices, and requiring teacher adaptation. ChatGPT is an example. Research explores its benefits and concerns in education, with recommendations for classroom use. Nevertheless, limited evidence supports ChatGPT as a tool for supporting English as a Foreign Language (EFL) students' research competency. Moreover, while the literature primarily focuses on the perspectives of scholars and teachers, it is essential to incorporate students' viewpoints in order to maximize the potential of this technology. Objectives The present study investigated EFL undergraduates' perceptions and practices of ChatGPT as a tool for promoting their research competency. Additionally, the study examined the potential influence of metacognitive awareness (MA) levels in this context. Methods The study utilized a mixed-method research design, collecting quantitative and qualitative data from 27 EFL undergraduates (12 with low MA and 15 with high MA) over one semester. Data sources included a self-report questionnaire, self-study log, and semi-structured interviews. Results and conclusions Quantitative analysis showed significant differences between low and high MA groups in their perceptions of ChatGPT (U = 37.500, Z = 2.570). Regression analysis revealed a positive correlation between MA scores and students' perceptions and practices of ChatGPT. Qualitative analysis revealed diverse perceptions and practices of ChatGPT between the high MA and low MA groups, showcasing behaviours ranging from replication to using ChatGPT as a thought-stimulating and supportive tool, accessing supplementary information, and seeking guidance. Key factors for effective ChatGPT use included prompt formulation, systematic thinking, self-regulation strategies, and trust in AI.

中文摘要：背景资料 在教育中引入新技术引发了争论，打破了传统的做法，并要求教师适应。ChatGPT 就是一个例子。研究探讨了它在教育中的好处和关注点，并对课堂使用提出了建议。然而，有限的证据支持 ChatGPT 作为支持英语作为外语(EFL)学生研究能力的工具。此外，虽然文献主要侧重于学者和教师的观点，但为了最大限度地发挥这一技术的潜力，必须吸收学生的观点。 � 目标 本研究调查了英语专业大学生对 ChatGPT 作为提高研究能力工具的认知和实践情况。此外，研究还考察了元认知意识(MA)水平在此背景下的潜在影响。 � 方法 本研究采用混合研究方法，对27名英语专业本科生(12名低 MA，15名高 MA)进行了一个学期的定量和定性研究。数据来源包括自我报告问卷、自我学习日志和半结构化访谈。 � 结果和结论 定量分析显示低 MA 组和高 MA 组对 ChatGPT 的认知差异有统计学意义(U = 37.500，Z = 2.570)。研究回归分析显示，文学硕士学位分数与学生对「聊天技能测验」的认知及练习成正相关。定性分析揭示了高 MA 组和低 MA 组之间 ChatGPT 的不同认知和实践，展示了从复制到使用 ChatGPT 作为刺激思维和支持工具，获取补充信息和寻求指导的各种行为。有效使用 ChatGPT 的关键因素包括迅速制定、系统思考、自我调节策略和对 AI 的信任。

https://doi.org/10.1111/jcal.12948

《Using multimodal learning analytics to understand effects of block‐based and text‐based modalities on computer programming》

《使用多模式学习分析来理解基于块和基于文本的模式对计算机编程的影响》

作者：Dehui Sun · Fan Ouyang · Yan Li · Chengcong Zhu · Yang Zhou

英文摘要：Background With the development of computational literacy, there has been a surge in both research and practice application of text-based and block-based modalities within the field of computer programming education. Despite this trend, little work has actually examined how learners engaging in programming process when utilizing these two major programming modalities, especially in the context of secondary education settings. Objectives To further compare programming effects between and within text-based and block-based modalities, this research conducted a quasi-experimental research in China's secondary school. Methods An online programming platform, Code4all, was developed to allow learners to program in text-based and block-based modalities. This research collected multimodal data sources, including programming platform data, process data, and performance data. This research further utilized multiple learning analytics approaches (i.e., clustering analysis, click stream analysis, lag-sequential analysis and statistics) to compare learners' programming features, behavioural patterns and knowledge gains under two modalities. Results and Conclusions The results indicated that learners in text-based modality tended to write longer lines of code, encountered more syntactical errors, and took longer to attempt debugging. In contrast, learners in block-based modality spent more time operating blocks and attempt debugging, achieving better programming knowledge performances compared to their counterparts. Further analysis of five clusters from the two modalities revealed discrepancies in programming behavioural patterns. Implications Three major pedagogical implications were proposed based on empirical research results. Furthermore, this research contributed to the learning analytics literature by integrating process-oriented and summative analysis to reveal learners' programming learning quality.

中文摘要：背景资料 随着计算能力的发展，在计算机程序设计教育领域中，基于文本和基于块的模式的研究和实践应用都出现了激增。尽管存在这种趋势，但很少有工作真正研究学习者在使用这两种主要方案编制模式时如何参与方案编制过程，特别是在中等教育背景下。 � 目标 为了进一步比较文本模式和块模式之间和内部的编程效果，本研究在中国中学进行了准实验研究。 � 方法 开发了一个在线编程平台 Code4all，允许学习者以基于文本和基于块的方式编程。该研究收集了多模态数据源，包括编程平台数据、过程数据和性能数据。本研究进一步利用多种学习分析方法(即聚类分析、点击流分析、滞后序列分析和统计分析)比较两种模式下学习者的编程特征、行为模式和知识收益。 � 结果及结论 结果表明，基于文本的学习者倾向于编写较长的代码行，遇到更多的语法错误，并花费更长的时间来尝试调试。相比之下，基于块的模式下的学习者花费更多的时间操作块和尝试调试，与同类人相比，获得了更好的编程知识性能。对来自这两种模式的五个集群进行的进一步分析表明，编制方案的行为模式存在差异。 � 暗示 根据实证研究的研究结果，我们提出了三个主要的教学启示。此外，本研究将过程导向与总结性分析相结合，以揭示学习者的程式设计学习品质，对学习分析文献有所贡献。

https://doi.org/10.1111/jcal.12939

《Incorporating hands‐on experiments into an online science course》

《将动手实验融入在线科学课程》

作者：Dan Ye · Svoboda V. Pennisi · Leynar Leyton Naranjo

英文摘要：Background With the rapid proliferation of online education, it is incumbent upon teachers to find ways to provide online students with science laboratory experiences. Existing research on online labs focuses heavily on computer-supported inquiry learning environments, such as virtual laboratories and remote laboratories. There are limited studies on kitchen labs or home labs. Objectives This study investigated the effectiveness of home labs using lab kits from two perspectives: students' perceptions and experiences of labs conducted in a home environment, as well as whether home labs help with students' knowledge acquisition. Methods This study employed lab quizzes to assess students' performance and lab reports to evaluate students' ability to interpret the lab results accurately in the authentic home lab contexts. Surveys and semi-structured interviews were used to collect students' perceptions and experience data regarding these hands-on experiments at home. Results and Conclusions We found that students' perceptions of home labs are similar to that of face-to-face labs, but they generally perceive home labs to be less complex. Students' performances on lab quizzes and lab reports indicate that the majority of them were able to apply the key scientific concepts to accurately interpret lab results in authentic home lab contexts. Students perceived that home labs provide flexibility and help in connecting learning to the real world. However, they also face challenges such as unexpected results and ambiguity during the process. Implications Based on the key findings from this study and our reflections, four practice guidelines were provided for teaching hands-on experiments online.

中文摘要：背景资料 随着网络教育的迅速发展，教师有责任找到为网络学生提供科学实验经验的方法。现有的在线实验室研究主要集中在计算机支持的探究学习环境，如虚拟实验室和远程实验室。关于厨房实验室或家庭实验室的研究有限。 � 目标 本研究从两个角度调查了家庭实验室的有效性: 学生对家庭环境中实验室的感知和体验，以及家庭实验室是否有助于学生的知识获取。 � 方法 本研究采用实验测验来评估学生的表现及实验报告，以评估学生在真实的家庭实验环境中准确解释实验结果的能力。采用问卷调查和半结构化访谈的方法，收集学生对家庭实验的认知和体验数据。 � 结果及结论 我们发现，学生对家庭实验室的感知与面对面实验室相似，但他们普遍认为家庭实验室没有那么复杂。学生在实验测验和实验报告中的表现表明，大多数学生能够运用关键的科学概念，在真实的家庭实验环境中准确地解释实验结果。学生们认为家庭实验室在将学习与现实世界联系起来方面提供了灵活性和帮助。然而，他们也面临着诸如意想不到的结果和过程中的模糊性等挑战。 � 暗示 基于本研究的主要发现和我们的反思，本研究提供了四个实践指南用于在线实践实验的教学。

https://doi.org/10.1111/jcal.12960

《Empowering virtual reality with feedback and reflection in hands‐on learning: Effect of learning engagement and higher‐order thinking》

《在实践学习中通过反馈和反思增强虚拟现实能力: 学习参与和高阶思维的效果》

作者：Yueh‐Min Huang · Wei‐Sheng Wang · Hsin‐Yu Lee · Chia‐Ju Lin · Ting‐Ting Wu

英文摘要：Background Virtual reality (VR) offers significant potential for hands-on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning, including enhanced engagement, knowledge construction, and higher-order thinking. However, many current VR studies in hands-on learning tend to utilise one-way learning materials, limiting participants' ability to interact with and reflect on their actions and learning experiences. Moreover, these studies often neglect to assess learners' capacity to transfer their skills from VR learning to real-world scenarios. Therefore, this study aims to investigate participants' engagement, learning outcomes, higher-order thinking, and their ability to apply acquired skills in real-world contexts. Method and Objective Participants were immersed in a hands-on learning environment in VR, where they received feedback and engaged in reflection during the learning process. This study recruited 68 university students to participate in the experiment, employing a quasi-experimental design. Participants experienced learning units both with and without reflection on the feedback. The theme of these learning units was related to embedded systems, encompassing topics such as the assembly of embedded components and Python programming. The investigation aimed to assess whether reflection in VR could enhance cognitive levels, engagement, real-world hands-on tasks abilities, and higher-order thinking. Results The research results indicate that in the VR hands-on learning environment, participants engage in reflection through the provided feedback, effectively enhancing their engagement, cognitive levels, and hands-on task abilities. Simultaneously, it also successfully assists participants in developing problem-solving skills and critical thinking in higher-order thinking. Conclusions Participants actively engaged in reflection on their own learning tasks and actions within the hands-on learning environment, enabling them to develop a deeper understanding of the learning material and enhance their real-world hands-on tasks abilities, we encourage the integration of reflection strategies in VR learning environments for hands-on learning, as they can yield positive benefits for learners.

中文摘要：背景资料 虚拟现实(VR)通过提供身临其境和视觉刺激的体验，为动手学习环境提供了巨大的潜力。与这样的环境互动可以给学习带来许多好处，包括增强参与度、知识构建和更高层次的思维。然而，目前许多实践学习中的虚拟现实研究倾向于使用单向学习材料，限制了参与者与他们的行动和学习经验进行互动和反思的能力。此外，这些研究往往忽视了评估学习者的能力，以转移他们的技能从虚拟现实学习到现实世界的情景。因此，本研究旨在调查参与者的参与程度、学习成果、高阶思维，以及他们在现实环境中应用所学技能的能力。 � 方法及目的 参与者沉浸在虚拟现实的实践学习环境中，在学习过程中接受反馈并进行反思。本研究采用准实验设计，招募了68名大学生参加实验。与会者体验了有反馈和无反馈的学习单元。这些学习单元的主题与嵌入式系统有关，包括嵌入式组件的组装和 Python 编程等主题。该研究旨在评估虚拟现实中的反射是否能够提高认知水平、参与度、现实世界的动手能力和高阶思维。 � 结果 研究结果表明，在虚拟现实动手学习环境中，参与者通过提供的反馈进行反思，有效地提高了参与度、认知水平和动手任务能力。同时，它也成功地帮助参与者发展解决问题的技能和批判性思维的高层次思维。 � 结论 参加者在实践学习环境中积极思考自己的学习任务和行动，使他们能够更深入地理解学习材料，并提高他们在现实世界中的实践任务能力，我们鼓励在虚拟现实学习环境中整合反思策略，以实践学习，因为它们可以为学习者带来积极的好处。

https://doi.org/10.1111/jcal.12959

《Investigating the reliability of aggregate measurements of learning process data: From theory to practice》

《学习过程数据综合测量的可靠性研究: 从理论到实践》

作者：Yingbin Zhang · Yafei Ye · Luc Paquette · Yibo Wang · Xiaoyong Hu

英文摘要：Background Learning analytics (LA) research often aggregates learning process data to extract measurements indicating constructs of interest. However, the warranty that such aggregation will produce reliable measurements has not been explicitly examined. The reliability evidence of aggregate measurements has rarely been reported, leaving an implicit assumption that such measurements are free of errors. Objectives This study addresses these gaps by investigating the psychometric pros and cons of aggregate measurements. Methods This study proposes a framework for aggregating process data, which includes the conditions where aggregation is appropriate, and a guideline for selecting the proper reliability evidence and the computing procedure. We support and demonstrate the framework by analysing undergraduates' academic procrastination and programming proficiency in an introductory computer science course. Results and Conclusion Aggregation over a period is acceptable and may improve measurement reliability only if the construct of interest is stable during the period. Otherwise, aggregation may mask meaningful changes in behaviours and should be avoided. While selecting the type of reliability evidence, a critical question is whether process data can be regarded as repeated measurements. Another question is whether the lengths of processes are unequal and individual events are unreliable. If the answer to the second question is no, segmenting each process into a fixed number of bins assists in computing the reliability coefficient. Major Takeaways The proposed framework can be a general guideline for aggregating process data in LA research. Researchers should check and report the reliability evidence for aggregate measurements before the ensuing interpretation.

中文摘要：背景资料 学习分析(LA)研究经常聚合学习过程数据，以提取指示兴趣结构的测量值。但是，这种聚合将产生可靠测量的保证还没有被明确检查。集合测量的可靠性证据很少被报道，留下一个隐含的假设，即这种测量没有误差。 � 目标 这项研究通过调查心理测量学的利弊来弥补这些差距。 � 方法 该研究提出了一个过程数据聚合的框架，其中包括适当聚合的条件，以及选择合适的可靠性证据和计算程序的指导原则。我们通过分析计算机科学入门课程中大学生的学习拖延和编程能力来支持和论证这一框架。 � 结果及结论 一个时期内的聚合是可以接受的，并且只有当感兴趣的结构在该时期内是稳定的时候才可能提高测量的可靠性。否则，聚合可能会掩盖行为中有意义的变化，因此应该避免。在选择可靠性证据类型时，一个关键问题是过程数据是否可以被视为重复测量。另一个问题是，过程的长度是否不等，个别事件是否不可靠。如果第二个问题的答案是否定的，那么将每个过程分成固定数量的箱子有助于计算可靠性系数。 � 主要外卖 所提出的框架可以作为 LA 研究过程数据聚合的一般指导方针。研究人员在进行下一步解释之前，应检查和报告总体测量的可靠性证据。

https://doi.org/10.1111/jcal.12951

《An exploration of gendered differences in cognitive, motivational and emotional aspects of game‐based math learning》

《基于游戏的数学学习在认知、动机和情感方面的性别差异探究》

作者：L L Zhang · Liang Yue · Tim Pelton · Leslee Francis Pelton · Junjie Shang

英文摘要：Background Digital game-based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game-based fraction learning from cognitive, motivational and emotional perspectives. Methods Two hundred and sixty-nine participants completed a pre-test and post-test on fraction conceptual knowledge and surveys in math anxiety, intrinsic motivation and self-efficacy. In addition, facial expression detection technology was employed to evaluate emotional states. Results In general, within the DGBL environment, boys and girls exhibited similar performance in both their understanding of fraction concepts and their motivational aspects. However, gender differences were identified and manifested uniquely across different grade levels. Specifically, third-grade girls exhibited significantly lower self-efficacy than boys, but after DGBL intervention, the gender gap in self-efficacy was no longer significant. Additionally, third-grade girls achieved significant improvements in both the competence and interest dimensions of their intrinsic motivation, while boys did not show significant improvements. In the fourth grade, girls exhibited a significantly higher frequency of angry expressions compared to boys during gameplay. Fifth-grade girls' cognitive performance appeared to be less correlated with motivational factors compared to boys. Conclusions The results suggest that DGBL may help narrow the gender difference in math learning, with girls potentially benefiting more from DGBL than boys.

中文摘要：背景资料 数字游戏为基础的学习(DGBL)有潜力为儿童提供一个性别包容的学习环境。 � 目的 本研究旨在从认知、动机和情绪三个角度探讨小学三、四、五年级学生在基于游戏的分数学习中的性别差异。 � 方法 269名参与者完成了分数概念知识的前测和后测，并对数学焦虑、内在动机和自我效能进行了调查。此外，采用面部表情检测技术评估情绪状态。 � 结果 一般来说，在 DGBL 环境中，男孩和女孩在分数概念的理解和动机方面表现出相似的表现。然而，性别差异在不同的年级水平被识别和独特地表现出来。具体而言，三年级女生的自我效能感显著低于男生，但在 DGBL 干预后，自我效能感的性别差异不再显著。此外，三年级女生在内在动机的能力和兴趣方面都取得了显著的进步，而男生没有显示出显著的进步。在四年级的游戏中，女孩表现出比男孩更频繁的愤怒表情。与男生相比，五年级女生的认知表现似乎与动机因素的相关性较小。 � 结论 结果表明，DGBL 可能有助于缩小数学学习中的性别差异，女孩可能比男孩更容易从中受益。

https://doi.org/10.1111/jcal.12956

《Instructor's low guided gaze duration improves learning performance for students with low prior knowledge in video lectures》

《教师的低引导注视持续时间提高学生的学习绩效低先验知识的视频讲座》

作者：Yawen Shi · Zengzhao Chen · Wang Mengke · Shaohui Chen · Jianwen Sun

英文摘要：Background Guided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video-based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood. Objectives This study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures. Methods 145 fifth-grade students participated and were divided into high and low prior knowledge groups based on a pre-test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables. Results and Conclusion The results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance. Implications Our findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences.

中文摘要：背景资料 导向凝视是教师对教材的凝视，引导学生的注意力，对于促进视频教育的发展起着至关重要的作用。引导凝视的持续时间，表明教师注意教材的时间长短，根据课程设计不同而有所不同。然而，不同持续时间的引导注视的影响，特别是关于学生的先前知识，仍然没有得到充分的理解。 � 目标 本研究旨在探讨教师的引导注视时间及学生的先前知识对电视讲座学习成绩及情感体验的影响。 � 方法 145名五年级学生参加了本研究，并根据预测试将他们分为高知识组和低知识组。在每个小组中，学生被随机分配观看三个视频讲座中的一个，视频讲座有不同的引导注视持续时间(高、中、低)。学习表现和情感体验(学习经验、满意度和情绪)作为因变量进行测量。 � 结果及结论 结果表明，低引导注视持续时间能显著提高低先验知识学生的学习成绩。相反，高引导注视持续时间对学习经验、满意度和积极情绪有负面影响。此外，具有较高先验知识的学生报告了较高的学习经验和满意度。这些发现强调了引导注视持续时间与学生学习成绩的先验知识之间的相互作用。 � 暗示 我们的研究结果为基于学生先前知识的视频教学中引导注视持续时间的设计提供了有价值的启示。通过适当调整引导注视的持续时间，教师可以优化学生的学习表现和情感体验。

https://doi.org/10.1111/jcal.12952

《Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task》

《探索凝视行为在群体任务中社会共享合作学习调节中的作用》

作者：Ross Whitehead · Andy Nguyen · Piia Näykki

英文摘要：Background The necessity of supporting socially shared regulation of learning (SSRL) for learners is widely acknowledged as a crucial element for successful collaborative learning (CL). However, inherent challenges are presented for the observation, study, and support of SSRL. Non-verbal behaviours have been identified as a potentially rich resource for understanding learner interactions within CL. Yet, the exploration of its impact on SSRL remains largely unexplored. Objective The present study aims to explore how gaze behaviour, as a non-verbal behaviour, relates to verbal interactions that characterise SSRL in CL. Methods Twenty-seven Finnish secondary school students were given a 30-min group task of creating a breakfast smoothie, in which trigger events were integrated to examine possible interactions that characterise SSRL. In this experimental setting, data from multiple modalities were collected. For analysis, process mining was used to explore patterns of interaction, and multidimensional recurrence quantification analysis (MdRQA) was used, alongside with statistical analysis. Results and Conclusions Our study revealed that gaze behaviour is intricately linked with SSRL interactions, suggesting a complex interplay in collaborative learning contexts. When temporally investigated, SSRL interactions varied in frequency while gaze behaviour remained constant. Moreover, the recurrence of gaze and SSRL interactions did not vary due to trigger events, confirming an established collaborative pattern. Implications This study advances the field by extending research on SSRL by introducing a ‘non-verbal perspective’. This perspective enriches our understanding of collaborative learning environments by revealing hidden interaction patterns and guiding the development of more responsive and adaptive digital learning tools.

中文摘要：背景资料 支持学习者社会共享学习调节(SSRL)的必要性被广泛认为是成功合作学习(CL)的关键因素。然而，对 SSRL 的观察、研究和支持提出了内在的挑战。非语言行为被认为是理解合作学习中学习者互动的潜在丰富资源。然而，它对 SSRL 影响的探索在很大程度上仍然是未知的。 � 目的 本研究旨在探讨作为一种非语言行为的凝视行为与语言交际的关系。 � 方法 27名芬兰中学生被分配了一个30分钟的小组任务，创建一个早餐思慕雪，其中触发事件被整合，以检查可能的相互作用，特点 SSRL。在这个实验环境中，来自多种模式的数据被收集。为了进行分析，使用过程挖掘来探索相互作用的模式，并使用多维递归量化分析(MdRQA)和统计分析。 � 结果及结论 我们的研究显示，凝视行为与 SSRL 的相互作用有着错综复杂的联系，这表明在合作学习环境中存在着复杂的相互作用。当时间调查时，SSRL 相互作用的频率变化，而凝视行为保持不变。此外，凝视和 SSRL 相互作用的复发并不因触发事件而改变，证实了已建立的协作模式。 � 暗示 本研究通过引入“非语言视角”扩展了对 SSRL 的研究，从而推进了该领域的研究。这一观点通过揭示隐藏的交互模式和指导开发更具响应性和适应性的数字化学习工具，丰富了我们对合作学习环境的理解。

https://doi.org/10.1111/jcal.13022

《Improving word reading skills of low‐skilled readers: An intervention combining a syllable‐based approach with digital game‐based features》

《提高低技能读者的阅读技能: 基于音节的方法与基于数字游戏的特征相结合的干预》

作者：John Hess · Panagiotis Karageorgos · Bodo Mūller · Anna Riedmann · Philipp Schäper · Birgit Lugrin · Tobias Richter

英文摘要：Background Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based reading interventions are likely to increase word reading skills in low-skilled readers, we developed a new reading intervention application that emphasizes syllable segmentation and integrates proven elements of digital game-based learning. The intervention aimed to promote phonological recoding and consolidating orthographic representation of syllables. Objectives The present study investigated the effects of the newly developed syllable-based reading intervention application on general word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension skills in German second graders. Methods In a quasi-experimental design, children with low word recognition skills were randomly assigned to a treatment group (n = 66) or a wait-list group (n = 66). General word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension were measured with standardized German reading tests before and after the treatment group received the digital reading intervention for 20 sessions. Results Results indicated that the children in the treatment group showed significant improvement in general word recognition and in phonological recoding processes compared to equally low-skilled untreated children in the wait-list group. Orthographic decoding processes improved only in children with less severe impairments, whereas no significant improvements were found in text-level reading comprehension. Take Aways The digital reading intervention is a promising approach for supporting word reading in low-skilled reading second graders and can serve as an effective intervention tool for this target group.

中文摘要：背景资料 阅读能力低的儿童参与阅读活动的频率较低，因此提高阅读能力的可能性降低。基于数字游戏的干预已经成为促进儿童阅读发展的一个有前途的工具，特别是那些有阅读困难的儿童。由于基于音节的阅读干预可能会提高低技能读者的单词阅读技能，我们开发了一个新的阅读干预应用程序，强调音节分割，并整合了经过验证的数字游戏为基础的学习要素。干预的目的是促进语音重新编码和巩固拼音代表性的音节。 � 目标 本研究旨在探讨新开发的基于音节的阅读干预应用程序对德国二年级学生一般词汇识别技能、语音重新编码过程、正字法解码过程和文本水平阅读理解技能的影响。 � 方法 在准实验设计中，词汇识别能力低的儿童被随机分配到治疗组(n = 66)或等待名单组(n = 66)。治疗组在接受数字阅读干预20个疗程之前和之后，采用标准化德语阅读测试，测量一般词语识别技能、语音编码过程、正字法解码过程和文本水平阅读理解。 � 结果 结果表明，治疗组的儿童在一般词汇识别和语音编码过程方面显示出明显的改善，相比之下，同样低技能的未治疗儿童在等待名单组。正字法译码过程只在损伤较轻的儿童中得到改善，而在文本级别的阅读理解中没有发现明显的改善。 � 带走 数字阅读干预是支持低技能阅读二年级学生词汇阅读的一种有前途的方法，可以作为这一目标群体的有效干预工具。

https://doi.org/10.1111/jcal.13021

《Effects of robotic module‐supported experimental activities with the cooperative learning method on student achievement, 21st‐century skills, and students' opinions》

《机器人模块支持的合作学习实验活动对学生成绩、21世纪技能和学生意见的影响》

作者：Filiz Avcı

英文摘要：Background Study Developments in science and technology, have created a need for technology-supported learning environments. Robotics is a technology widely used in science education. Collaborative learning is one of the methods used in education based on the constructivist approach. Using robotic and cooperative learning together is a new and rare study approach. The study utilizes cooperative learning and robotics together. Past studies have investigated applications combining collaborative learning, problem-based or project-based learning with flipped classrooms. However, we need more evidence on how cooperative learning methods affect learning in environments supported by robotic modules. Objectives This study investigated the effects of robotic module-supported experimental activities with the cooperative learning method on student achievement, 21st-century skills, and students' opinions. Methods The sample of this study was 6th-grade students (n = 61). The study utilized a mixed method approach. The quantitative research phase of the study employed a quasi-experimental design with an experimental and a control group. The qualitative research phase of the study utilized a case study design. Results and Conclusions The experimental group had significantly higher mean scores than the control group. This result shows that robotic module-supported experimental activities with the cooperative learning method are more effective at improving student achievement and 21st-century skills than the current curriculum.

中文摘要：背景研究 科学技术的发展，创造了一个需要技术支持的学习环境。机器人技术是一种广泛应用于科学教育的技术。合作学习是基于建构主义方法的教育方法之一。机器人学习与协作学习相结合是一种新的、罕见的研究方法。这项研究将合作学习和机器人技术结合起来。过去的研究调查了将合作学习、基于问题或专题研习与翻转教室相结合的应用。然而，我们需要更多的证据来证明合作学习方法如何影响机器人模块支持的环境中的学习。 � 目标 本研究采用合作学习的方法，探讨机器人模组支持的实验活动对学生成绩、21世纪技能及学生意见的影响。 � 方法 本研究样本为六年级学生(n = 61)。该研究采用了混合方法。研究的定量研究阶段采用准实验设计，并设实验组和对照组。研究的质性研究阶段采用了个案研究设计。 � 结果及结论 实验组平均分明显高于对照组。结果表明，采用合作学习方式的机器人模块支持实验活动比现行课程更有效地提高学生的学习成绩和21世纪的技能。

https://doi.org/10.1111/jcal.13030

《Competency model development: The backbone of successful stealth assessments》

《能力模型开发: 成功隐形评估的支柱》

作者：Seyedahmad Rahimi · Russell G. Almond · Andrea Ramírez‐Salgado · Christine Wusylko · Lauren Weisberg · Yukyeong Song · Jie Lu · Ted Myers · Bowen Wang · X. Rosalind Wang · Marc François · Jennifer Moses · Esmond Wright

英文摘要：Background Stealth assessment is a learning analytics method, which leverages the collection and analysis of learners' interaction data to make real-time inferences about their learning. Employed in digital learning environments, stealth assessment helps researchers, educators, and teachers evaluate learners' competencies and customize the learning experience to their specific needs. This adaptability is closely intertwined with theories related to learning, engagement, and motivation. The foundation of stealth assessment rests on evidence-cantered design (ECD), consisting of four core models: the Competency Model (CM), Evidence Model, Task Model, and Assembly Model. Objective The first step in designing a stealth assessment entails producing operational definitions of the constructs to be assessed. The CM establishes a framework of latent variables representing the target constructs, as well as their interrelations. When developing the CM, assessment designers must produce clear descriptions of the claims associated with the latent variables and their states, as well as sketch out how the competencies can be measured using assessment tasks. As the designers elaborate on the assessment model, the CM definitions need to be revisited to make sure they work with the scope and constraints of the assessment. Although this is the first step, problems at this stage may result in an assessment that does not meet the intended purpose. The objective of this paper is to elucidate the necessary steps for CM development and to highlight potential challenges in the process, along with strategies for addressing them, particularly for designers without much formal assessment experience. Method This paper is a methodological exposition, showcasing five examples of CM development. Specifically, we conducted a qualitative retrospective analysis of the CM development procedure, wherein participants unfamiliar with ECD applied the framework and showcased their work. In a stealth assessment course, four groups of students (novice stealth assessment designers) engaged in developing stealth assessments for challenging-to-measure constructs across four distinct projects. During their CM development process, we observed various activities to pinpoint areas of difficulty. Results This paper presents five illustrative examples, including one for assessing physics understanding and four for the development of CMs for four complex competencies: (1) systems thinking, (2) online information credibility evaluation, (3) computational thinking, and (4) collaborative creativity. Each example represents a case in CM development, offering valuable insights. Conclusion The paper concludes by discussing several guidelines derived from the examples discussed. Emphasizing the importance of dedicating ample time to fine-tune CMs can significantly enhance the accuracy of assessments related to learners' knowledge and skills. It underscores the significance of qualitative phases in crafting comprehensive stealth assessments, such as CMs, alongside the quantitative statistical modeling and technical aspects of these assessments.

中文摘要：背景资料 隐蔽性评估是一种学习分析方法，它利用对学习者交互数据的收集和分析，对学习者的学习进行实时推理。在数字化学习环境中，隐形评估帮助研究人员、教育工作者和教师评估学习者的能力，并根据学习者的具体需要定制学习体验。这种适应性与与学习、参与和动机相关的理论紧密交织在一起。隐蔽性评估的基础是证据倾斜设计(ECD) ，包括四个核心模型: 胜任力模型(CM)、证据模型、任务模型和装配模型。 � 目的 设计秘密评估的第一步是制定待评估构造的操作定义。CM 建立了一个表示目标结构的潜变量框架，以及它们之间的相互关系。在开发配置管理时，评估设计者必须清楚地描述与潜在变量及其状态相关的要求，并勾勒出如何使用评估任务来衡量能力。在设计人员详细阐述评估模式时，需要重新审查配置管理的定义，以确保它们适用于评估的范围和限制。虽然这是第一步，但是在这个阶段出现的问题可能会导致评估不符合预期目的。本文的目的是阐明 CM 开发的必要步骤，并强调在过程中的潜在挑战，以及解决这些问题的策略，特别是对于没有太多正式评估经验的设计师。 � 方法 本文是一篇方法论的论述，展示了 CM 开发的五个例子。具体来说，我们对 CM 开发程序进行了定性回顾性分析，其中不熟悉 ECD 的参与者应用了框架并展示了他们的工作。在一个隐形评估课程中，四组学生(新手隐形评估设计师)在四个不同的项目中为具有挑战性的测量结构开发隐形评估。在他们的 CM 开发过程中，我们观察了各种活动，以确定困难领域。 � 结果 这篇文章给出了五个例子，包括一个用于评估物理理解的例子和四个用于开发四种复杂能力的 CM 的例子: (1)系统思维，(2)在线信息可信度评估，(3)计算思维，和(4)协作创造力。每个例子都代表了 CM 开发中的一个案例，提供了有价值的见解。 � 结论 本文最后讨论了从讨论的实例中得出的几条指导原则。强调投入足够的时间微调 CM 的重要性可以显著提高与学习者知识和技能相关的评估的准确性。它强调定性阶段的重要性，在制定全面的隐形评估，如 CM，以及这些评估的定量统计建模和技术方面。

https://doi.org/10.1111/jcal.13025

《Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play》

《游戏规则: 严肃游戏中分析规则的设计、实现和实际评估》

作者：Hans Hummel · Rob Nadolski · Hugo Huurdeman · Giel van Lankveld · Konstantinos Georgiadis · Aad Slootmaker · Hub Kurvers · Mick Hummel · Petra Neessen · Johan van den Boomen · Ron Pat‐El · Julia Fischmann

英文摘要：Background Complex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way. Objective Rubrics are proven assessment and evaluation instruments, but were never directly integrated into actual gameplay. We present our approach towards the integration of analytical rubrics into gameplay, the implementation into existing (scenario-based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback). Method Our experimental research setup randomly allocated 84 participating students into either a control group or an experimental group. The intervention for the control group consisted of an existing serious game with natural feedback as part of the scenario, supporting the gameplay itself. The intervention for the experimental group also provided an additional dashboard with reflective feedback, monitoring the acquisition of analytical skills through gameplay. Learning growth through gameplay was measured by pre-/post-test scores on a knowledge test, in-game performance by means of computer logging, and appreciation of the dashboard and feedback by means of a questionnaire. Results and Conclusions Participants receiving reflective feedback show higher learning increases (on a pre-/post-knowledge test), and more efficient gameplay behaviour (on performance scores). Participants receiving reflective feedback feel more confident about competence development. These findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills. Lay Description What is already known about this topic Serious games hold potential to stimulate the online acquisition of complex professional skills in an active and experiential way. Analytical thinking is an important professional competence. (Analytical) Rubrics are proven formative assessment and evaluation instruments, also to support the acquisition of professional complex skills, like analytical thinking. What this paper adds (Analytical) Rubrics were never directly integrated into actual gameplay. This article presents a content validation approach towards the integration of analytical rubrics for analytical thinking into gameplay. The article furthermore presents the actual implementation of tooling into existing (scenario-based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback). Implications for practice and/or policy Participants receiving the dashboard information indeed show higher learning growth, and more efficient gameplay behaviour. Students appreciate the dashboard, which makes them more confident about their competence development. Both findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills.

中文摘要：背景资料 复杂的技能，如分析性思维，是必不可少的准备学生未来的职业。严重的游戏持有潜力，刺激在线获取这种专业技能的积极和经验的方式。 � 目的 红砖是经过验证的评估和评估工具，但从来没有直接集成到实际的游戏。我们介绍了我们的方法来集成分析的规则到游戏中，实现到现有的(基于场景的)严肃的游戏，以及主要的研究结果从学习效果和鉴赏工具(仪表板与进度信息和反馈)。 � 方法 我们的实验研究设置将84名参与的学生随机分为对照组和实验组。对照组的干预包括一个现有的严肃游戏，自然反馈作为场景的一部分，支持游戏本身。实验组的干预还提供了一个附加的反馈仪表板，监测通过游戏获得的分析技能。通过游戏的学习成长是通过测试前/测试后的知识测试分数，在游戏中的表现通过计算机日志，欣赏仪表板和反馈通过问卷的方式来衡量。 � 结果及结论 接受反思性反馈的参与者表现出更高的学习增长(在知识前/知识后测试中)和更有效的游戏行为(在表现得分上)。接受反思性反馈的参与者对能力发展更有信心。这些发现对于将形成性评估整合到严肃的游戏中来支持复杂技能的获得似乎是有希望的。 � 说明 关于这个话题已经知道了什么 严重的游戏持有潜力，刺激在线获取复杂的专业技能在一个积极和经验的方式。分析性思维是一种重要的专业能力。 (分析性的)红宝石被证明是形成性的评估和评估工具，也支持专业复杂技能的获得，如分析性思维。 这篇文章增加了什么 (分析) Rubrics 从来没有直接集成到实际的游戏中。本文提出了一种内容验证方法，用于将分析思维的分析标准集成到游戏中。 本文进一步介绍了工具在现有(基于场景的)严肃游戏中的实际实现，以及对工具的学习效果和欣赏(带有进度信息和反馈的仪表板)进行研究的主要发现。 对实践和/或政策的影响 接收仪表板信息的参与者确实表现出更高的学习成长和更有效的游戏行为。 学生欣赏仪表盘，这使他们对自己的能力发展更有信心。 这两个发现似乎有希望的方法整合形成性评估在严重的游戏，以支持获得复杂的技能。

https://doi.org/10.1111/jcal.12998

《This Land is My Land: Teachers' integration of game and novel in English instruction》

《《这片土地是我的土地》 : 英语教学中游戏与小说的结合》

作者：Shilan Ahmadian · Lisbeth M. Brevik

英文摘要：Background The most recent Norwegian educational reform, in force from 2020, was the first to include games alongside more traditional language learning resources (e.g., novels, films, music) in the English curriculum for secondary school. This educational emphasis on games provided a unique opportunity to examine how games are actually used in secondary English instruction in combination with other resources. Objectives The aim of this study was to investigate how the digital commercial game This Land is My Land was used alongside a printed novel in naturally occurring English instruction in two lower secondary classes during a two-week project labelled ‘The Native American Experience’. Methods Participants involved one teacher, nine student teachers and 52 students (aged 13–14). Using a mixed methods design, we integrated quantitative and qualitative analyses of classroom video recordings (N = 20), screen recordings during gameplay (N = 32), student texts (N = 32) and retrospective student interviews (N = 7). We used the validated Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2015) for analyses of video and screen recordings and reflexive thematic analysis (Braun & Clarke, 2022) of student texts and interviews. Results and Conclusions The combination of digital game and printed novel during English instruction provided a dual perspective on the Native American experience. While the novel provided a window for observing the topic historically, the game provided a playground to experience the topic interactively. Although the combination of game and novel offered students different perspectives on the Native American experience, we identified missed opportunities for those who gamed before reading, whereas students who read before gameplay used their knowledge from the novel when they engaged with the game content. In the broader context of educational technology and language instruction, this study identified how to combine digital and traditional literacies that acknowledge students' prior knowledge with diverse literacies.

中文摘要：背景资料 最近的挪威教育改革，从2020年开始生效，是第一次将游戏和更传统的语言学习资源(例如，小说，电影，音乐)一起纳入中学英语课程。这种对游戏的教育重点提供了一个独特的机会，以审查游戏是如何实际使用中学英语教学结合其他资源。 � 目标 这项研究的目的是调查数字商业游戏《这片土地是我的土地》是如何与一本印刷小说一起在两个初中班级自然发生的英语教学中使用的，该项目为期两周，名为“美国原住民体验”。 � 方法 参加者包括一名教师、九名实习教师及五十二名学生(年龄介乎十三至十四岁)。使用混合方法设计，我们整合了课堂视频记录(N = 20) ，游戏过程中的屏幕记录(N = 32) ，学生文本(N = 32)和回顾性学生访谈(N = 7)的定量和定性分析。我们使用经过验证的语言艺术教学观察协议(PLATO; Grossman，2015)来分析视频和屏幕记录以及学生文本和访谈的自反性主题分析(Braun & Clarke，2022)。 � 结果及结论 在英语教学过程中，数字游戏和印刷小说的结合提供了一个关于印第安人经历的双重视角。虽然小说提供了一个窗口来观察这个主题的历史，游戏提供了一个操场，以互动的方式体验这个主题。尽管游戏和小说的结合为学生提供了关于美洲原住民体验的不同视角，但我们发现那些在阅读前玩游戏的学生错过了机会，而那些在游戏前阅读的学生在参与游戏内容时使用了他们从小说中获得的知识。在更广泛的教育技术和语言教学的背景下，本研究确定了如何将承认学生先前知识的数字文化和传统文化与不同文化结合起来。

https://doi.org/10.1111/jcal.13012

《Investigation of the influences of instructors and different media on learning attention with a wearable eye‐tracking system in the physical classrooms》

《可穿戴式眼动跟踪系统在体育教室中教师和不同媒介对学习注意影响的研究》

作者：Tiến Sơn Phạm · Wu‐Yuin Hwang · Xuan‐Lam Pham

英文摘要：Background Examining student attention in physical classrooms is crucial, but it faces challenges due to the lack of accurate monitoring. Constraints posed by device limitations and the design of educational materials impede the integration of eye-tracking technology in these settings. Objectives This study aims to (1) develop a wearable eye-tracking system specifically designed to monitor students' eye movements and gaze points on the projector screen within a physical classroom setting; (2) explore the impact of instructor gestures (by compare live instruction by an instructor and video-recorded instruction) on student attention and examine the effectiveness of directing students' attention from text to image through instructor intervention. Methods An innovative wearable eye-tracking system was developed to monitor learners' eye movements within the physical classroom. Twenty-five students participated in the experiment, which included two approaches: classroom lectured by the instructor and by a video presentation. Results and Conclusions The results indicate that participants exhibit a stronger inclination to allocate additional time to text content than image content when receiving instruction through video presentations with a laser pointer in the physical classroom. This tendency can be attributed to the participants' requirement for longer reading and comprehension time in the absence of an instructor. Additionally, the instructor's gestures and body movements significantly impacted participants' fixation on text slides compared to the image slides. The heatmap analyses support these findings and further indicate that participants focus on the instructor's face rather than other body parts. Takeaways The wearable eye-tracking technology developed in this study holds promise for future educational research, offering further exploration and analysis opportunities.

中文摘要：背景资料 在物理课堂上检查学生的注意力是至关重要的，但是由于缺乏准确的监控，它面临着挑战。设备限制和教材设计造成的限制阻碍了眼球跟踪技术在这些环境中的整合。 � 目标 本研究旨在(1)发展一套可穿戴式眼球追踪系统，专为在实体教室环境中监测学生在投影仪屏幕上的眼球运动和凝视点而设计; (2)探讨教师手势(通过比较教师的实时教学和录像教学)对学生注意力的影响，并通过教师干预检验将学生的注意力从文本转移到图像的有效性。 � 方法 一个创新的可穿戴式眼球追踪系统被开发出来，用于监控学习者在物理课堂上的眼球运动。25名学生参加了实验，其中包括两种方法: 教师讲课和视频演示。 � 结果及结论 研究结果表明: 在物理教室中，当学生通过激光指针接受视频讲解时，他们更倾向于在文本内容上分配额外的时间，而不是在图像内容上。这种倾向可以归因于参与者需要更长的阅读和理解时间在没有老师的情况下。此外，与图片幻灯片相比，教师的手势和身体动作显著影响了参与者对文本幻灯片的注意力。热图分析支持这些发现，并进一步表明，参与者关注的是教练的脸部而不是身体的其他部位。 � 外卖 本研究开发的可穿戴式眼球追踪技术为未来的教育研究提供了希望，为进一步的探索和分析提供了机会。

https://doi.org/10.1111/jcal.13023

《Exploring the nature of peer feedback: An epistemic network analysis approach》

《探索同伴反馈的本质: 一种认知网络分析方法》

作者：Olga Viberg · Martine Baars · Rafael Ferreira Mello · Niels Weerheim · Daniel Spikol · Cristian Bogdan · Dragan Gašević · Fred Paas

英文摘要：Background Study Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education. Objectives This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer-supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers. Methods This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance. Results Based on the five types of peer feedback (i.e., ‘management’, ‘cognition’ ‘affect’, ‘interpersonal factors’ and ‘suggestions for improvements’), the results of the ENA showed that student feedback categories ‘management’, ‘cognition’ and ‘affect’ were positively related to student performance at the formative assessment phase. Conclusions The findings and the ENA visualizations also show that ‘suggestions for improvement’ and ‘interpersonal factors’ were not a significant part of student learning in peer assessment and feedback in the studied context.

中文摘要：背景研究 同伴反馈作为一种有效的教学策略，在高等教育中被用来促进学生的学习。 � 目标 本文报告一项探索性研究的结果，旨在加深我们对同侪反馈的性质和作用的学生的学习过程中的电脑支援协作学习(CSCL)的设置。研究反馈的类型，以及它们之间的相互关系和与学习成绩的关系，对学生和教师都有重要意义。 � 方法 这项研究是在高等教育背景下进行的。它使用了一个数据集，包括学生同伴反馈信息(N = 2444)和来自231名参加大型工程课程的学生的成绩。采用定性方法，对同伴反馈进行归纳编码。采用认知网络分析法(ENA)分析了同伴反馈类型与绩效之间的关系。 � 结果 根据五类同侪回馈(即「管理」、「认知」、「影响」、「人际因素」及「改善建议」) ，「能力自评」的结果显示学生回馈类别「管理」、「认知」及「影响」与学生在形成性评估阶段的表现呈正相关。 � 结论 研究结果及 ENA 可视化结果亦显示「改善建议」及「人际因素」在同侪评估及反馈中并不是学生学习的重要组成部分。

https://doi.org/10.1111/jcal.13035

《Online or in‐class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?》

《基于网络或课堂问题的学习: 在高等教育的英语课堂上，哪一个更有效地提高学习效果和批判性思维？》

作者：Ali Orhan

英文摘要：Background Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face-to-face problem based learning on these variables is scarcer and this limited research has yielded contradictory results. Objectives This study aimed to investigate and compare the effectiveness of online and face-to-face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students. Method Pretest-posttest control group quasi-experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face-to-face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face-to-face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor-led reading activities. Watson-Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired-samples t-test and ANCOVA with pretest scores as the covariate variable. Results and Conclusions It was found that problem based learning, either online or face-to-face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face-to-face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom. Implications This study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face-to-face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in-depth examination of the advantages and disadvantages of online and face-to-face problem based learning.

中文摘要：背景资料 尽管基于问题的学习在提高学习效果和认知能力方面具有巨大的潜力，但是以往的研究很少涉及批判性思维、阅读理解能力和英语作为外语(English as a Foreign Language，EFL)语境下的态度。此外，比较在线和面对面问题学习效果的研究数量较少，这种有限的研究产生了矛盾的结果。 � 目标 本研究旨在调查和比较以网上和面对面问题为基础的学习对批判性思维技能、性格倾向、阅读理解能力和态度的影响。 � 方法 本研究采用前测-后测对照组准实验设计，分为两个实验组和一个对照组。在线问题学习组、面对面问题学习组和对照组分别有23名学生(13名女生和10名男生)、23名学生(14名女生和9名男生)和22名学生(12名女生和10名男生)。在第一个实验组中，基于问题的学习活动在网上进行，而在第二个实验组中，同样的活动在课堂上面对面进行。对照组没有进行任何实验操作，学生继续进行有规律的教师指导的阅读活动。采用沃森-格拉泽批判性思维测验、苏苏批判性思维倾向量表、阅读理解测验和英语态度量表收集数据。数据采用配对样本 t 检验和 ANCOVA 分析，预测分数作为协变量。 � 结果及结论 研究发现，无论是网上还是面对面的问题式学习，都能显著提高英语学习者的阅读理解能力和对英语的态度，以及他们的批判性思维能力和性格。研究结果亦显示，网上问题为本学习较面对面的问题为本学习更能有效提升阅读理解的能力和态度，同时亦能有效提升批判性思维能力和批判性思维倾向。 � 暗示 这项研究对教育工作者和研究人员具有重要意义。由于这项研究表明，在线基于问题的学习是一个有前途的替代面对面的基于问题的学习，大学，教育工作者，管理者和研究人员可以组织他们的基于问题的在线学习活动，以促进学习成果和认知能力的语言课堂。此外，今后可以采用定性研究或混合研究方法，对不同教育水平的样本小组进行研究，以深入审查在线和面对面基于问题的学习的优缺点。

https://doi.org/10.1111/jcal.13033

《Educational policy as predictor of computational thinking: A supervised machine learning approach》

《预测计算思维的教育政策: 一种监督式学习的方法》

作者：Ndudi O. Ezeamuzie · Jessica Shuk Ching Leung · Dennis Fung · Mercy N. Ezeamuzie

英文摘要：Background Computational thinking is derived from arguments that the underlying practices in computer science augment problem-solving. Most studies investigated computational thinking development as a function of learners' factors, instructional strategies and learning environment. However, the influence of the wider community such as educational policies on computational thinking remains unclear. Objectives This study examines the impact of basic and technology-related educational policies on the development of computational thinking. Methods Using supervised machine learning, the computational thinking achievements of 31,823 eighth graders across nine countries were analysed. Seven rule-based and tree-based classification models were generated and triangulated to determine how educational policies predicted students' computational thinking. Results and conclusions Predictions show that students have a higher propensity to develop computational thinking skills when schools exercise full autonomy in governance and explicitly embed computational thinking in their curriculum. Plans to support students, teachers and schools with technology or introduce 1:1 computing have no discernible predicted influence on students' computational thinking achievement. Implications Although predictions deduced from these attributes are not generalizable, traces of how educational policies affect computational thinking exist to articulate more fronts for future research on the influence of educational policies on computational thinking.

中文摘要：背景资料 计算思维源于计算机科学的基本实践增强了问题解决能力的论点。大多数研究调查了计算思维发展是学习者因素、教学策略和学习环境的函数。然而，教育政策等更广泛的社区对计算思维的影响仍不清楚。 � 目标 本研究探讨基础及科技教育政策对计算思维发展的影响。 � 方法 使用监督式学习，我们分析了9个国家的31823名八年级学生的计算思维成绩。我们生成了七个基于规则和树型的分类模型，并对它们进行了三角分析，以确定教育政策如何预测学生的计算思维。 � 结果和结论 预测显示，当学校在管治方面享有完全自主权，并将计算思维明确纳入课程时，学生更倾向于发展计算思维技能。为学生、教师和学校提供技术支持或引入1:1计算的计划，对学生的计算思维成绩没有明显的预测影响。 � 暗示 虽然从这些属性推断出的预测不能一概而论，但教育政策如何影响计算思维的痕迹已经存在，为未来研究教育政策对计算思维的影响提供了更多的前沿。

https://doi.org/10.1111/jcal.13041

《The relationship between students' self‐regulated learning behaviours and problem‐solving efficiency in technology‐rich learning environments》

《高科技学习环境下学生自我调节学习行为与问题解决效率的关系》

作者：Tingting Wang · Alejandra Ruiz-Segura · Shan Li · Susanne P. Lajoie

英文摘要：Background Scholars have confirmed the vital roles of self-regulated learning (SRL) behaviours in predicting task performance, especially within non-linear technology-rich learning environments (TREs). However, few studies focused on the learning costs (e.g., study effort and time-on-task) related to SRL and the efficiency outcome of SRL (i.e., the relative relationship between learning costs and performance). Objectives This study examined the relationship between students' SRL behaviours and problem-solving efficiency in the context of TREs. Methods Eighty-two medical students accomplished a diagnostic task in a computer-simulated environment, and they were classified into the efficient or less efficient group according to diagnostic performance and time-on-task. Then we coded students' SRL behaviours from trace data and counted the frequency of each SRL behaviour. The recurrence quantification and lag sequential analyses were performed to extract the dynamic characteristics of SRL behaviours, including recurrent patterns and sequential transitions. Results and Conclusions Efficient students conducted more frequent Self-reflection behaviours than the less efficient. For the recurrent patterns, efficient students tended to exhibit longer SRL behaviour sequences comprising a variety of different SRL behaviours (e.g., Task Analysis > Add Test > Add Hypotheses > Categorise Evidence) as well as longer sequences of repeated SRL behaviours (e.g., Add Test > Add Test > Add Test > Add Test). Moreover, efficient students exhibited more sequential transitions between different SRL behaviours than less efficient. Takeaways Overall, this study revealed the effects of SRL on problem-solving efficiency, which inspired researchers to incorporate problem-solving efficiency as an evaluation criterion of SRL processes.

中文摘要：背景资料 学者们已经证实了自我调节学习(SRL)行为在预测任务绩效中的重要作用，特别是在非线性技术丰富的学习环境(TREs)中。然而，很少有研究关注与 SRL 相关的学习成本(如学习努力和任务时间)和 SRL 的效率结果(即学习成本和绩效之间的相对关系)。 � 目标 本研究旨在探讨学生的 SRL 行为与问题解决效率之间的关系。 � 方法 82名医学生在计算机模拟环境中完成了一项诊断任务，根据诊断效果和任务执行时间将他们分为有效组和无效组。然后根据实验数据对学生的 SRL 行为进行编码，并计算每种 SRL 行为的频率。进行递归量化和滞后序列分析，以提取 SRL 行为的动态特征，包括复发模式和序列转换。 � 结果及结论 效率高的学生比效率低的学生进行更频繁的自我反省行为。对于反复出现的模式，有效率的学生往往表现出较长的 SRL 行为序列，包括各种不同的 SRL 行为(例如，任务分析 > 添加测试 > 添加假设 > 分类证据) ，以及较长的重复 SRL 行为序列(例如，添加测试 > 添加测试 > 添加测试 > 添加测试)。此外，有效率的学生在不同的 SRL 行为之间表现出更多的顺序转换，而不是有效率的学生。 � 外卖 总的来说，本研究揭示了 SRL 对问题解决效率的影响，启发研究者将问题解决效率作为 SRL 过程的评价标准。

https://doi.org/10.1111/jcal.13043

《Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners' computational thinking, sequencing, self‐regulation and theory of mind skills》

《早期人工智能教育: 合作游戏和直接教学法对幼儿计算思维、排序、自我调节和心智技能理论的影响》

作者：Jiahong Su · Weipeng Yang · Iris Heung Yue Yim · Hui Li · Xiao Hu

英文摘要：Background While the integration of robot-based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning. Objectives The study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills. Methods An experiment was conducted with 90 kindergarteners (ages 5–6) randomly assigned to either a direct instruction (DI), cooperative play (CP) or control group. Results Results show that (1) children in all three groups had significant improvements on computational thinking, sequencing and self-regulation; (2) both early AI education approaches (CP and DI) significantly enhance young children's computational thinking, sequencing, self-regulation and theory of mind skills; (3) the DI group had significant higher improvement than the CP group on computational thinking; (4) the CP group exhibited greater enhancements in theory of mind skills than the DI group. Conclusion These findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills.

中文摘要：背景资料 近年来，机器人学习在幼儿教育中的整合越来越受到重视，但是关于人工智能机器人对幼儿学习的影响，目前还缺乏证据。 � 目标 这项研究探讨了两种人工智能教育方法在提高幼稚园计算思维、排序、自我调节和心智技能理论方面的有效性。 � 方法 研究人员将90名幼儿园儿童(5-6岁)随机分为直接教学法(DI)、合作游戏(CP)和对照组。 � 结果 结果表明: (1)三组儿童在计算思维、测序和自我调节方面均有显著提高; (2)早期智能教育方式(CP 和 DI)均显著提高了幼儿的计算思维、测序、自我调节和心理理论能力; (3) DI 组在计算思维方面的提高明显高于 CP 组; (4) CP 组在心理理论能力方面的提高明显高于 DI 组。 � 结论 这些发现共同证明了每一种人工智能教育方法都有其独特的优势，强调了设计新的教学方法来扩展儿童技能的重要性。

https://doi.org/10.1111/jcal.13040

《A model for assessing student satisfaction with smart classroom environment in higher education》

《高等教育智能课堂环境学生满意度评价模型》

作者：Zhicheng Dai · Ling Wang · Xian Peng · Liang Zhao · Junxia Xiong

英文摘要：Background Smart classroom environment has drawn worldwide attention, however, there is still a lack of studies that can explore and analyse potential factors, which affect students' satisfaction with smart classrooms in higher education. Objectives To assess students' satisfaction with smart classrooms in higher education, this study proposed the smart classroom environment satisfaction model based on TAM and ACSI models. Methods A sample of 1979 Chinese college students who studied in a smart classroom environment completed a survey assessing student satisfaction with the smart classroom environment. And a structural equation modelling analysis was used to further analyse students' preferences for smart classroom environments. Results and conclusions The results showed that student satisfaction with smart classroom environment is significantly correlated with subjective perception factors after use, such as students' perceived value (PV), user experience and perceived expectations (PE). It indicated that user experience indirectly affected overall satisfaction (OS) through its positive impact on PV, while PE indirectly affected OS through its positive impact on user experience. Second, user experience had the greatest impact on student satisfaction, followed by PV and PE. This study is a theoretical supplement to future research on smart classroom environment in higher education, and can also provide reference for relevant government departments, universities and enterprises to build and manage smart classroom environment.

中文摘要：背景资料 智能课堂环境已经引起了世界范围内的关注，但是对于影响学生对高等教育智能课堂满意度的潜在因素的研究还很缺乏。 � 目标 为了评价学生对高校智能教室的满意度，本研究提出了基于 TAM 模型和 ACSI 模型的智能教室环境满意度模型。 � 方法 以1979名在智能教室环境中学习的大学生为被试，完成了一项关于学生对智能教室环境满意度的调查。并运用结构方程模型分析法进一步分析学生对智能教室环境的偏好。 � 结果和结论 结果表明，学生对智能教室环境的满意度与使用后的主观感知因素如学生感知价值(PV)、用户体验和感知期望(PE)显著相关。结果表明，用户体验通过对 PV 的正向影响间接影响总体满意度，而 PE 通过对用户体验的正向影响间接影响总体满意度。第二，用户体验对学生满意度的影响最大，其次是 PV 和 PE。本研究对今后高等教育智能课堂环境的研究具有一定的理论补充意义，也可为相关政府部门、高校和企业建设和管理智能课堂环境提供参考。

https://doi.org/10.1111/jcal.13045

《Facilitating learners' self‐assessment during formative writing tasks using writing analytics toolkit》

《利用写作分析工具促进学习者在形成性写作任务中的自我评价》

作者：Lin Tang · Kui Shen · Huixiao Le · Yüan Shen · Shufang Tan · T.S. Zhao · Torsten Juelich · Xinyu Li · Simon Buckingham Shum · Yizhou Fan

英文摘要：Background Learners' writing skills are critical to their academic and professional development. Previous studies have shown that learners' self-assessment during writing is essential for assessing their writing products and monitoring their writing processes. However, conducting practical self-assessments of writing remains challenging for learners without help, such as formative feedback. Objectives To facilitate learners' self-assessment in writing, we developed a writing analytics toolkit and used data visualisation and cutting-edge machine learning technology that provides real-time and formative feedback to learners. Methods To investigate whether our newly-developed tool affects the accuracy and process of learners' self-assessment, we conducted a lab study. We assigned 59 learners to complete writing (2 h) and revising (1 h) tasks. During the revision stage, we randomly assigned the learners to two groups: one group used the writing analytics toolkit while the second group was not granted access to the toolkit. Learners' self-assessment accuracy and process of self-assessment were compared between the two groups. Results In our study, we found the toolkit helped learners in the experimental group improve the self-assessment accuracy of their writing products compared to the learners in the control group. In addition, we also found that the affordances of the toolkit affected the learners' self-assessment process, and poor design affordances may have prevented the learners from reflecting by themselves. Conclusions Together, our empirical study shed light on the design of future writing analytics tools which aim at improving learners' self-assessment during formative writing processes.

中文摘要：背景资料 学习者的写作技能对他们的学业和专业发展至关重要。以往的研究表明，学习者在写作过程中的自我评价对于评价他们的写作成果和监控他们的写作过程是必不可少的。然而，在没有形成性反馈等帮助的情况下，对写作进行实际的自我评估对学习者来说仍然具有挑战性。 � 目标 为了便于学习者在写作中进行自我评估，我们开发了一个写作分析工具包，并使用数据可视化和尖端的机器学习技术，为学习者提供实时和形成性的反馈。 � 方法 为了研究我们新开发的工具是否影响学习者自我评价的准确性和过程，我们进行了一项实验室研究。我们分配了59名学习者完成写作(2小时)和复习(1小时)任务。在修订阶段，我们将学习者随机分为两组: 一组使用写作分析工具包，而第二组不允许使用该工具包。比较两组学习者自我评价的准确性和自我评价的过程。 � 结果 在我们的研究中，我们发现工具包帮助实验组学习者提高他们的写作产品的自我评价的准确性比对照组学习者。此外，我们还发现，工具包的启示影响了学习者的自我评价过程，而不良的设计启示可能会阻碍学习者自我反思。 � 结论 同时，我们的实证研究对未来写作分析工具的设计提供了启示，这些工具旨在提高学习者在形成性写作过程中的自我评估能力。

https://doi.org/10.1111/jcal.13036

《Learning with videos: Do task instructions and the availability of a pause button matter?》

《用视频学习: 任务指令和暂停按钮的可用性重要吗？》

作者：Martin Merkt · Daniel Bodemer

英文摘要：Background When watching educational online videos, learners need to determine whether the videos' contents are suitable for learning. Whereas this may induce metacognitive monitoring processes, it may also distract learners from the learning materials. Objectives In the current set of experiments, we investigated whether asking participants to rate the suitability of three educational videos to impart knowledge (both experiments) and enabling participants to pause the video (Experiment 2) affects learning. Methods Experiment 1 was conducted in the laboratory with a sample of university students. Participants were randomly assigned to one of two experimental conditions (rating task vs. viewing task). Experiment 2 was conducted online. Participants were randomly assigned to one of four conditions resulting from the two factors task (rating task vs. viewing task) and pause button (available vs. not available). Results and Conclusion In Experiment 1, we observed detrimental effects of the rating task on learning outcomes, but more accurate judgements of learning. In Experiment 2, we did not find any effects of the rating task on learning outcomes and the accuracy of the participants' judgements of learning. However, the inclusion of a pause button did result in more accurate judgements of learning. Further, exploratory analyses revealed that older participants reported higher levels of intrinsic and germane cognitive load than the younger participants. This increased effort only translated into better learning outcomes in the condition in that participants could pause the video. Thus, age is introduced as a potential boundary condition that should be investigated in instructional design research.

中文摘要：背景资料 在观看教育性的在线视频时，学习者需要确定视频的内容是否适合学习。虽然这可能诱发元认知监控过程，但也可能分散学习者对学习材料的注意力。 � 目标 在目前的一组实验中，我们调查了要求参与者评价三个教育视频传授知识的适用性(两个实验)和允许参与者暂停视频(实验2)是否影响学习。 � 方法 实验一是在实验室中以大学生为被试进行的。参与者被随机分配到两个实验条件中的一个(评分任务和观察任务)。实验二在网上进行。参与者被随机分配到由两个因素任务(评分任务与观看任务)和暂停按钮(可用与不可用)产生的四个条件中的一个。 � 结果及结论 在实验1中，我们观察到评分任务对学习结果的不利影响，但是对学习的判断更加准确。在实验2中，我们没有发现评分任务对学习结果和参与者学习判断的准确性有任何影响。然而，包括一个暂停按钮确实导致更准确的判断学习。此外，探索性分析显示，老年参与者报告的内在和相关认知负荷水平高于年轻参与者。这种增加的努力只有在参与者可以暂停视频的情况下才能转化为更好的学习结果。因此，年龄被引入作为一个潜在的边界条件，应该在教学设计研究中进行调查。

https://doi.org/10.1111/jcal.13044

《Learning analytics dashboard design: Workplace learner preferences for reference frames in immersive training in practice》

《学习分析仪表板设计: 工作场所学习者在实践中沉浸式培训参考框架的偏好》

作者：Timothy Gallagher · Bert Slof · Marieke F. van der Schaaf · Michaela Arztmann · Sofia Garcia Fracaro · Liesbeth Kester

英文摘要：Background Learning analytics dashboards are increasingly being used to communicate feedback to learners. However, little is known about learner preferences for dashboard designs and how they differ depending on the self-regulated learning (SRL) phases the dashboards are presented (i.e., forethought, performance, and self-reflection phases) and SRL skills. Insight into design preferences for dashboards with different reference frames (i.e., progress, social, internal achievement and external achievement) is important because the effectiveness of feedback can depend upon how a learner perceives it. Objective This study examines workplace learner preferences for four dashboard designs for each SRL phase and how SRL skills relate to these preferences. Methods Seventy participants enrolled in a chemical process apprenticeship program took part in the study. Preferences were determined using a method of adaptive comparative judgement and SRL skills were measured using a questionnaire. Preferences were tested on four dashboard designs informed by social and temporal comparison theory and goal setting theory. Multinomial logistic regressions were used to examine the relationship between dashboard preferences and SRL. Results and Conclusions Results show that the progress reference frame is more preferred before and after task performance, and the social reference frame is less preferred before and after task performance. It was found that the higher the SRL skill score the higher the probability a learner preferred the progress reference frame compared to having no preference before task performance. The results are consistent with other findings, which suggest caution when using social comparison in designing dashboards which provide feedback.

中文摘要：背景资料 学习分析仪表板越来越多地被用来向学习者传达反馈。然而，关于学习者对仪表板设计的偏好以及它们如何取决于仪表板所呈现的自我调节学习(SRL)阶段(即，预想、性能和自我反思阶段)和 SRL 技能的不同，我们知之甚少。深入了解不同参考框架(如进步、社会、内部成就和外部成就)的仪表盘设计偏好非常重要，因为反馈的有效性取决于学习者如何感知它。 � 目的 这项研究调查了工作场所学习者对每个 SRL 阶段的四种仪表板设计的偏好，以及 SRL 技能与这些偏好的关系。 � 方法 七十名参加化工过程学徒计划的学员参加了这项研究。偏好采用适应性比较判断法确定，SRL 技能采用问卷调查法测量。采用社会和时间比较理论和目标设置理论，对四种仪表板设计进行了偏好测试。使用多项式逻辑回归分析仪表板偏好与 SRL 之间的关系。 � 结果及结论 结果表明，进度参考框架在任务绩效前后更受青睐，而社会参考框架在任务绩效前后的青睐程度较低。研究发现，SRL 技能得分越高，学习者偏好进度参考框架的概率越高，而在任务执行前没有偏好的学习者偏好进度参考框架的概率越高。研究结果与其他研究结果一致，这表明在设计提供反馈的仪表盘时应谨慎使用社会比较。

https://doi.org/10.1111/jcal.13042

《Analysing the effectiveness of online digital audio software and offline audio studios in fostering Chinese folk music composition skills in music education》

《分析网上数码音频软件及线下音频工作室在音乐教育中培养中国民间音乐创作技巧的成效》

作者：Xuezhi Lei

英文摘要：Background This research aimed at investigating the effectiveness of online digital audio software Logic Pro X and offline audio studios in creating an original folk-style track. The goal was to define the more effective method for the perspective and quality of musical compositions that students create during learning. Objectives This research enrolled 207 students from Hubei Polytechnic University, who were randomised to the control and experimental groups. Methods Within one month, each participant created a folk song using software or an offline university studio, where sound editing and processing programmes were not employed. The author's questionnaire Scale of perspective and expert evaluation were used as metric methods. Results and Conclusions The data obtained showed that both methods do not differ both in terms of perspective and in terms of the overall quality of the created tracks (p ≥ 0.05). As quality criteria, the experts considered such scales as pitch accuracy, rhythmic accuracy, tone quality and expression, articulation, dynamics, interpretation, phrasing, creativity, arrangement, and overall performance. This research showed that online digital audio software can be an effective tool in music education, just like offline studios, in terms of skill development and practice.

中文摘要：背景资料 这项研究旨在调查在线数字音频软件 LogicPro X 和离线音频工作室在创建一个原创的民间风格的轨道的有效性。目的是为学生在学习过程中创作的音乐作品的视角和质量确定更有效的方法。 � 目标 本研究选取湖北理工大学207名学生，随机分为对照组和实验组。 � 方法 在一个月内，每个参与者都使用软件或离线大学工作室创作了一首民歌，这些工作室不使用声音编辑和处理程序。采用作者问卷调查的视角量表和专家评价作为测量方法。 � 结果及结论 所获得的数据表明，两种方法在视角和创建轨道的整体质量方面没有差异(p ≥0.05)。作为质量标准，专家们考虑了音高准确性、节奏准确性、音质和表达、清晰度、力度、诠释、措辞、创造力、编排和整体表现力等级。本研究表明，在线数字音频软件在音乐教育中可以成为一个有效的工具，就像离线工作室一样，在技能发展和实践方面。

https://doi.org/10.1111/jcal.13031

《The quality of prospective mathematics teachers' dynamic geometry tasks in terms of the coordination between mathematical depth levels and technological actions》

《从数学深度水平与技术动作的协调看未来数学教师动态几何任务的质量》

作者：Fadime Ulusoy · Dilek GİRİT YILDIZ

英文摘要：Background Teachers must have the skills to find, select, design and use technology-based mathematical activities that focus on high-level cognitive demands—supporting student reasoning. However, they experience various difficulties in creating, planning and making decisions about how and when to utilize technological affordances. Objectives This study aims to examine the quality of prospective school mathematics teachers' (PMTs) tasks containing the use of dynamic geometry software through the analysis of the coordination between mathematical depth levels (MDLs) and technological actions (TAs), according to Trocki and Hollebrands', Digital Experiences in Mathematics Education, 2018, 4, 110–138, Dynamic Geometry Task Analysis Framework. Methods Within groups, PMTs designed lesson plans that included dynamic geometry tasks (DGTs) based on the learning outcomes of the middle school mathematics curriculum. They then created micro-teachings of these tasks. The participants' DGTs and transcripts of their microteaching videos were the main data sources. Results We found that many prompts included no TA or a single TA, regardless of the prompts' MDLs. Moreover, the results showed that the high-depth prompts aimed to contribute to students' reasoning processes on geometric concepts through the TAs, which required specific tools such as dragging and sliding to get generalizations. Although the groups differed in the quality and number of DGTs, the groups' lesson plans mostly contained low- or medium-quality DGTs regarding the coordination between MDLs and TAs. Conclusions Informing PMTs about high-quality technology tasks and increasing their awareness on this matter is a priority to encourage them to incorporate innovative technological activities in their mathematics instruction.

中文摘要：背景资料 教师必须具备发现、选择、设计和使用基于技术的数学活动的技能，这些活动侧重于高水平的认知需求，即支持学生推理。然而，他们在创建、规划和决策如何以及何时利用技术支持方面遇到了各种困难。 � 目标 本研究根据 Trocki 和 Hollebrand 的《数学教育中的数字经验》 ，2018,4,110-138，《动态几何任务分析框架》 ，通过分析数学深度水平(MDL)与技术行为(TA)之间的协调关系，考察未来学校数学教师(PMT)使用动态几何软件完成任务的质量。 � 方法 在小组内部，PMT 根据中学数学课程的学习成果设计包括动态几何任务(DGTs)的课程计划。然后他们创造了这些任务的微观教学。参与者的 DGT 和他们的微格教学视频文本是主要的数据来源。 � 结果 我们发现，无论提示符的 MDL 如何，许多提示符都不包括 TA 或单个 TA。结果表明，高深度提示的目的是通过助教促进学生对几何概念的推理过程，这需要特定的工具，如拖动和滑动，以获得概括。尽管各组在 DGT 的质量和数量上存在差异，但各组的课程计划大多包含关于 MDL 和 TA 之间协调的低质量或中质量 DGT。 � 结论 向家庭教师介绍高质量的技术任务并提高他们对这一问题的认识，是鼓励他们将创新技术活动纳入数学教学的一个优先事项。

https://doi.org/10.1111/jcal.13029

《Improving student learning performance in machine learning curricula: A comparative study of online problem‐solving competitions in Chinese and English‐medium instruction settings》

《在机器学习课程中提高学生的学习成绩——中英文在线问题解决竞赛的比较研究》

作者：Huo‐Tsan Chang · Chi‐Chang Lin

英文摘要：Background Numerous higher education institutions worldwide have adopted English-language-medium computer science courses and integrated online problem-solving competitions to bridge gaps in theory and practice (Alhamami Education and Information Technologies, 2021; 26: 6549–6562). Objectives This study aimed to investigate the factors influencing the use of online competitions in machine learning courses and their impact on student learning. We also analyse disparities in learning outcomes and instructional language effects (Chinese vs. English). Methods Among 123 participants at northern Taiwan university, 74 chose Chinese instruction (CMI), and 49 opted for English instruction (EMI). The course spanned 18 weeks: team formation in week one, data analysis, machine learning, and deep learning from week 2 to 8, draft proposals and oral presentations by week 9, instructor guidance in weeks 9–17, followed by off-campus competitions. In week 18, students presented projects for evaluation by judges. Results The results showed improved scores in competition proposal writing and oral presentations, especially for CMI students, who excelled in these areas and in terms of creativity. CMI students emphasized domain knowledge, implementation completeness, and technical depth in proposals. The EMI students focused on implementation completeness and artificial intelligence model accuracy, along with creativity. Conclusion CMI students achieved superior outcomes in machine learning courses, particularly in terms of competition proposals, oral presentations, and increased creativity. Instructional language choice significantly influenced learning trajectories, leading to distinct knowledge development focuses for CMI and EMI.

中文摘要：背景资料 全世界许多高等教育机构已经采用英语-媒体计算机科学课程和整合在线问题解决竞赛来弥补理论和实践的差距(Alhamami 教育和信息技术，2021; 26:6549-6562)。 � 目标 本研究旨在探讨影响机器学习课程使用网上竞赛的因素及其对学生学习的影响。我们还分析了学习结果和教学语言效果的差异(汉语和英语)。 � 方法 在北台湾大学的123名学生中，74人选择汉语教学，49人选择英语教学。课程为期18周: 第一周组建团队，第二周至第八周进行数据分析、机器学习和深度学习，第九周起草提案和口头报告，第九周至第十七周进行教师指导，随后进行校外竞赛。在第18周，学生们提出项目，由评委进行评估。 � 结果 研究结果显示，学生在撰写比赛建议书和口头报告方面的得分有所提高，尤其是 CMI 学生，他们在这些领域和创造力方面表现出色。CMI 学生强调建议中的领域知识、实现完整性和技术深度。EMI 的学生专注于实现的完整性和人工智能模型的准确性，以及创造性。 � 结论 CMI 学生在机器学习课程中取得了优异的成绩，特别是在竞赛提案、口头陈述和创造力的提高方面。教学语言的选择显著影响学习轨迹，导致 CMI 和 EMI 的知识发展重点不同。

https://doi.org/10.1111/jcal.13003

《Can interaction with generative artificial intelligence enhance learning autonomy? A longitudinal study from comparative perspectives of virtual companionship and knowledge acquisition preferences》

《与生成性人工智能的交互能增强学习自主性吗？从虚拟陪伴和知识获取偏好的比较追踪研究》

作者：Zehang Xie · Xuwen Wu · Yunxiang Xie

英文摘要：Background With the development of artificial intelligence (AI) technology, generative AI has been widely used in the field of education and represents a groundbreaking shift in overcoming the constraints of time and space within educational activities. However, previous literature has not paid enough attention to AI-involved teaching patterns, and it is necessary to evaluate the effects of this learning pattern. Objectives Based on the social presence theory and the community of inquiry model, the main purpose of this study is to evaluate whether and how interaction frequency with chatbots (IFC) affects people's learning autonomy (LA) under two preferences: knowledge acquisition and virtual companionship, and whether social presence (SP) plays a mediating role. Methods The 1-year longitudinal study was designed to be conducted from May 2022 to May 2023 and included three rounds of surveys of 1155 undergraduate students on their use of robots for learning. Results and Conclusions For learners preferring virtual companionship, no direct correlation was found between IFC and LA. However, SP acted as a mediating factor, enhancing LA through increased chatbot interactions. This suggests that while direct interactions may not directly influence LA, the resulting SP can foster it. Conversely, for learners favouring knowledge acquisition, higher IFC negatively impacted both SP and LA. Despite this, a strong sense of SP consistently correlated positively with LA, indicating it could offset some negative effects of frequent chatbot use.

中文摘要：背景资料 随着人工智能技术的发展，生成性人工智能在教育领域得到了广泛的应用，在克服教育活动的时间和空间限制方面发生了突破性的转变。然而，以往的文献并没有对人工智能教学模式给予足够的重视，有必要对这种学习模式的效果进行评价。 � 目标 基于社会存在感理论和共同体探究模型，本研究旨在探讨在知识获取和虚拟伴侣两种偏好下，聊天机器人的交互频率(IFC)是否以及如何影响人们的学习自主性(LA) ，以及社会存在感(SP)是否起到中介作用。 � 方法 这项为期一年的追踪研究计划于二零二二年五月至二零二三年五月期间进行，包括对1155名本科学生进行三轮有关使用机器人进行学习的调查。 � 结果及结论 对于喜欢虚拟伴侣的学习者，IFC 和 LA 之间没有直接的相关性。然而，SP 作为一个中介因子，通过增加聊天机器人的相互作用来增强 LA。这表明，虽然直接相互作用可能不会直接影响 LA，但由此产生的 SP 可以促进它。相反，对于有利于知识习得的学习者，较高的 IFC 对 SP 和 LA 都有负面影响。尽管如此，强烈的 SP 意识始终与 LA 呈正相关，表明它可以抵消频繁使用聊天机器人的一些负面影响。

https://doi.org/10.1111/jcal.13032

《The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review》

《自主学习策略在高等教育混合学习的成效: 五年系统综述》

作者：Ren‐Zhi Luo · Yueliang Zhou

英文摘要：Background With the development of artificial intelligence (AI) technology, generative AI has been widely used in the field of education and represents a groundbreaking shift in overcoming the constraints of time and space within educational activities. However, previous literature has not paid enough attention to AI-involved teaching patterns, and it is necessary to evaluate the effects of this learning pattern. Objectives Based on the social presence theory and the community of inquiry model, the main purpose of this study is to evaluate whether and how interaction frequency with chatbots (IFC) affects people's learning autonomy (LA) under two preferences: knowledge acquisition and virtual companionship, and whether social presence (SP) plays a mediating role. Methods The 1-year longitudinal study was designed to be conducted from May 2022 to May 2023 and included three rounds of surveys of 1155 undergraduate students on their use of robots for learning. Results and Conclusions For learners preferring virtual companionship, no direct correlation was found between IFC and LA. However, SP acted as a mediating factor, enhancing LA through increased chatbot interactions. This suggests that while direct interactions may not directly influence LA, the resulting SP can foster it. Conversely, for learners favouring knowledge acquisition, higher IFC negatively impacted both SP and LA. Despite this, a strong sense of SP consistently correlated positively with LA, indicating it could offset some negative effects of frequent chatbot use.

中文摘要：背景资料 随着人工智能技术的发展，生成性人工智能在教育领域得到了广泛的应用，在克服教育活动的时间和空间限制方面发生了突破性的转变。然而，以往的文献并没有对人工智能教学模式给予足够的重视，有必要对这种学习模式的效果进行评价。 � 目标 基于社会存在感理论和共同体探究模型，本研究旨在探讨在知识获取和虚拟伴侣两种偏好下，聊天机器人的交互频率(IFC)是否以及如何影响人们的学习自主性(LA) ，以及社会存在感(SP)是否起到中介作用。 � 方法 这项为期一年的追踪研究计划于二零二二年五月至二零二三年五月期间进行，包括对1155名本科学生进行三轮有关使用机器人进行学习的调查。 � 结果及结论 对于喜欢虚拟伴侣的学习者，IFC 和 LA 之间没有直接的相关性。然而，SP 作为一个中介因子，通过增加聊天机器人的相互作用来增强 LA。这表明，虽然直接相互作用可能不会直接影响 LA，但由此产生的 SP 可以促进它。相反，对于有利于知识习得的学习者，较高的 IFC 对 SP 和 LA 都有负面影响。尽管如此，强烈的 SP 意识始终与 LA 呈正相关，表明它可以抵消频繁使用聊天机器人的一些负面影响。

https://doi.org/10.1111/jcal.13052

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