【SSCI】教育学期刊《Computers & Education》最新论文推送（2024年10月）

《Computers & Education》共93篇，祝大家阅读愉快。

《Why this app? How user ratings and app store rankings impact educators' selection of educational apps》

《为什么是这个应用程序? 用户评分和应用程序商店排名如何影响教育者对教育应用程序的选择》

作者：Emma Liptrot · Heather Ann Pearson · Armaghan Montazami · Adam K. Dubé

英文摘要：Research indicates that educators value certain benchmarks of educational quality when choosing educational apps from app stores (i.e., curriculum, feedback, scaffolding, learning theory, and development team). However, it is unclear how other users' ratings of the app, or the app's ranking on the app store's list of “top” educational apps, might impact educators' evaluations. The present study examines how educational benchmarks, ratings, and rankings influence educators' selection of educational apps. One-hundred and fifty elementary educators viewed 18 researcher-created educational app pages and indicated their willingness to download, pay for, and rate each app. Results from a repeated-measures MANOVA and non-parametric tests revealed that educators preferred benchmark apps to buzzword apps, with a medium sized effect. However, they also had a strong preference for apps with positive user ratings, with a large effect, and preferred apps with a bottom ranking, with a medium effect. To improve app selection, educators should rely on their own knowledge to choose apps rather than relying on user ratings or company rankings. Companies running app stores should improve their user ratings and rankings systems to facilitate selection of apps that include evidence-backed benchmarks of app quality.

中文摘要：研究表明，教育工作者在从应用程序商店中选择教育应用程序时(例如，课程、反馈、脚手架、学习理论和开发团队)重视教育质量的某些基准。然而，目前还不清楚其他用户对该应用程序的评价，或该应用程序在应用程序商店的“顶级”教育应用程序名单上的排名，可能会如何影响教育工作者的评价。本研究调查了教育基准、评分和排名如何影响教育者对教育应用程序的选择。五十名小学教育工作者浏览了18个研究人员创建的教育应用程序页面，并表示愿意下载、支付和评价每个应用程序。重复测量 MANOVA 和非参数测试的结果显示，教育工作者更喜欢基准应用程序而不是流行语应用程序，其效果中等。然而，他们也有一个强烈的偏好与积极的用户评级的应用程序，具有很大的影响，首选应用程序与底部排名，具有中等的影响。为了提高应用程序的选择，教育者应该依靠自己的知识来选择应用程序，而不是依靠用户评分或公司排名。运营应用程序商店的公司应该提高他们的用户评级和排名系统，以促进应用程序的选择，包括有证据支持的应用程序质量基准。

https://doi.org/10.1016/j.compedu.2024.105080

《A taxonomy of social media for learning》

《学习社交媒体的分类》

作者：Mehmet Demir

英文摘要：The use of social media in the classroom has the potential to improve learning outcomes for both lecturers and university students. This paper presents a framework for how social media can be used as a tool in the learning process according to educational objectives. The framework is intended to demonstrate to researchers and lecturers how to activate social media platforms effectively as a learning tool; how several platforms can be employed across subjects; and how to unify social media resources with the physical and virtual learning environment. To support these areas and provide an innovative and sustainable way to transform teaching and learning, a social media (Web 2.0) taxonomy was developed. The purpose of the social media taxonomy is to assist lecturers in planning all the steps of learning, teaching, and assessing a course or topic, whilst considering the learning goals reflected in national and local curriculum standards. The Web 2.0 taxonomy focuses on three dimensions named as Consciousness, Cognition, and Creativity [3C]. Each dimension consists of its categories in the metacognitive domain: Consciousness, viewing, Cognition, posting, interacting, and analysing, and Creativity, evaluating, and curating. The categories are used to hierarchize instructional objectives, ranging from lower-order thinking to higher-order thinking skills. Each level of the taxonomy is built on the previous learning level by moving from the concrete to the  and from the simple to the complex. Thus, when students have completed all these levels, they can be considered to have mastered certain learning objectives, equipping them with innovative 21st-century skills.

中文摘要：在课堂上使用社交媒体有可能改善讲师和大学生的学习成果。本文提出了一个框架，如何使用社会媒体作为一个工具，在学习过程中根据教育目标。该框架旨在向研究人员和讲师演示如何有效激活社交媒体平台作为学习工具; 如何跨学科使用多个平台; 以及如何将社交媒体资源与物理和虚拟学习环境结合起来。为了支持这些领域，并提供一种创新和可持续的方式来改变教学和学习，开发了一个社会媒体(Web 2.0)分类法。社交媒体分类法的目的是帮助讲师规划学习、教学和评估课程或主题的所有步骤，同时考虑国家和地方课程标准中反映的学习目标。Web 2.0分类法关注三个维度，即意识、认知和创造力[3C ]。每个维度都包括元认知领域中的类别: 意识、观察、认知、张贴、互动和分析，以及创造力、评估和管理。这些类别被用来对教学目标进行分层，从低层次的思维到高层次的思维技能。分类法的每个级别都是在前一个学习级别上通过从具体到复杂和从简单到复杂来构建的。因此，当学生完成所有这些水平，他们可以被认为已经掌握了某些学习目标，装备他们的创新21世纪的技能。

https://doi.org/10.1016/j.compedu.2024.105091

《·A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics》

《· 东亚课堂教师支持学生使用技术的多层次调查: 考察教师和学校的特点》

作者：Guangbao Fang · LI Xue-liang · Philip Wing Keung Chan · Penelope Kalogeropoulos

英文摘要：The integration of technology into learning is a crucial capability for students to address future challenges. However, East Asian teachers exhibit a relatively lower level of support for students’ technology use compared with the OECD average. The present study tries to uncover the foundational factors influencing teacher-supported student use of technology in five East Asian countries (economies) by analyzing Teaching and Learning International Survey (TALIS) 2018 data. The multilevel structural equation modeling was adopted to analyze the sample data, which combined the teacher-level and school-level factors. Additionally, teacher-level variables are aggregated to the school level to examine contextual effect. Results indicate that teachers' professional collaboration in lessons, team innovativeness, and self-efficacy in student engagement positively and significantly correlated with teacher-supported student use of technology. Notably, an opposing association is observed between teachers’ perceptions of disciplinary climate and technology use in Shanghai and Singapore. However, in comparison to teacher-level variables, school-level and contextual variables, particularly fundamental school features such as material resources, budgets, and number of enrolled students, marginally explain associations. Importantly, these associations demonstrate variations across the five east Asian countries (economies), attributable to the fact that these economies have developed their educational technology policies grounded in technology determinism, emphasizing the necessity of equipping schools with the latest devices. Consequently, this study posits that there is a requisite shift in policy evolution from technology determinism to technology instrumentalism. This entails a pragmatic focus transition from merely distributing devices to the integration of technology within instructional practices.

中文摘要：将科技融入学习是学生应对未来挑战的关键能力。然而，与经合组织的平均水平相比，东亚教师对学生使用技术的支持水平相对较低。本研究通过分析2018年教学与学习国际调查(TALIS)的数据，试图揭示影响东亚五国(经济体)教师支持的学生使用技术的基本因素。 采用多层次结构方程模型对样本数据进行分析，结合教师层面和学校层面的因素进行分析。此外，教师层面的变量被聚合到学校层面来检验语境效应。结果表明，教师在课堂上的专业合作、团队创新、学生参与的自我效能感与教师支持的学生技术使用呈显著正相关。值得注意的是，在上海和新加坡，教师对学科环境和技术使用的看法之间存在着相反的联系。然而，与教师水平变量相比，学校水平和情境变量，特别是学校的基本特征，如物质资源、预算和入学学生人数，很少解释关联性。重要的是，这些协会展示了东亚五国(经济体)之间的差异，归因于这些经济体发展了以技术决定论为基础的教育技术政策，强调了为学校配备最新设备的必要性。因此，本研究认为政策演进必然会发生从技术决定论到技术工具论的转变。这意味着语用学的重点从单纯的分发设备过渡到将技术整合到教学实践中。

https://doi.org/10.1016/j.compedu.2024.105092

《Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach》

《描述学生在 MOOC 讨论中的学习参与以确定学习成绩: 一种自动配置方法》

作者：Zhi Liu · Qianhui Tang · Fan Ouyang · Taotao Long · Sannyuya Liu

英文摘要：In the Massive Online Open Course (MOOC) forum, learning engagement encompasses three fundamental dimensions—cognitive, emotional, and behavioral engagement—that intricately interact to jointly influence students' learning achievements. However, the interplay between multiple engagement dimensions and their correlations with learning achievement remain understudied, particularly across different academic disciplines. This study adopts an automated configurational approach that integrates bidirectional encoder representation from transformers (BERT) and fuzzy set qualitative comparative analysis (fsQCA) to explore the configurations of learning engagement, their connections with learning achievement, and variations across disciplines. Our analysis reveals a nuanced profile of learners' learning engagement, indicating the high-achieving individuals demonstrated more frequent posting and commenting behaviors and the high-level cognitive engagement than low-achieving individuals. Second, our analysis revealed multiple configurations where the coexistence or absence of factors at different levels of the cognitive, behavioral, and emotional dimensions significantly impacted learning achievement. Learners who conducted posting and replying behaviors, expressed positive emotions, and engaged in deep cognitive engagement tended to achieve superior learning outcomes. Third, there were significant differences in behavioral and emotional engagement among learners across different academic disciplines. Specifically, pure discipline learners were more inclined to engage in posting behaviors than the applied discipline learners. Across academic disciplines, positive emotions correlated strongly with higher achievement. These findings deepen our understanding of the multifaceted characteristics of learning engagement in MOOCs and highlight the importance of disciplinary distinctions, providing a foundation for educators and designers to optimize learners’ MOOC effects and tailor learning experiences in diverse disciplinary contexts.

中文摘要：在大规模在线开放课程(MOOC)论坛上，学习参与包括三个基本维度: 认知、情感和行为参与，它们错综复杂地相互作用，共同影响学生的学习成绩。然而，多个参与维度之间的相互作用及其与学习成绩的相关性仍然没有得到充分的研究，特别是在不同的学科。本研究采用自动构型方法，结合变压器双向编码表示(BERT)和模糊集定性比较分析(fsQCA)来探讨学习参与的构型、它们与学习成绩的关系以及学科间的差异。我们的分析揭示了学习者学习参与的细微差别，表明高成就个体比低成就个体表现出更频繁的发帖和评论行为以及高水平的认知参与。其次，我们的分析揭示了多重构型，即认知、行为和情感维度不同层面上的因素的共存与否显著影响学习成绩。进行发帖和回复行为、表达积极情绪和深度认知参与的学习者往往能获得更好的学习效果。第三，不同学科的学习者在行为和情感参与上存在显著差异。具体而言，纯学科学习者比应用学科学习者更倾向于从事张贴行为。在所有学科中，积极情绪与更高的成就紧密相关。这些发现加深了我们对 MOOC 学习参与的多方面特征的理解，并强调了学科差异的重要性，为教育工作者和设计者提供了一个基础，以优化学习者的 MOOC 效果，并在不同的学科背景下调整学习经验。

https://doi.org/10.1016/j.compedu.2024.105109

《The influence of ChatGPT on student engagement: A systematic review and future research agenda》

《ChatgPT 对学生参与的影响: 系统综述和未来的研究议程》

作者：Chung Kwan Lo · Khe Foon Hew · Morris Siu‐Yung Jong

英文摘要：ChatGPT, a state-of-the-art artificial intelligence (AI) chatbot, has gained considerable attention as a transformative yet controversial tool for enhancing teaching and learning experiences. Several reviews and numerous articles have been written about harnessing ChatGPT in education since its release on November 30, 2022. Besides summarising its strengths, weaknesses, opportunities, and threats (SWOT) as identified in previous systematic reviews of ChatGPT research, this systematic review aims to develop a new understanding of its influence on student engagement by synthesising the existing related research using a three-dimensional framework comprising behavioural, emotional, and cognitive aspects. We searched relevant databases and included 72 empirical studies published within one year of ChatGPT's initial release. The findings reveal robust but narrowly focused evidence related to behavioural engagement (i.e., work with ChatGPT) and disengagement (i.e., academic dishonesty). The evidence related to the emotional aspect is mixed, with instances of both engagement (e.g., satisfaction and interest/fun) and disengagement (e.g., disappointment and worry/anxiety). There is broad but weak evidence regarding cognitive engagement (e.g., increased understanding and positive self-perception) and disengagement (e.g., reduced critical thinking and overreliance). Our review uncovers several under-explored indicators of student engagement, pointing to the need for further research. Specifically, future studies could focus on students' study habits and attendance (behavioural engagement), social interaction (emotional engagement), and self-regulation and critical thinking (cognitive engagement) in ChatGPT-supported learning environments.

中文摘要：ChatGPT 是一种最先进的人工智能(AI)聊天机器人，作为一种具有变革意义但又备受争议的增强教学体验的工具，受到了广泛的关注。自 ChatGPT 于2022年11月30日发布以来，已经有多篇关于如何在教育中利用 ChatGPT 的评论和文章。本系统综述除了总结以往系统回顾中所提及的优势、弱点、机会和威胁(SWOT)外，亦希望透过综合现有的相关研究，从行为、情绪和认知三个层面，发展对学生参与度影响的新认识。我们搜索了相关的数据库，包括在 ChatGPT 首次发布后一年内发表的72篇实证研究。研究结果揭示了与行为参与(即与 chatgPT 一起工作)和脱离(即学术欺诈)有关的强有力但狭隘的证据。有关情绪方面的证据是混合的，既有参与(例如，满意和兴趣/乐趣) ，也有脱离(例如，失望和担心/焦虑)。关于认知参与(例如，增加理解和积极的自我认知)和脱离参与(例如，减少批判性思维和过度依赖) ，有广泛但薄弱的证据。我们的综述揭示了学生参与的几个未被充分探索的指标，指出了进一步研究的必要性。具体来说，未来的研究可以关注学生在 ChatGPT-supported 学习环境中的学习习惯和出勤率(行为参与)、社交互动(情感参与)以及自我调节和批判性思维(认知参与)。

https://doi.org/10.1016/j.compedu.2024.105100

《Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement》

《应用数据聚类识别不同的读者群体，让他们参与数码阅读增刊》

作者：Y. Ma · Kate Cain · Anastasia Ushakova

英文摘要：The focus of this study is the identification of reader profiles that differ in performance and progression in an educational literacy app. A total of 19,830 students in Grade 2 from 347 Elementary schools located in 30 different districts in the United States played the app from 2020 to 2021. Our aim was to identify unique groups of readers using an unsupervised statistical learning technique - cluster analysis. Six indicators generated from the students’ log files were included to provide insights into engagement and learning across four different reading-related skills: phonological awareness, early decoding, vocabulary, and comprehension processes. A key aim was to evaluate the implementation and performance of Gaussian mixture models, k-means, k-medoids, clustering large applications and hierarchical clustering, alongside provision of detailed guidance that can benefit researchers in the field. K-means algorithm performed the best and identified nine groups of readers. Children with low initial reading ability showed greater engagement with code-related games (phonological awareness, early decoding) and took longer to master these games, whereas children with higher initial ability showed more engagement with meaning-related games (vocabulary, comprehension processes). Our findings can inform further research that aims to understand individual differences in learning behaviour within digital environments both over time and across various cohorts of children.

中文摘要：这项研究的重点是确定读者的个人资料，不同的表现和进展在教育识字应用程序。从2020年到2021年，共有来自美国30个不同地区347所小学的19830名二年级学生使用了这款应用。我们的目标是使用一种无监督的统计学习技术——数据聚类来识别独特的读者群体。从学生的日志文件生成的六个指标被包括在内，以提供深入了解参与和学习的四种不同的阅读相关技能: 语音意识，早期解码，词汇和理解过程。一个关键的目标是评估高斯混合模型、 k-means、 k-medoids、聚类大型应用和分层聚类的实施和性能，同时提供详细的指导，可以使该领域的研究人员受益。K- 均值算法表现最好，识别出九组读者。初始阅读能力低的儿童表现出更多的参与与代码相关的游戏(语音意识，早期解码) ，并且需要更长的时间来掌握这些游戏，而初始能力高的儿童表现出更多的参与与意义相关的游戏(词汇，理解过程)。我们的研究结果可以为进一步的研究提供信息，这些研究旨在了解数字环境中学习行为的个体差异，包括随着时间的推移和不同儿童群体之间的差异。

https://doi.org/10.1016/j.compedu.2024.105025

《Enhancing undergraduates’ engagement in a learning community by including their voices in the technological and instructional design》

《透过让大学生在科技及教学设计方面发表意见，加强他们对学习社群的参与》

作者：Wangda Zhu · Gaoxia Zhu · Ying Hua

英文摘要：Over the past decades, Social Networking Tools (SNT) have been applied in educational settings to support students' engagement in learning communities. Previous studies suggested the positive effects of including students' voices in technological and instructional design. However, educators usually cannot revise the features of SNT as they like, which may limit the possibility of enhancing students' engagement (i.e., cognitive, emotional, and social-behavioral engagement). Therefore, this study explored whether changing SNT technological and instructional design based on students' voices can improve engagement. We developed a photo-sharing web-based SNT and examined whether refining the SNT and instruction design based on students' input would enhance their multifaceted engagement in a learning community. We collected the opinions and feedback from 114 undergraduate students in an environmental psychology course at a private university in the USA using surveys every three weeks. We refined the technological and instructional design accordingly. Students' engagement was measured four times during the semester, and after the semester, nine students were interviewed with regard to how the technological and instructional design changes influenced their engagement. With successive iterations, we found that students' cognitive and emotional engagement significantly improved, while their social-behavioral engagement did not change significantly during the study. Interview results further explained how the design changes influenced students' engagement. The findings suggested soliciting students’ input into SNT technological and instructional design can benefit their engagement in a learning community, while engagement was also influenced by many other factors.

中文摘要：在过去的几十年里，社交网络工具(SNT)已经应用于教育环境中，以支持学生参与学习社区。以往的研究表明，在科技和教学设计领域纳入学生的声音会产生积极的影响。然而，教育工作者通常不能随心所欲地修改 SNT 的特点，这可能会限制提高学生参与(即认知、情感和社会行为参与)的可能性。因此，这项研究探讨了根据学生的声音改变 SNT 的技术和教学设计是否可以提高参与度。我们开发了一个基于网络的照片共享 SNT，并研究了基于学生的输入改进 SNT 和教学设计是否会增强他们在学习社区的多方面参与。我们收集了来自114名在美国一所私立大学参加环境心理学课程的本科生的意见和反馈，每三周进行一次调查。我们相应地改进了技术和教学设计。学生的参与度在这个学期被测量了四次，在这个学期之后，9个学生接受了关于技术和教学设计变化如何影响他们参与度的采访。随着连续迭代，我们发现学生的认知和情感参与显著改善，而他们的社会行为参与没有显着变化在研究期间。访谈结果进一步解释了设计变化如何影响学生的参与。研究结果显示，吸引学生对学习新课程的技术和教学设计方面的投入有助于他们参与学习社区，而参与程度也受到许多其他因素的影响。

https://doi.org/10.1016/j.compedu.2024.105026

《Navigating elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions》

《利用生成式人工智能聊天机器人导航初级英语口语技能: 探索个人和配对互动》

作者：Tzu‐Yu Tai · Howard Hao-Jan Chen

英文摘要：Generative artificial intelligence (GAI) and automatic speech recognition (ASR) have ushered in promising tools for foreign language learning, notably GAI chatbots. This study investigated the impact of GAI chatbots on elementary school English as a foreign language (EFL) learners' speaking skills, focusing on two interaction configurations—individual and paired. Eighty-five elementary school EFL learners participated in a three-week summer program, engaging in daily 45-min interactions with CoolE Bot. The participants were randomly assigned to three groups: (1) individual interaction with CoolE Bot (I-Bot group), (2) paired interaction with CoolE Bot (P-Bot group), and (3) interaction with teachers and peers in a conventional English classroom (No-Bot group). In each class, participants in the Bot group received worksheets with a topic, prompts, and vocabulary to guide their interactions with CoolE Bot, while those in the No-Bot group also received worksheets for comparable activities. Quantitative (English-speaking tests) and qualitative data (semi-structured interviews) were collected and analyzed. Results revealed that the I-Bot and P-Bot groups' post-test speaking skills were significantly higher than those of the No-Bot group. CoolE Bot significantly improved the speaking skills of EFL learners. Both individual and paired interactions with CoolE Bot demonstrated positive effects, with no significant differences between groups. Interviews highlight CoolE Bot's adeptness in coherent interaction, charismatic conversational style with a human-like voice, diverse topic discussions tailored to learners' interests, and supportive functions. The participants found GAI chatbot-assisted EFL speaking enjoyable, motivating, and engaging appreciating its cartoonish, human-like characters, conversational style, and voice. Additionally, CoolE Bot fostered rapport and a supportive environment enhancing learners' confidence and reducing anxiety regarding EFL speaking. Individual interactions encourage personalized engagement and self-directed learning, whereas paired interactions involve social dynamics, shared learning experiences, and mutual resolution of language challenges.

中文摘要：生成式人工智能(GAI)和自动语音识别(ASR)已经引入了很有前途的外语学习工具，特别是 GAI 聊天机器人。本研究探讨了 GAI 聊天机器人对小学英语作为外语(EFL)学习者口语技能的影响。85名小学英语学习者参加了一个为期三周的暑期项目，每天与 CoolE Bot 进行45分钟的互动。参与者被随机分配到三个组: (1)与 CoolE Bot (I-Bot 组)的个体互动，(2)与 CoolE Bot (P-Bot 组)的配对互动，以及(3)与传统英语课堂(No-Bot 组)中的教师和同伴的互动。在每堂课中，Bot 组的参与者都会收到带有主题、提示和词汇的工作表来指导他们与 CoolE Bot 的互动，而 No-Bot 组的参与者也会收到类似活动的工作表。定量(英语口语测试)和定性数据(半结构化访谈)被收集和分析。结果表明，I-Bot 组和 P-Bot 组的测试后口语技能显著高于非 Bot 组。CoolE Bot 显著提高了英语学习者的口语技能。与 CoolE Bot 的个体和配对相互作用均显示出积极的效果，两组之间没有显著差异。访谈突出了 CoolE Bot 在连贯的互动方面的能力，具有魅力的谈话风格与人性化的声音，适合学习者兴趣的多样化主题讨论，以及支持功能。参与者发现 GAI 聊天机器人辅助的英语口语令人愉快，鼓舞人心，并欣赏其卡通化的，人性化的字符，会话风格和声音。此外，CoolE Bot 还培养了学习者之间的融洽关系和支持环境，提高了学习者的自信心，减少了他们对英语口语的焦虑。个人互动鼓励个性化参与和自主学习，而配对互动涉及社会动态，共享学习经验，共同解决语言挑战。

https://doi.org/10.1016/j.compedu.2024.105112

《Bridging computer and education sciences: A systematic review of automated emotion recognition in online learning environments》

《连接计算机和教育科学: 在线学习环境中自动情感识别的系统综述》

作者：Shuzhen Yu · Alexey Androsov · Hanbing Yan · Yi Chen

英文摘要：Emotions play an important role in the learning process. With intelligent technology support, identification and intervention of learners’ cognition have made great achievement, but the care of emotion has been in the absence for a long time. In recent years, the use of affective computing technology to solve affective loss in online education has become a key research topic. To date, a growing number of studies have investigated automated emotion recognition (AER) in online environments. However, AER has been mainly studied from the perspective of computer science focusing on technical characteristics of developing AI technology while its pedagogical value and educational application has been overlooked. Therefore, this systematic literature review aimed to bring together educational and technical aspects of AER. Following PRISMA methodology, a comprehensive search of AER research from 2010 to 2024 in three databases (Web of Science, Science Direct and IEEE Xplore) identified 117 studies that met inclusion criteria. The articles were coded for report characteristics, educational characteristics (tech platform, pedagogy, assessment, content), technical characteristics (emotion model, emotion category, emotion measurement channel, database, algorithm model) and outcome characteristics (technical result, educational application). We found that the primary purpose of these studies was to develop and evaluate systems for AER, rather than implementing these systems in real online learning environments. Furthermore, our findings indicated a lack of integration between computer science and educational science in the realm of AER. Despite the fact that most algorithm models demonstrated high accuracy in AER, the interpretability of the results was significantly constrained by the quality of the databases used, along with the scarcity of studies focusing on the effective and real-time application of AER results. These findings provide essential guidance for shaping future research and development pathways in this field.

中文摘要：情感在学习过程中起着重要作用。在智能技术的支持下，学习者认知的识别和干预取得了巨大的成就，但长期以来缺乏对情感的关怀。近年来，利用情感计算技术解决网络教育中的情感损失已成为一个重要的研究课题。迄今为止，越来越多的研究调查了在线环境中的自动情绪识别(AER)。然而，目前对 AER 的研究主要是从计算机科学的角度出发，侧重于人工智能技术发展的技术特征，而忽视了其教学价值和教育应用。因此，本系统的文献综述旨在汇集 AER 的教育和技术方面。根据 PRISMA 方法，在三个数据库(Web of Science，Science Direct 和 IEEE Xplore)中对2010年至2024年的 AER 研究进行了全面检索，确定了符合纳入标准的117项研究。文章按报告特征，教育特征(技术平台，教学法，评估，内容) ，技术特征(情绪模型，情绪类别，情绪测量渠道，数据库，算法模型)和结果特征(技术成果，教育应用)进行编码。我们发现这些研究的主要目的是为 AER 开发和评估系统，而不是在真实的在线学习环境中实现这些系统。此外，我们的研究结果表明计算机科学和教育科学在 AER 领域缺乏整合。尽管大多数算法模型在 AER 中表现出高度的准确性，但是结果的可解释性受到所使用数据库质量的显着限制，以及缺乏关于 AER 结果的有效和实时应用的研究。这些发现为未来该领域的研究和开发路径的形成提供了重要的指导。

https://doi.org/10.1016/j.compedu.2024.105111

《Immersive procedural training in virtual reality: A systematic literature review》

《虚拟现实中的沉浸式程序训练: 系统文献综述》

作者：Janine Jongbloed · Rawad Chaker · Élise Lavoué

英文摘要：Introduction Virtual reality (VR) head-mounted displays (HMDs) offer an immersive learning experience that could replicate real-life training. Our review identifies and critically analyses studies of interventions designed to provide procedural training via these media and to test learning outcomes associated with these interventions. Methods We undertook a systematic search of the literature published between January 2013 and March 2023 related to immersive procedural training interventions using HMDs. Our search methods and protocol were guided by the PRISMA framework. Results Thirty-three studies fulfilled the broader inclusion criteria, while 23 fit the stricter criteria of measuring a procedural learning outcome. Studies were categorized into three broad types: design or usability studies, media comparisons, and value-added research. Learning environments were divided into 360° video representations, serious games, and simulations. Learning outcomes included knowledge gain, retention, and transfer. A subset of 16 study results that fit the criteria to be included in the meta-analysis show a significant positive medium effect size overall of immersive procedural training on learning outcomes as compared to less immersive environments. Knowledge transfer outcomes show the largest effect sizes. Conclusions Our systematic review of the literature highlights the richness and diversity of existing studies. We find strong support for immersive procedural training and suggest an important role for embodied cognition in maximizing learning outcomes. However, we also find a lack of consistency in intervention design, measured outcomes, and terminology among studies. In the future, more studies using experimental research designs on similar types of applications and outcome measures are needed to rigorously test these trends.

中文摘要：简介 虚拟现实(VR)头戴式显示器(HMD)提供了一种身临其境的学习体验，可以复制现实生活中的训练。我们的综述确定并批判性地分析了旨在通过这些媒介提供程序性培训的干预措施的研究，并测试与这些干预措施相关的学习结果。 方法 我们对2013年1月至2023年3月期间发表的有关使用 HMD 进行沉浸式程序性培训干预的文献进行了系统搜索。我们的搜索方法和协议是由 PRISMA 框架指导的。 结果 33项研究符合更广泛的入选标准，23项符合衡量程序性学习结果的更严格标准。研究分为三大类: 设计或可用性研究、媒体比较和增值研究。学习环境分为360 ° 视频表示、严肃游戏和模拟。学习结果包括知识的获得、保留和转移。符合荟萃分析标准的16项研究结果的一个子集显示，与较不沉浸的环境相比，沉浸式程序训练对学习结果的总体正中效应大小显着。知识转移结果表现出最大的效应规模。 结论 我们的文献系统综述突出了现有研究的丰富性和多样性。我们强烈支持沉浸式过程训练，并建议具身认知在最大限度地提高学习效果方面发挥重要作用。然而，我们也发现在干预设计、测量结果和研究术语方面缺乏一致性。今后，需要进行更多的研究，对类似类型的应用和结果测量采用实验研究设计，以严格检验这些趋势。

https://doi.org/10.1016/j.compedu.2024.105124

《Unpacking the relationship between Screen use and educational outcomes in childhood: A systematic literature review》

《揭示屏幕使用与儿童教育结果之间的关系: 一个系统的文献综述》

作者：Daniel Caballero-Juliá · Judith Martín-Lucas · Luis E. Andrade-Silva

英文摘要：The increasing digitization of society has led to the growing immersion of children in virtual culture, raising concerns about how screen use affects their educational and personal development. Through a Systematic Literature Review (SLR) and Textual Data Mining (TDM), this study explores the profile of digital technology use, behaviour, and effects on childhood. We identify three distinct periods in the study of these effects: pre-2016, focused on addiction and health; 2016–2020, focused on educational applications and the role of families; and post-2020, with an emphasis on negative repercussions for identity construction, health, well-being, and behaviour. Our findings reveal a growing concern about the cognitive and emotional impact of screen use, underscoring the importance of teacher training and digital literacy for children and parents for appropriate and healthy use of technology. In contrast to what has been previously known, this study highlights the dynamic change in issues of concern about childhood screen use over time and emphasizes the need for educational strategies adapted to emerging digital cultural realities. This comprehensive approach offers a deeper insight into the dual role of technology as both an educational tool and a source of risk, providing a foundation for the development of informed and responsible educational practices in the digital age.

中文摘要：社会日益数字化导致儿童越来越多地沉浸在虚拟文化中，这引起了人们对使用屏幕如何影响他们的教育和个人发展的关切。通过系统文献回顾(SLR)和文本数据挖掘(TDM) ，本研究探讨了数字技术的使用情况、行为和对儿童的影响。我们在这些影响的研究中确定了三个不同的时期: 2016年前，侧重于成瘾和健康; 2016-2020年，侧重于教育应用和家庭的作用; 2020年后，强调对身份建设，健康，福祉和行为的负面影响。我们的研究结果显示，人们越来越关注使用屏幕对认知和情绪的影响，强调教师培训和数位素养对于儿童和家长适当和健康地使用科技的重要性。与先前已知的情况相反，这项研究强调了儿童屏幕使用问题随着时间的推移而发生的动态变化，并强调了适应新兴数字文化现实的教育战略的必要性。这一综合办法使人们更深入地认识到技术既是教育工具又是风险来源的双重作用，为在数字时代发展知情和负责任的教育做法奠定了基础。

https://doi.org/10.1016/j.compedu.2024.105049

《Investigating students’ cognitive processes in AI-assisted digital multimodal composing and traditional writing》

《人工智能辅助数字多模态作文和传统写作中学生认知过程的研究》

作者：M. Y. Liu · Lawrence Jun Zhang · Christine Biebricher

英文摘要：Recently, generative artificial intelligence (AI)-powered chatbots such as ChatGPT and Bing Chat have garnered increasing attention on a global scale. Previous studies have focused mostly on the influence of generative AI on writing while few researchers have investigated how generative AI can facilitate students' multimodal writing process. To fill in this gap, we explored the generative AI-assisted composing processes of two groups of English as a foreign language (EFL) writers over two weeks in this qualitative study. One group completed a multimodal PowerPoint (PPT) project, and the other group completed a traditional argumentative essay project. Our data consist of students’ screen recordings with think-aloud protocols, final multimodal texts, and post-project interviews. Our analysis showed different patterns in text production across the two groups. Students in the PPT group tended to construct more bridge texts and examples to corroborate their sub-claims in the hierarchical order. They also inclined to borrow the summarized search results from the Bing Chat to expand texts for their PPT slides. With regard to image generation for PPT slides, descriptions of AI images from ChatGPT were used as effective prompts to generate AI images from Bing Image Creator. Moreover, students were interested in producing and refining AI images following the recommended prompts by Bing Chat. They also evaluated these AI images from different perspectives. We conclude the study with a discussion on the pedagogical implications and suggestions for further study.

中文摘要：最近，基于生成式人工智能(AI)的聊天机器人，如 ChatGPT 和 Bing Chat，在全球范围内获得了越来越多的关注。以往的研究主要集中在生成性人工智能对写作的影响方面，对生成性人工智能如何促进学生多模式写作过程的研究较少。为了填补这一空白，本研究采用定性研究的方法，探讨了两组外语作家在两周时间内的生成性人工智能辅助写作过程。一组完成一个多模式 PowerPoint (PPT)项目，另一组完成一个传统的议论文项目。我们的数据包括学生的屏幕录音与有声思维协议，最终的多模态文本，和项目后的访谈。我们的分析显示了两组人在文本产生上的不同模式。PPT 组的学生倾向于构建更多的桥梁文本和例子来证实他们的子主张。他们还倾向于借用 Bing Chat 的搜索结果总结来扩展 PPT 幻灯片的文本。在 PPT 幻灯片的图像生成方面，利用 ChatGPT 对 AI 图像的描述作为从 Bing Image Creator 生成 AI 图像的有效提示。此外，学生有兴趣生产和精炼的人工智能图像后，推荐的提示由必应聊天。他们还从不同的角度评估了这些人工智能图像。最后，我们讨论了本研究的教学意义和进一步研究的建议。

https://doi.org/10.1016/j.compedu.2023.104977

《A self-determination theory approach to teacher digital competence development》

《教师数码能力发展的 self-determination theory 模式》

作者：Thomas K. F. Chiu · Garry Falloon · Yanjie Song · Viola Wong · Li Zhao · Murod Ismailov

英文摘要：Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of personal-competencies are very important to the use of AI and metaverse in education. However, research on implementation of Falloon's (2020) TDC framework that requires interdisciplinary collaboration among school members is limited. Teachers' engagement in TDC development activities is influenced by school digital learning policy and culture, and explained by three needs satisfaction in Self-determination Theory. Therefore, this study had two goals. First it proposed and examined a research model using school learning support as a predictor, needs satisfactions as mediating variable and the two new sets of TDC as criterion variables by analyzing questionnaire data. Second, it identifies needs-supportive strategies for digital education by analyzing interviews and school documents. The participants were 370 school teachers. The results showed that the positive effect of the school learning support on TDC, and needs satisfaction fully mediated the relationship between perceived school learning support and the two sets of personal competencies. We also suggested 12 ways for designing school digital policy and culture that satisfy teachers' needs, and validated instruments of the two sets of personal competencies. TDC that covers teacher artificial intelligence competence is important to the future teacher professional development.

中文摘要：教师数字能力(TDC)框架指导政策修订和专业发展，通过人工智能(AI)和元宇宙等技术赋予教师未来课堂的能力。法隆(2020)扩大了 TPACK 框架，包括个人伦理和个人专业能力，解决伦理，安全和生产功能在多样化，数字环境下的新贸发局框架。这两组新的个人能力对人工智能和元能在教育中的应用具有重要意义。然而，关于落实法隆(2020)贸发局框架的研究是有限的，该框架需要学校成员之间的跨学科合作。教师参与贸发局发展活动受到学校数码学习政策和文化的影响，亦可从 self-determination theory 满足三方面的需要来解释。因此，本研究有两个目标。首先通过对问卷调查数据的分析，提出并检验了以学校学习支持为预测因子、以满意度为中介变量、以两组新的 TDC 为标准变量的研究模型。其次，通过对访谈和学校文献的分析，确定了数字化教育的需求支持策略。参与者为370名学校教师。结果表明，学校学习支持对 TDC 的正向影响和需要满意度完全中介了感知的学校学习支持与两组个人能力之间的关系。我们还提出了12种设计满足教师需求的学校数字化政策和文化的方法，并验证了这两套个人能力的工具。涵盖教师人工智能能力的 TDC 对未来教师专业发展具有重要意义。

https://doi.org/10.1016/j.compedu.2024.105017

《The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen》

《纸张的味道还是屏幕的光泽？学生在纸上及屏幕阅读时的阅读理解、文字处理及态度》

作者：Ragnhild Engdal Jensen · Astrid Roe · Marte Blikstad‐Balas

英文摘要：With the increasing prevalence of digital devices such as smartphones, tablets and e-readers, more and more reading is happening in digital formats – also in classrooms across the world. The present study focuses on lower secondary school students and their reading comprehension and attitudes toward reading on paper and screens. The study uses an innovative methodological approach were eye-tracking technology is used to observe ten carefully sampled eight grade students with different reading levels. The students read a selection of texts and answered questions from the Norwegian national reading assessment on comparable versions on paper and on screen. By analyzing eye movement data (reading transitions), including more than 25000 fixations, in combination with text reading comprehension outcomes, students' cued retrospective reporting from reading, and interview data we have obtained detailed and comprehensive data on students' reading comprehension, reading behavior, and reading experiences across different media. A key result is that reading on screen leads to more shallow processing and can hinder reading comprehension. Importantly, our results from the students' cued retrospective reporting of their eye tracking, showed that they were unaware of their reading behavior and didn't reflect much on reading in different media. These findings have implications for the increasing shift to digital learning environments in the educational context. It is important to recognize the difference between reading processes, and policymakers and practitioners cannot assume that these processes are the same across individuals and different delivery modes.

中文摘要：随着智能手机、平板电脑和电子书阅读器等数字设备的日益普及，越来越多的阅读正以数字格式进行——在世界各地的课堂上也是如此。本研究主要探讨初中学生对纸张及屏幕阅读的阅读理解及态度。本研究采用创新的方法学方法，采用眼动跟踪技术对十名八年级不同阅读水平的学生进行了仔细抽样观察。学生们阅读了一些文本，并回答了来自挪威国家阅读评估的问题。通过分析眼球运动数据(阅读过渡) ，包括超过25000个注视点，结合文本阅读理解结果，学生阅读的线索回顾报告，以及访谈数据，我们获得了学生在不同媒体上的阅读阅读理解、阅读行为和阅读体验的详细而全面的数据。一个关键的结果是，在屏幕上阅读会导致更浅的处理，并可能阻碍阅读理解。重要的是，我们从学生的暗示回顾报告他们的眼球追踪，表明他们没有意识到自己的阅读行为，没有反映在不同的媒体阅读。这些发现对于在教育背景下日益转向数字化学习环境具有启示意义。重要的是要认识到阅读过程之间的区别，决策者和实践者不能假定这些过程在个人之间是相同的，在不同的交付模式之间是相同的。

https://doi.org/10.1016/j.compedu.2024.105107

《Feasibility of Adaptive Teaching with Technology: Which Implementation Conditions Matter?》

《适应性技术教学的可行性: 实施条件是什么？》

作者：Leonie Jacob · Andreas Lachner · Christine Plicht · Armin Fabian · Iris Backfisch · Katharina Scheiter · Thorsten Bohl

英文摘要：Adaptive teaching is regarded to address students' heterogeneity in schools and to individually support their learning. Technology may help to teach adaptively. However, it is still unclear whether realizing adaptive teaching with technology is a feasible teaching practice in real-world classrooms. More importantly, it is an open question which boundary conditions constrain the feasibility of adaptive teaching with technology. We realized a four-year co-design-project in which researchers and teachers co-constructively developed adaptive teaching units (duration: 3–4 weeks) by deliberately integrating technology across secondary education. To assess the feasibility of technology-enhanced adaptive teaching, we followed a sequential-explanatory mixed-methods approach during the co-design-process. We combined a quantitative study (N = 183), investigating students' learning gains and potential moderators, and a qualitative study by means of semi-structured teacher interviews (N = 3) on implementation conditions of the adaptive teaching units. We observed that the teaching units were particularly beneficial for students with low prior knowledge and when they were highly adaptive to students’ needs. Fine-grained qualitative findings indicated that formative assessments and consolidation phases were crucial for the feasibility of technology-enhanced adaptive teaching, as well as a parsimonious use of technologies. These findings indicate that the feasibility of adaptive teaching with technology depends on boundary conditions, highlighting the need for further support to unfold the potential of adaptive teaching.

中文摘要：适应性教学旨在解决学生在学校中的异质性，以及个别地支持学生的学习。技术可能有助于教学的适应性。然而，在现实课堂中实现技术适应性教学是否是一种可行的教学实践，目前尚不清楚。更重要的是，边界条件制约了技术适应性教学的可行性，这是一个悬而未决的问题。我们实现了一个为期四年的共同设计项目，在这个项目中，研究人员和教师通过在中等教育中有意识地整合技术，共同建设性地开发了适应性教学单元(持续时间: 3-4周)。为了评估技术强化适应性教学的可行性，我们在共同设计过程中采用了序贯解释混合方法。结合定量研究(N = 183) ，调查学生的学习收益和潜在调节因素，采用半结构化教师访谈(N = 3)对适应性教学单元的实施条件进行定性研究。我们观察到，教学单元对先前知识较少和能高度适应学生需要的学生尤其有益。细粒度的定性研究结果表明，形成性评估和巩固阶段对于技术强化适应性教学的可行性以及对技术的节约使用至关重要。这些研究结果表明，技术适应性教学的可行性取决于边界条件，突出需要进一步的支持，以发挥适应性教学的潜力。

https://doi.org/10.1016/j.compedu.2024.105108

《Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues》

《视频教学中指导学生学习: 教师情感表达与视觉线索的作用》

作者：Chengde Zhang · Zhizun Wang · Ziqi Fang · Xia Xiao

英文摘要：In video lectures, instructors often use spontaneous emotional expressions (facial expressions, tone of voice) and visual cues (underlining, circling) to guide students' attention toward key instructional information. While previous research has confirmed the benefits of visual cues in guiding attention and processing specific information, there's a notable gap in understanding the role of emotional expression in this context. Moreover, there is a lack of comprehensive exploration regarding the specific design of both behaviors (whether they emphasize the same instructional information) and their effect on students. This study conducted two experiments. Experiment 1 first confirmed the guiding effect of an instructor's emotional expression on students, establishing the foundation for our research. Additionally, Experiment 1 explored the impact of the consistency/inconsistency of facial expressions and tone of voice, including student motivation, cognitive load, and learning performance. Results revealed the benefits of consistent positive emotional expressions on motivation and transfer performance, and the benefits of consistent negative emotional expressions on retention performance. Furthermore, we found that tone of voice was a key factor in guiding students, while facial expressions were associated with students' immediate memory. Building upon Experiment 1, Experiment 2 introduced visual cues to investigate the combined impact of these two guiding behaviors on students. Results regarding emotional expressions were replicated, confirming the positive effects of both. Moreover, we found that the irrelevance of visual cues weakened the guiding influence of emotional expression on students, leading to the loss of relevant information. Therefore, we suggest encouraging instructors to convey positive emotions to enhance the learning experience while emphasizing key information through negative emotional expressions accompanied by visual cues. Additionally, minimizing or concealing visual cues whenever possible is advisable when delivering content beyond visual representations.

中文摘要：在视频讲座中，教师经常使用自发的情感表达(面部表情、语调)和视觉线索(下划线、圈线)来引导学生注意关键的教学信息。虽然以前的研究已经证实了视觉线索在引导注意力和处理特定信息方面的好处，但是在理解情绪表达在这种情况下的作用方面还存在着显著的差距。此外，对于这两种行为的具体设计(是否强调相同的教学信息)及其对学生的影响也缺乏全面的探索。这项研究进行了两个实验。实验一首先证实了教师情绪表达对学生的引导作用，为本研究奠定了基础。此外，实验一考察了面部表情和声调的一致性/不一致性对学生学习动机、认知负荷和学习成绩的影响。结果表明，持续的积极情绪表达对动机和迁移绩效有好处，持续的消极情绪表达对保持绩效有好处。此外，我们发现语调是引导学生的关键因素，而面部表情与学生的即时记忆有关。在实验1的基础上，实验2引入了视觉线索来考察这两种引导行为对学生的综合影响。有关情绪表达的结果被复制，证实了两者的积极作用。此外，我们发现视觉线索的不相关性削弱了情绪表达对学生的指导作用，导致相关信息的丢失。因此，我们建议鼓励教师传达积极的情绪，以增强学习经验，同时强调关键信息的负面情绪表达伴随着视觉线索。此外，在传递超越视觉表现的内容时，尽可能减少或隐藏视觉线索是明智的。

https://doi.org/10.1016/j.compedu.2024.105062

《Navigating the Online Learning Journey by Self-Regulation: Teachers as Learners》

《通过自我调节导航在线学习之旅: 作为学习者的教师》

作者：Yael Feldman-Maggor · Inbal Tuvi‐Arad · Ron Blonder

英文摘要：Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers' SRL as learners, and only a handful has done so in the context of online learning. A better understanding of teachers' SRL is essential since teachers are expected to support the development of their students' SRL abilities. This study contributes to bridging this gap by examining how online learning patterns reflect the self-regulated learning of teachers as learners in an online professional development (PD) course on nanotechnology. The study applies a mixed methods approach that combines the qualitative analysis of interviews with teacher learners and a personal summary of their learning process represented in four vignettes as well as quantitative log-file analysis to identify teachers' learning patterns. The patterns identified are interval learning, on-track learning, skipping difficult parts, concentrated learning toward the end of the course (i.e., “bingeing”), and watching together. These patterns indirectly shed light on teachers' SRL skills, especially their time management and task strategies, demonstrating that there is no one-size-fits-all approach to learning. The study highlights the need for a holistic approach, provides deeper insights into teachers’ learning experiences, and helps design future online PD courses.

中文摘要：自我调节学习(SRL)可以定义为学习者独立行动和主动管理自己学习过程的能力。这种技能在网络环境中变得尤为重要，因为网络环境允许学习者决定在哪里学习以及如何学习。大多数关于自主学习的研究都集中在学生身上，很少有研究将教师的自主学习作为学习者，只有少数研究是在网络学习的背景下进行的。因为教师应该支持学生自我评价能力的发展，所以更好地了解教师的自我评价能力是非常重要的。这项研究有助于弥合这一差距，通过检查在线学习模式如何反映作为纳米技术在线专业发展(PD)课程学习者的教师的自我调节学习。本研究采用混合方法，结合对教师访谈的定性分析和对四个小片段中教师学习过程的个人总结，以及定量的日志文件分析来识别教师的学习模式。确定的模式是间歇学习，在轨学习，跳过困难的部分，在课程结束时集中学习(即“暴饮暴食”) ，和一起观看。这些模式间接地揭示了教师的自主学习能力，特别是他们的时间管理和任务策略，表明没有一个放之四海而皆准的学习方法。这项研究强调了整体方法的必要性，为教师的学习经历提供了更深入的见解，并帮助设计未来的在线 PD 课程。

https://doi.org/10.1016/j.compedu.2024.105074

《Serious Game-Based Learning and Learning by Making Games: Types of Game-Based Pedagogies and Student Gaming Hours Impact Students' Science Learning Outcomes》

《严肃游戏学习与游戏制作学习: 游戏教学法类型与学生游戏时间对学生科学学习成果的影响》

作者：Ai-Chu Elisha Ding · Cheng-Han Yu

英文摘要：Game-based learning (GBL) has garnered significant attention as a means to enhance student science learning. However, researchers often broadly categorize GBL without specific attention to teachers' practices or the different game-based pedagogies (GBPs) such as serious game-based learning and learning by making games. Serious game-based learning involves the use of games designed primarily for purposes beyond entertainment, engaging students in learning activities. Learning by making games goes further by enabling students to construct and expand their knowledge through creative activities. Furthermore, the impact of students' weekly gaming hours on their academic performance under different GBPs has not been thoroughly explored. In this study, we analyzed pre- and post-science unit assessment data to investigate the effects of serious game-based learning and learning by making games, along with gaming hours, on the science learning outcomes of 129 sixth-grade students in a Midwestern urban school district in the United States. Employing Bayesian paired t-tests and ANOVA, we examined the effects of two GBPs (serious game learning and game-making) implemented by two science teachers and the interaction between each GBP and students' weekly gaming hours. Our findings indicate that both GBPs led to improvements in students’ learning, with those participating in making games showing an average increase of 3.5 points more on the posttests than those engaged in serious game-based learning. Additionally, data on student-reported weekly gaming hours showed that in both GBP conditions, students with medium gaming hours showed the most improvement compared to those with fewer or more gaming hours. There was also a potential interaction between types of GBP and the effect of gaming hours outcomes in that the learning gain difference between the two GBPs was more pronounced among students reporting fewer gaming hours, although this effect was not significant. This study contributes to the GBL field by providing practical design recommendations for integrating GBL into formal Kindergarten to 12th grade (K-12) settings, taking into account teachers' pedagogical agency and students' gaming experiences.

中文摘要：基于游戏的学习(GBL)作为一种促进学生科学学习的手段已经引起了广泛的关注。然而，研究人员往往没有特别注意教师的实践或不同的基于游戏的教学法(GBPs) ，如严重的基于游戏的学习和通过制作游戏学习的广泛分类。严肃的游戏为基础的学习涉及使用游戏设计的主要目的超出娱乐，让学生参与学习活动。通过制作游戏进一步学习，使学生能够通过创造性活动构建和扩展自己的知识。此外，学生每周的游戏时间对他们在不同的 GBP 下的学习成绩的影响还没有被彻底探讨。在这项研究中，我们分析了科学前和科学后单元评估数据，以调查严重的基于游戏的学习和通过制作游戏的学习，以及游戏时间对美国中西部城市学区129名六年级学生的科学学习结果的影响。采用贝叶斯配对 t 检验和方差分析，我们检查了两名科学教师实施的两个 GBP (严肃游戏学习和游戏制作)的效果以及每个 GBP 与学生每周游戏时间之间的相互作用。我们的研究结果表明，这两个 GBP 导致了学生学习的改善，那些参与游戏制作的学生在后测中比那些参与严肃的基于游戏的学习的学生平均提高了3.5分。此外，学生报告的每周游戏时间数据显示，在两种 GBP 条件下，游戏时间中等的学生比游戏时间少或多的学生表现出最大的改善。GBP 类型与游戏时间结果的影响之间也存在潜在的相互作用，因为在报告游戏时间较少的学生中，两种 GBP 之间的学习收益差异更为显着，尽管这种影响并不显着。本研究通过提供将 GBL 整合到正规幼儿园至12年级(K-12)环境中的实用设计建议，考虑到教师的教学机构和学生的游戏经验，为 GBL 领域做出贡献。

https://doi.org/10.1016/j.compedu.2024.105075

《Digital Skilling of Working Adults: A Systematic Review》

《工作成年人的数字技能: 一个系统综述》

作者：Joji Mendoza-Chan · L. G. Pee

英文摘要：Rapid development of artificial intelligence applications and widespread digital transformation are driving the need for employees to learn digital skills. The body of research on digital skills that working professionals need to thrive in an uncertain and ever-evolving workforce is fast accumulating. Although there have been literature reviews on the nature and types of such digital skills, an integrative overview of how digital skills are acquired remains lacking. This systematic literature review seeks to close the gap by focusing on digital skilling. A total of 39 journal articles published between January 2010 and June 2022 were identified using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Based on thematic coding of the articles, eleven digital skilling approaches were identified and conceptually organized into four categories. Findings regarding the contextual factors affecting digital skilling and impacts of digital skilling indicate an emerging framework of digital skilling. Emerging interests and opportunities for future research related to virtual worlds, learning analytics, and blockchain are discussed.

中文摘要：人工智能应用程序的快速发展和广泛的数字化改造正在推动员工学习数字技能的需求。有关数字技能的研究正在迅速积累，这些数字技能是职场专业人士在不确定和不断变化的劳动力市场中茁壮成长所必需的。虽然已经有关于这种数字技能的性质和类型的文献综述，但仍然缺乏关于如何获得数字技能的综合概述。这篇系统的文献综述试图通过关注数字技能来缩小这一差距。使用系统评价和元分析(PRISMA)框架确定了2010年1月至2022年6月期间发表的39篇期刊论文。根据文章的主题编码，我们确定了十一种数码技能训练方法，并从概念上将它们分为四类。有关影响数字技能的背景因素和数字技能的影响的研究结果表明，数字技能的框架正在形成。讨论了与虚拟世界、学习分析和区块链有关的新兴兴趣和未来研究机会。

https://doi.org/10.1016/j.compedu.2024.105076

《Investigating behavioral and cognitive patterns among high-performers and low-performers in Co-viewing video lectures》

《共同观看视频讲座中高绩效与低绩效人群的行为和认知模式研究》

作者：Zhongling Pi · Yuan Yang · Xin Zhao · Q.-H. Guo · Xiying Li

英文摘要：Co-viewing video lectures, where students watch lectures simultaneously with one or more remote peers and engage in interpersonal communication on learning tasks online, is becoming increasingly popular. However, there is a dearth of studies examining students' behavioral and cognitive patterns during the co-viewing process. This study employed eye-tracking and screen recording methods to examine undergraduate students' learning processes in co-viewing video lectures. It specifically focused on how students used video lectures and engaged in discussions to complete a design task. Lag sequential analysis of learning behaviors revealed that, compared to low-performers, high-performers were more engaged in behavioral sequences involving clarifying learning tasks. Furthermore, epistemic network analysis of conversations revealed that high-performers demonstrated stronger connections between deep-level knowledge and a high level of uptake in design skills. In contrast, low-performers exhibited more connections between superficial-level knowledge and a low level of uptake in these skills. The findings suggest that in co-viewing video lectures, it's crucial to engage students in clarifying behavioral sequences. Furthermore, the co-occurrence of deep-level knowledge, design skills, and a high level of uptake in shared ideas significantly enhances learning. Our research on learning processes suggests important strategies for students during co-viewing of video lectures: teachers are encouraged to design effective interactive activities and create suitable support interventions to enhance student learning performance in video lectures.

中文摘要：联合观看视频讲座正变得越来越流行，学生可以与一个或多个远程同学同时观看讲座，并在网上参与学习任务的人际沟通。然而，关于共同阅读过程中学生的行为和认知模式的研究却很少。本研究采用眼球追踪与屏幕录像的方法，探讨大学生在合作观看电视讲座时的学习过程。它特别关注学生如何利用视频讲座和参与讨论来完成设计任务。对学习行为的滞后序列分析表明，与表现不佳的学生相比，表现好的学生更多地参与涉及明确学习任务的行为序列。此外，对会话的认知网络分析显示，高绩效者在深层次知识和高水平的设计技能之间表现出更强的联系。相比之下，表现不佳的学生表现出更多的表面知识和这些技能的低水平理解之间的联系。研究结果表明，在共同观看视频讲座时，让学生参与澄清行为序列是至关重要的。此外，深层次的知识、设计技能和高水平的共享理念的共同出现显著地提高了学习效率。我们对学习过程的研究为学生共同观看视频讲座提供了重要的策略: 鼓励教师设计有效的互动活动，并创建适当的支持干预措施，以提高学生在视频讲座中的学习表现。

https://doi.org/10.1016/j.compedu.2024.105110

《From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance》

《从经验到移情: 一种基于移情虚拟现实的学习方法，可以提高英语学习者的移情能力和写作水平》

作者：Jueqi Guan · Shu-Fan Ying · M. Zhang · Gwo‐Jen Hwang

英文摘要：English as a foreign language (EFL) writing is vital in interpersonal and cross-cultural communication. Writing refers to a complicated, dispersed, dialogic, and mediated process of discovery and creation, generally considered to be one of the most challenging skills for EFL learners. Nowadays, some students struggle to create words that resonate with readers since they lack real-life experience and empathy cultivation. Virtual reality (VR) not only provides realistic experiences but is also known as the “ultimate empathy machine.” Therefore, this study proposed an empathetic VR-based learning (E-VRL) approach to provide learners with access to authentic experiences and further promote learner empathy. To assess the validity of this approach, 63 junior high school students were recruited to participate in a quasi-experiment, and were randomly divided into an experimental group (EG) which used the E-VRL approach and a control group (CG) which used the VR-based learning (VRL) approach. The results showed that the E-VRL approach improved students’ cognitive empathy and dialogic empathy more than the VRL approach. Additionally, it was found that students in the EG outperformed those in the CG in terms of the use of ideas and content, word choice, and voice in their writing. This study proves the efficacy of the presented E-VRL approach, and provides valuable insights for future research on the design of VR-based EFL writing activities and VR environments.

中文摘要：作为一门外语，英语写作在人际关系和跨文化对话方面至关重要。写作是一种复杂的、分散的、对话的、中介的发现和创造过程，通常被认为是英语学习者最具挑战性的技能之一。现在，一些学生很难创造出能引起读者共鸣的词汇，因为他们缺乏实际生活经验和同理心的培养。虚拟现实(VR)不仅提供现实体验，而且被称为“终极移情机器”因此，本研究提出了一种基于虚拟现实的移情学习(E-VRL)方法，以提供学习者获得真实经验的途径，并进一步促进学习者的移情。为了评估这种方法的有效性，63名初级中学学生被招募参加一个准实验，并被随机分为一个使用 E-VRL 方法的实验组和一个使用基于虚拟现实的学习方法的对照组。结果表明，E-VRL 教学法比 VRL 教学法更能提高学生的认知移情能力和对话移情能力。此外，研究还发现，在思想和内容的运用、词汇的选择以及写作中的声音方面，英语专业的学生表现优于计算机图形学专业的学生。本研究证明了所提出的 E-VRL 方法的有效性，并为今后基于虚拟现实的英语写作活动设计和虚拟现实环境的研究提供了有价值的启示。

https://doi.org/10.1016/j.compedu.2024.105120

《They believe students can fly: A scoping review on the utilization of drones in educational settings》

《他们相信学生可以飞翔: 教育环境中使用无人机的范围审查》

作者：Michael Yi‐Chao Jiang · Morris Siu‐Yung Jong · Ching Sing Chai · Biyun Huang · Gaowai Chen · Chung Kwan Lo · Frankie Kwan Kit Wong

英文摘要：In the past decade, drones have become another cutting-edge technology for educators, especially those in STEM-related domains. Accordingly, there is a significant need to thoroughly examine how drones are integrated into current pedagogical practices. This study scopes the domain of drone-based learning based on a collection of forty-eight articles identified via systematic searches across the Web of Science (WoS) databases. The analytical framework for coding is underpinned by the Substitution-Augmentation-Modification-Redefinition (SAMR) model. The review explored trends, domains and pedagogical activities, research approaches, learners and learning objectives, variables and aspects of interest, and most importantly, the integration levels of drones into current pedagogical practices. The findings highlight that drones are predominantly utilized in short-term, intermittent, and collaborative learning activities, particularly within STEM-related fields. Notably, the analysis reveals a prevalent use of drones to transform learning, mainly at the Modification and Redefinition levels of the SAMR framework. Regarding drone types, off-the-shelf drones are primarily used for applying-oriented learning and are evenly distributed across the Augmentation, Modification, and Redefinition levels. Conversely, custom-built drones are typically utilized for creating-oriented tasks and are most often associated with the highest SAMR level, i.e., Redefinition. Building upon these findings, the present work underscores the importance of addressing the novelty effect associated with drone-based learning, exploring strategies for sustaining student engagement over time, and investigating the cognitive benefits of intermittent drone use in educational settings. The collaborative nature of drone-based activities is also emphasized, calling for more process-oriented research to understand how drones influence collaborative learning.

中文摘要：在过去的十年里，无人机已经成为教育工作者的另一项尖端技术，尤其是那些与 STEM 相关的领域。因此，迫切需要彻底审查无人机如何融入当前的教学实践。这项研究范围的无人机为基础的学习领域的基础上收集的48篇文章，通过系统搜索整个网络的科学(WoS)数据库。编码的分析框架是由替代-增强-修改-重定义(SAMR)模型支撑的。综述探讨了无人机的发展趋势、领域和教学活动、研究方法、学习者和学习目标、变量和感兴趣的方面，以及最重要的是无人机与当前教学实践的整合水平。研究结果强调，无人机主要用于短期、间歇和合作学习活动，特别是 STEM 相关领域。值得注意的是，分析揭示了无人机在转换学习中的普遍使用，主要是在 SAMR 框架的修改和重新定义级别。关于无人机类型，现成的无人机主要用于面向应用的学习，并均匀分布在增强、修改和重新定义等级。相反，定制无人机通常用于创建面向任务，并且通常与最高 SAMR 级别(即重新定义)相关联。在这些发现的基础上，本研究强调了解决与基于无人机的学习相关的新奇效应的重要性，探索随着时间的推移保持学生参与的策略，以及调查在教育环境中间歇性使用无人机的认知益处。无人机活动的协作性质也得到了强调，呼吁进行更加注重过程的研究，以了解无人机如何影响合作学习。

https://doi.org/10.1016/j.compedu.2024.105113

《Fostering Ecosystem Understanding: The Synergistic Impact of Inquiry-Based Instruction and Information Literacy》

《培养对生态系统的理解: 探究式教学与资讯素养教学的协同效应》

作者：Jiahong Lin · Shu Ching Yang · Jiaying Lin

英文摘要：In the field of environmental education, it is crucial to obtain a profound understanding of students' learning about ecosystem concepts, particularly with regard to the intricate processes of material cycling. Material cycling involves the movement and transformation of elements and compounds within ecosystems and serves as a cornerstone for effective instructional techniques aimed at improving learning outcomes. This study examines the synergistic potential of merging inquiry-based instruction with information literacy within the context of the “mini ecosystem” theme to increase seventh-grade students' comprehension of ecosystem concepts, material cycling, modeling design, and visual literacy. Utilizing a quasiexperimental design, the student cohort was divided into an experimental group that was exposed to inquiry-based instruction and information literacy and a control group that utilized integrated audiovisual media. Assessment tools included standardized tests, open-ended inquiries, design drawings, and evaluations of visual literacy. This study sheds light on students' comprehension of concepts related to ecosystems and material cycling and highlights the effectiveness of integrating inquiry-based instruction and information literacy. Notably, the experimental group surpassed the control group in several aspects, including understanding and higher-order thinking of ecosystem concepts, overall model design with material selection, and overall visual literacy, including aesthetic techniques and creative imagination. However, no significant differences were found in conceptual design or material cycling of model design or in theme composition in visual literacy. In both groups, students with higher pretest scores did not exhibit improvement in the understanding of ecosystem concepts. Despite the identified limitations, the results underscore the potential benefits of each individual component (i.e., inquiry-based instruction and information literacy) as well as their combined synergistic effect in bolstering students' grasp of ecosystem concepts. The study concludes by discussing its limitations and providing suggestions for future research.

中文摘要：在环境教育领域，深入了解学生对生态系统概念的认识，尤其是对物质循环的复杂过程的认识至关重要。材料循环涉及生态系统中元素和化合物的运动和转化，是旨在改善学习成果的有效教学技术的基石。本研究探讨在「迷你生态系统」主题下，将探究式教学与资讯素养教学结合的协同潜力，以提升七年级学生对生态系统概念、物质循环、造型设计及视觉素养的理解。采用准实验设计，将学生群体分为实验组和对照组，实验组接受探究式教学和资讯素养，对照组使用综合视听媒体。评估工具包括标准化测试、开放式询问、设计图纸和视觉素养评估。 本研究旨在探讨学生对生态系统及物质循环概念的理解，以及探究式教学与资讯素养教学相结合的成效。值得注意的是，实验组在生态系统概念的理解和高阶思维、材料选择的整体模型设计、包括美学技术和创造性想象在内的整体视觉素养等方面都超过了对照组。然而，在模型设计的楚格设计或材料循环或视觉素养的主题构成方面没有发现显著差异。在两组中，预测分数较高的学生在对生态系统概念的理解上没有表现出改善。尽管存在这些局限性，研究结果强调了每个单独组成部分(即探究式教学和资讯素养)的潜在益处，以及它们在加强学生对生态系统概念的理解方面的综合协同效应。最后讨论了本研究的局限性，并对今后的研究提出了建议。

https://doi.org/10.1016/j.compedu.2024.105125

《Dynamic Interplays between Self-Regulated Learning and Computational Thinking in Primary School Students Through Animations and Worksheets》

《小学生自我调节学习与计算思维的动态互动》

作者：Siu Cheung Kong · Yiqing Wang

英文摘要：Recent studies identify Self-Regulated Learning (SRL) as a key factor in enhancing cognitive development, particularly within Computational Thinking (CT) literature. However, research gaps remain in understanding how SRL and CT interact from a developmental perspective. Our study designed a program with tailored animations and worksheets to specifically foster students' learning and cognitive development. Using a mixed-methods approach, we administered surveys among 1235 students from 29 Hong Kong primary schools to investigate a dynamic learning system comprising SRL and CT in a large-scale CT program. Additionally, semi-structured interviews were conducted with 15 students to further probe insights. Quantitative findings revealed a mutually reinforcing relationship in the dynamic system, suggesting that higher SRL skills enhance cognitive CT abilities, and vice versa. Complementing these results, qualitative findings showed that integrating animations and worksheets into the CT program significantly boosted students' SRL and cognitive development. These findings have significant implications for educational practices and curriculum design. Schools should consider implementing SRL strategies, such as proactive goal setting and reflective evaluation, within their curricula to promote students’ cognitive development. Furthermore, strategic investments in educational technology, including collaborations with EdTech developers, are essential to create effective, pedagogically sound tools that enhance learning outcomes. These insights provide valuable guidance for creating a supportive SRL environment that fosters cognitive development in primary school education.

中文摘要：最近的研究确定自我调节学习(SRL)是促进认知发展的关键因素，特别是在计算思维(CT)文献中。然而，从发展的角度理解 SRL 和 CT 如何相互作用仍然存在研究差距。我们的研究设计了一个具有量身定制的动画和工作表的程序，以专门促进学生的学习和认知发展。我们采用混合方法，对来自香港29所小学的1235名学生进行了问卷调查，以调查一个大规模 CT 项目中包括 SRL 和 CT 的动态学习系统。此外，还对15名学生进行了半结构化访谈，以进一步探讨见解。定量研究结果揭示了动态系统中相互强化的关系，表明较高的 SRL 技能增强认知 CT 能力，反之亦然。定性研究结果补充了这些结果，表明将动画和工作表整合到 CT 程序中可以显著提高学生的 SRL 和认知发展。这些发现对教育实践和课程设计具有重要意义。学校应考虑在课程内推行自我评估学习策略，例如主动设定目标及进行反思性评估，以促进学生的认知发展。此外，对教育技术的战略性投资，包括与教育技术开发商的合作，对于创建有效的、教学合理的工具来提高学习成果至关重要。这些见解提供了有价值的指导，创造一个支持性的自主学习环境，促进认知发展的小学教育。

https://doi.org/10.1016/j.compedu.2024.105126

《Digital social support among educators in social media: An international comparative study of tweets and replies in #teachertwitter and #twlz》

《社会媒体中教育工作者的数字社会支持: # 教师 twitter 和 # twlz 中 tweet 和回复的国际比较研究》

作者：Eric Richter · Jeffrey P. Carpenter · André Meyer · Dirk Richter

英文摘要：Asking questions on social media acts as a stimulus for professional learning among educators, while the answers can offer them valuable resources. Framed by the concept of digital social support and using a cross-cultural comparative approach, we investigate what type of digital social support educators seek when using educational social media spaces, and what they receive from other users who answer their questions. Analyzing 2,274 tweets and 2,020 replies from two hashtags popular among German and US teachers, #twlz and #teachertwitter, we find that educators mainly seek instrumental support (e.g. materials). Yet what is being sought influences the likelihood of getting the desired response, not the user's characteristics. Differences emerge between the two hashtags in the kinds of support educators seek and the way educators respond to requests. The findings highlight the need for educators to possess digital competencies to fully utilize social media spaces.

中文摘要：在社交媒体上提问可以刺激教育工作者的专业学习，而答案可以为他们提供宝贵的资源。在数字社会支持概念的框架下，运用跨文化比较的方法，我们调查了数字社会支持教育工作者在使用教育社会媒体空间时寻求什么类型的支持，以及他们从回答他们问题的其他用户那里得到了什么。通过分析2,274条推文和2,020条回复，我们发现教育工作者主要寻求工具性的支持(例如材料)。然而，正在寻找的东西影响获得所需响应的可能性，而不是用户的特征。这两个标签在教育工作者寻求支持的种类和教育工作者回应请求的方式上出现了差异。研究结果强调，教育工作者需要具备充分利用社会媒体空间的数字能力。

https://doi.org/10.1016/j.compedu.2024.105137

《Is anybody watching: A multi-factor motivational framework for educational video engagement》

《有人在看吗: 教育视频参与的多因素动机框架》

作者：Michael Parker · Matt Bunch · Andrew Pike

英文摘要：Videos are one of the most widely used teaching and learning modalities and form the backbone of many online courses. Therefore, understanding what influences video-watching behavior has been an area of intense interest to educators and course designers. Exploration of video engagement in online courses has focused primarily on factors intrinsic to each video, such as video length and production style, with less exploration of the effects of the course context. Furthermore, the prevailing narrative that emphasizes keeping videos relatively short (under six minutes in length) stems from studies looking at engagement during individual viewing sessions for each video, rather than total engagement measured over all of a student’s viewing sessions for a given video. Using detailed viewing data from 3.1M video views in a variety of online biomedical science courses, we demonstrate that students regularly engage with educational videos over multiple viewing sessions. This behavior causes single-viewing metrics to significantly underestimate true engagement, and indicates that the commonly accepted wisdom of limiting videos to only 6 minutes in length is not well-grounded in learners’ actual behavior. We also show that elements of course context are strongly associated with video engagement. Such elements include the number of graded assessments associated with each video, a video’s position within a course, and requiring video viewing in order to obtain desirable outcomes, such as certificates. Based on the data, we create linear models that are able to predict whether a video will garner high or low engagement across single and multiple viewing sessions. These models are significantly more accurate than models that rely on video length alone, further substantiating the importance of course context. These results suggest several factors that educators and course designers can utilize in video design and course development to increase video engagement.

中文摘要：视频是最广泛使用的教学和学习方式之一，是许多在线课程的主干。因此，理解影响视频观看行为的因素一直是教育工作者和课程设计者非常感兴趣的领域。在线课程视频参与的探索主要集中在每个视频内在的因素上，如视频长度和制作风格，对课程背景的影响的探索较少。此外，强调视频相对较短(长度小于6分钟)的流行说法源于对每个视频在单独观看时的参与度的研究，而不是对一个给定视频在学生所有观看时的总参与度的测量。通过使用各种在线生物医学科学课程中310万视频浏览量的详细观看数据，我们证明学生在多个观看时段定期观看教育视频。这种行为导致单次观看指标显著低估了真正的参与度，并表明普遍接受的将视频长度限制在6分钟的观点并没有很好地基于学习者的实际行为。我们还表明，课程背景元素与视频参与度密切相关。这些要素包括与每个视频相关的分级评估的数量，视频在课程中的位置，以及要求观看视频以获得理想的结果，如证书。基于这些数据，我们创建了线性模型，能够预测视频在单次和多次观看过程中是否会获得较高或较低的参与度。这些模型明显比仅仅依赖于视频长度的模型更加精确，进一步证实了课程背景的重要性。这些结果表明，教育工作者和课程设计者可以在视频设计和课程开发中利用几个因素来增加视频参与度。

https://doi.org/10.1016/j.compedu.2024.105148

《Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle》

《使用多重的，动态链接的表征来发展表征能力和对地震周期的概念理解》

作者：Christopher Lore · Hee‐Sun Lee · Amy Pallant · Jie Chao

英文摘要：Using computational methods to produce and interpret multiple scientific representations is now a common practice in many science disciplines. Research has shown students have difficulty in moving across, connecting, and sensemaking from multiple representations. There is a need to develop task-specific representational competencies for students to reason and conduct scientific investigations using multiple representations. In this study, we focus on three representational competencies: 1) linking between representations, 2) disciplinary sensemaking from multiple representations, and 3) conceptualizing domain-relevant content derived from multiple representations. We developed a block code-based computational modeling environment with three different representations and embedded it within an online activity for students to carry out investigations around the earthquake cycle. The three representations include a procedural representation of block codes, a geometric representation of land deformation build-up, and a graphical representation of deformation build-up over time. We examined the extent of students' representational competencies and which competencies are most correlated with students’ future performance in a computationally supported geoscience investigation. Results indicate that a majority of the 431 students showed at least some form of representational competence. However, a relatively small number of students showed sophisticated levels of linking, sensemaking, and conceptualizing from the representations. Five of seven representational competencies, the most prominent being code sensemaking (η2 = 0.053, p < 0.001), were significantly correlated to student performance on a summative geoscience investigation.

中文摘要：使用计算方法来产生和解释多种科学表征，现在是许多科学学科的普遍做法。研究表明，学生很难从多重表征中移动、连接和感知。有必要发展特定任务的表征能力的学生推理和进行科学调查使用多重表征。在这项研究中，我们关注三个表征能力: 1)表征之间的联系，2)来自多重表征的学科意义制定，3)来自多重表征的领域相关内容的概念化。我们开发了一个基于块代码的三种不同表示的计算建模环境，并将其嵌入到一个在线活动中，供学生进行地震周期的调查。这三种表示形式包括块码的程序表示形式、土地变形累积的几何表示形式和随时间变化的变形累积的图形表示形式。在计算支持的地球科学调查中，我们检查了学生表征能力的程度，以及哪些能力与学生未来的表现最相关。结果表明，在431名学生中，大多数学生至少表现出某种形式的表征能力。然而，相对较少的学生表现出复杂水平的连接，意义，和概念化的表征。七个代表性能力中的五个，最突出的是代码意义制定(η2 = 0.053，p < 0.001) ，与学生在总结性地球科学调查中的表现显着相关。

https://doi.org/10.1016/j.compedu.2024.105149

《Conceptualization of Professional Digital Competence for School Leaders in Schools with 1:1 Coverage of Digital Devices》

《以1:1比例覆盖数码装置的学校领导的专业数码能力概念》

作者：Cathrine Tømte

英文摘要：As societies are increasingly digitalised, digital competences are required—for citizens in general and within professions. In education, professional digital competence (PDC) for teachers has been on the research agenda for years. However, less is known about what constitutes PDC for school leaders. This paper adopts a qualitative approach to explore what constitutes school leaders' PDC. It builds on previous studies of concepts of teachers’ PDC, digital transformations in education, and school leadership, supplemented by findings from two empirical studies on school leadership in schools with 1:1 coverage of digital devices. Based on this, the paper presents an initial conceptualisation of PDC for school leaders, illustrating how digital technologies impact both administrative and pedagogical leadership. The paper has merits for the research community interested in school leadership, digitalisation, professional digital competence, education, and schools.

中文摘要：随着社会日益数字化，无论是普通公民还是专业人士，都需要具备数字能力。在教育领域，教师的专业数字能力(PDC)一直是研究的热点。然而，对于学校领导的 PDC 的构成知之甚少。本文采用定性研究的方法，探讨了学校领导者个人发展的构成要素。它建立在以前对教师个人数字化发展、教育数字化变革和学校领导力概念的研究基础之上，辅之以两项关于学校领导力的实证研究结果，这两项研究以1:1的比例覆盖了数字设备。在此基础上，本文提出了学校领导者 PDC 的初步概念，说明了数字技术如何影响行政和教学领导。这篇论文对于那些对学校领导力、数字化、专业数字能力、教育和学校感兴趣的研究团体来说是有价值的。

https://doi.org/10.1016/j.compedu.2024.105151

《Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework》

《混合同步教室中城乡教师互动行为的探索——来自一个交互分析框架的启示》

作者：C. Li · Dan Sun · Jie Xu · Yifan Zhu · Yumei Huang · Wenjing Zheng · Xingzhong Tang · Yan Li

英文摘要：Blended synchronous classrooms (BSCs) play a critical role in narrowing the educational gap between urban and rural areas in China, promoting educational equity. In BSCs, the quantity and quality of interactive teaching behaviours of urban and rural teachers may significantly influence the learning experiences of students in both urban and rural settings, and they are supposed to be different from interactive teaching behaviours that happen in traditional classrooms. However, there is limited research on the characteristics of such interactive teaching behaviours in BSCs. To address the gap, this study first proposed an interaction analysis framework for BSCs (IAF4BSCs) and then examined the interactive teaching behaviours of urban and rural teachers in BSCs using this framework, along with various learning analytics methods including lag sequential analysis, frequent sequence mining and thematic analysis. The data analysis yielded the following results: (1) Urban teachers exhibited more speech behaviours such as lecturing and providing immediate feedback, whereas rural teachers engaged more in non-speech behaviours like classroom patrols. (2) Despite the expectation for urban teachers to interact equally with urban and rural students in BSCs, they predominantly focused on urban students. (3) Urban teachers demonstrated diverse interaction sequences with both urban and rural students, whereas rural teachers primarily interacted with rural students. (4) Interviews with teachers and students revealed both positive and negative aspects of interactive teaching behaviours in BSCs. Based on these findings, the study proposed three pedagogical recommendations to enhance interactive teaching behaviours in BSCs: increasing interactive participation, integrating technology more effectively and emphasizing post-class assessment.

中文摘要：混合同步教室在缩小我国城乡教育差距、促进教育公平方面发挥着重要作用。在 BSC 中，城市和农村教师互动教学行为的数量和质量可能会显著影响学生在城市和农村环境中的学习经历，而且这些互动教学行为应该不同于发生在传统课堂上的互动教学行为。然而，关于这种互动式教学行为在 BSC 中的特点的研究却很有限。为了解决这一差距，本研究首先提出了 BSC (IAF4BSC)的互动分析框架，然后利用该框架检验了 BSC 中城乡教师的互动教学行为，以及各种学习分析方法，包括滞后序列分析，频繁序列挖掘和主题分析。数据分析结果表明: (1)城市教师表现出更多的讲课和即时反馈等言语行为，而农村教师表现出更多的课堂巡逻等非言语行为。(2)尽管期望城市教师在基础教育中心与城市和农村学生平等互动，但他们主要关注城市学生。(3)城市教师与城乡学生的交往呈现出多样化的交往序列，而农村教师主要与农村学生进行交往。(4)师生访问显示基层支援中心的互动教学行为既有正面的一面，也有负面的一面。基于这些发现，研究提出三项教学建议，以加强基础教育课程的互动教学行为: 增加互动参与、更有效地整合科技及强调课后评估。

https://doi.org/10.1016/j.compedu.2024.105152

《Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom》

《共同教学现象及其对学生参与的影响: 混合同步教学法研究》

作者：Yujie Yan · Mingzhang Zuo · Heng Luo

英文摘要：Co-teaching, a partnership between professional peers with different expertise to jointly deliver instruction and divide teaching responsibility, is recognized as an effective teaching strategy that has been widely implemented. The increased use of information and communication technologies in educational practices may expand the opportunities for potentially beneficial teacher collaboration across schools. How the online teacher and the on-site teacher co-teach in blended synchronous teaching and learning, as well as its effectiveness on student engagement, remains unclear. This paper presents the results from a sequential research design from the teaching presence perspective to shed light on the characteristics of co-teaching presence and its effect on student engagement in the blended synchronous classroom. In study one, qualitative data collected through ethnographic observation and interviews exhibited how the co-teaching presence was created and its elements: instructional design and organization, facilitating discourse, direct instruction, assessment, supplementary instruction, organization and management, and affective support. Study two was a quantitative study that applied a self-report questionnaire to 268 students to further verify the effects of elements of co-teaching presence on student engagement. Based on hierarchical regression analyses, the results provided evidence that student engagement benefits from collaborative teaching; the on-site teacher's affective support had the greatest influence on sustaining student engagement. Additional findings, implications, limitations, and research directions are discussed.

中文摘要：合作教学是由具有不同专业知识的专业同行建立伙伴关系，共同提供教学和分担教学责任的一种有效的教学策略，已得到广泛实施。在教育实践中越来越多地使用信息和通信技术，可能扩大在各学校之间进行有潜在益处的教师合作的机会。在线教师和现场教师如何在混合同步教学中共同教学，以及它对学生参与的有效性，仍然不清楚。本文从教学存在感的角度出发，通过序贯研究设计，揭示了混合同步课堂中合作教学存在感的特点及其对学生参与的影响。在研究一中，通过人种学观察和访谈收集的定性数据显示了合作教学的形成及其要素: 教学设计和组织，促进话语，直接教学法，评估，补充教学，组织和管理，以及情感支持。研究二采用自我报告问卷对268名学生进行定量研究，以进一步验证合作教学存在的因素对学生参与的影响。基于层次回归分析的结果表明，协作教学对学生敬业度有显著影响，现场教师的情感支持对学生敬业度的维持影响最大。其他发现，含义，局限性和研究方向进行了讨论。

https://doi.org/10.1016/j.compedu.2024.105153

《Facial Animacy in Anthropomorphised Designs: Insights from Leveraging Self-Report and Facial Expression Analysis for Multimedia Learning》

《人形化设计中的面部生命: 利用自我报告和面部表情分析进行多媒体学习的启示》

作者：Jeya Amantha Kumar

英文摘要：Anthropomorphism is the act of attributing human-like characteristics to non-human objects and has played a key role in the field of emotional design in multimedia learning. Despite its significance, the relationship between animacy and anthropomorphism, particularly facial animacy, remains underexplored albeit its potential impact on learning engagement and emotional responses. Hence, this study aims to address this gap by examining the effects of facial animacy in anthropomorphised designs using a 3 × 2 design (none vs. static vs. animated) based on self-reported measure (SRM) and facial emotion recognition (FER) and how both measures are associated. The findings revealed discrepancies between both measures, with mostly moderate to weak correlations between hypothesised associations. SRM results indicated that face animacy decreased perceived boredom, while static and dynamic anthropomorphised designs increased curiosity. The FER results revealed notable similarities between designs without anthropomorphism and the static versions, highlighting that facial animacy led participants to express more joy and less neutral expressions. Additionally, neutral expressions were associated with lower enjoyment perception, while negative emotions, especially boredom, were linked to reduced attention.

中文摘要：拟人论是将类人特征赋予非人类物体的行为，在多媒体学习的情感设计领域发挥了重要作用。尽管有生命力和拟人论之间的关系很重要，尤其是面部有生命力，但是它对学习投入和情绪反应的潜在影响仍然没有得到充分的探索。因此，本研究旨在通过使用基于自我报告测量(SRM)和面部情绪识别(FER)的3 × 2设计(静态与动态)以及两种测量如何相关联来检查面部活性在拟人化设计中的影响来解决这一差距。研究结果揭示了两种测量方法之间的差异，假设的关联之间的相关性大多是中等到弱的。SRM 结果表明，面部活性降低感知无聊，而静态和动态拟人化设计增加好奇心。FER 的结果显示，没有拟人论的设计和静态的设计有明显的相似之处，强调面部活力使参与者表达更多的喜悦，而不是中性的表情。此外，中性表情与较低的享受感有关，而负面情绪，特别是厌倦，则与较低的注意力有关。

https://doi.org/10.1016/j.compedu.2024.105150

《An Examination of Teachers’ Views on Video Games and Learning: Establishing the Games and Literacy Education (GALE) Scale》

《教师对电子游戏与学习观的审视: 游戏与识字教育量表的编制》

作者：Sam von Gillern · Amanda A. Olsen · Brady Nash · Carolyn J. Stufft

英文摘要：Teachers' views impact if and how technologies are integrated into classroom practice, and research demonstrates that digital game-based learning can support student learning across content areas. Yet, quantitative examinations of teachers' views on digital game-based learning in literacy education are limited. This study establishes the Gaming and Literacy Education (GALE) Scale as a reliable and valid measure for examining literacy teachers' perspectives on digital games and learning. The GALE Scale is a 21-item five-factor model created by conducting an exploratory factor analysis with survey data from 516 literacy teachers in the central United States followed by a confirmatory factor analysis with data from another 516 teachers. While participants generally agreed that digital games can support student learning, they reported limited integration of games in their classrooms, and only 12.2% agreed they learned about game-based learning in their teacher preparation program. Given the efficacy of digital game-based learning across disciplines demonstrated in meta-analytic research, literacy teacher education and professional development on effective uses of games in literacy learning are warranted. Further, scholars can utilize the GALE Scale to examine teachers’ views on digital games and literacy learning across time and contexts.

中文摘要：教师的观点影响技术是否以及如何融入课堂实践，研究表明，基于数字游戏的学习可以支持学生跨内容领域的学习。然而，定量检验教师对扫盲教育中数字游戏学习的看法是有限的。本研究建立了游戏与识字教育量表(GALE) ，作为检验识字教师对数位游戏与学习观念的可靠而有效的量表。大学英语水平测试量表是一个由21个项目组成的五因素模型。该因子分析采用了来自美国中部516名识字教师的调查数据，然后采用来自另外516名教师的数据进行验证性因素分析。虽然参与者普遍认为数字游戏可以支持学生学习，但他们表示，在课堂上游戏的整合程度有限，只有12.2% 的人同意他们在教师准备计划中学习了基于游戏的学习。鉴于元分析研究所证明的基于数字游戏的跨学科学习的有效性，扫盲教师教育和在扫盲学习中有效使用游戏的专业发展是必要的。此外，学者们还可以利用 GALE 量表来考察教师对数字游戏和跨时间和跨语境的读写能力学习的看法。

https://doi.org/10.1016/j.compedu.2024.105155

《Analysis and discovery of procrastination patterns in a language learning MOOC》

《语言学习 MOOC 中拖延模式的分析与发现》

作者：Jorge A. Vázquez Mendoza · Cèsar Ferri · C. Monserrat

英文摘要：Online learning has been gaining a broad notoriety in society in the last years. The ease with which users from all over the world can learn is one of its main attractions. MOOCs are one of these technologies, which have enabled users to learn almost any subject of their interest. The use of MOOCs generates a massive amount of data that has been used by researchers with different goals: to predict dropout, predict grades and determine learning styles. Users of MOOCs face several challenges, some of which have been extensively studied. However, there are some of them, such as procrastination, whose study as a determining factor in the failure of such courses has not been addressed in sufficient depth. Through this paper, the influence of procrastination on the failure rates of users in a MOOC has been uncovered. Furthermore, by using process mining, this research has revealed the existence of a pattern of procrastination and the type of material used during study sessions by the users who fail the course. Speclifically, diverse forms of procrastination have been identified, resulting in differing effects on the educational outcomes attained by the user. These findings possess considerable implications, as they underscore the potential worth of detecting specific procrastination patterns to ascertain users who necessitate supplementary support during their educational pursuits within MOOCs.

中文摘要：在过去的几年里，在线学习已经在社会上声名狼藉。来自世界各地的用户能够轻松地学习是它的主要吸引力之一。MOOC 就是这些技术之一，它使用户能够学习他们感兴趣的几乎任何主题。MOOCs 的使用产生了大量的数据，这些数据被研究人员用于不同的目标: 预测辍学，预测成绩和确定学习风格。MOOCs 的用户面临着几个挑战，其中一些已经被广泛研究。然而，其中一些问题，如拖延症，作为这类课程失败的决定性因素的研究还没有得到足够的深入探讨。本文揭示了 MOOC 中拖延对用户失败率的影响。此外，通过使用过程挖掘，本研究揭示了拖延模式的存在，以及不及格的学习者在学习过程中使用的材料类型。具体来说，各种形式的拖延已经被确定，导致不同的影响教育结果的用户所获得的。这些研究结果具有相当大的意义，因为它们强调了发现特定拖延模式的潜在价值，以确定在网络公开课教学过程中需要补充支持的用户。

https://doi.org/10.1016/j.compedu.2024.105154

《Understanding the Effectiveness of Automated Feedback: Using Process Data to Uncover the Role of Behavioral Engagement》

《理解自动反馈的有效性: 利用过程数据揭示行为参与的作用》

作者：Ronja Schiller · Johanna Fleckenstein · Ute Mertens · Andrea Horbach · Jennifer Meyer

英文摘要：In the last couple of years, feedback research has shifted towards a feedback-as-process approach, taking a learner-centered perspective and focusing on the proactive role of the learner in feedback effectiveness. Process measures can provide new insights into the role of the learner by making learners’ actual behavioral engagement visible. We conducted an experimental study, comparing two groups (feedback vs. no feedback) of English-as-a-foreign-language learners in lower secondary schools (N = 189). The learners completed a writing task and revised it with or without feedback. A second writing task served as a transfer task. Performance was automatically assessed using a scoring algorithm. To determine the level of learners’ behavioral engagement during the text revision, we used the revision time and the edit distance (i.e., a similarity measure) as behavioral measures. Our analyses showed a positive effect of feedback on text revision. We found a full mediation of the effect of feedback on text revision through revision time with an estimated portion of mediation (POM) of .63∗∗∗ and a partial mediation of the feedback effect on text revision through the edit distance with a POM of .30∗∗. We did not find significant mediation effects of either engagement variable regarding performance in a transfer task. Our findings contribute to the understanding of feedback effectiveness, highlighting the central role of learner engagement in the feedback process.

中文摘要：在过去的几年中，反馈研究已经转向了反馈即过程的方法，采取以学习者为中心的观点，重点关注学习者在反馈有效性中的主动作用。过程测量可以使学习者的实际行为参与变得可见，从而对学习者的角色提供新的认识。我们进行了一项实验研究，比较了两组初中英语为外语的学习者(N = 189)。学习者完成一项写作任务，并在有或没有反馈的情况下对其进行修改。第二个写作任务作为迁移任务。使用评分算法自动评估性能。为了确定学习者在文本修订过程中的行为参与水平，我们使用了修订时间和编辑距离(即相似性度量)作为行为度量。我们的分析表明反馈对语篇修改有积极的作用。我们发现，通过修改时间，反馈对文本修改的影响得到了充分的调解，估计部分调解(POM)为.63 * * ，而通过编辑距离，反馈对文本修改的影响得到了部分调解，估计部分调解(POM)为.30 * 。我们没有发现任何一个参与变量对转移任务的性能有显著的中介效应。我们的研究结果有助于理解反馈的有效性，强调学习者参与反馈过程的中心作用。

https://doi.org/10.1016/j.compedu.2024.105163

《Pedagogical Agent Design for K-12 Education: A Systematic Review》

《中小学教育教学主体设计: 一个系统综述》

作者：Shan Zhang · Chris Davis Jaldi · Noah L. Schroeder · Alexis A. López · Jessica R. Gladstone · Steffi Heidig

英文摘要：Pedagogical agents (PAs) are increasingly being integrated into educational technologies. Although previous reviews have examined the impact of PAs on learning and learning-related outcomes, it still remains unclear what specific design features, social cues, and other contextual elements of PA implementation can optimize the learning process. These questions are even more prevalent with regards to the K-12 population, as most reviews to date have largely focused on post-secondary learners. To address this gap in the literature, we systematically review empirical studies around the design of PAs for K-12 learners. After reviewing 1374 studies for potential inclusion, we analyzed 44 studies that met our inclusion criteria using Heidig and Clarebout's (2011) frameworks. Our findings showed that learners had preferences for specific types of PAs. While these preferences were not always associated with increased learning outcomes, there is a lack of research specifically investigating the intersection of perceptions and learning. Our results also showed that pedagogical strategies that are effective for human teachers were effective when used by PAs. We highlight what specific design features instructional designers can use to design PAs for K-12 learners and discuss promising research directions based on the extant work in the field.

中文摘要：教学代理(PA)正在越来越多地被整合到教育技术中。尽管以前的评论已经检查了 PA 对学习和学习相关结果的影响，但是 PA 实施的具体设计特征，社会线索和其他上下文要素可以优化学习过程仍然不清楚。这些问题在 K-12人群中更为普遍，因为到目前为止，大多数评论主要集中在中学后学习者身上。为了解决这一文献中的差距，我们系统地回顾了围绕 K-12学习者个人助理设计的实证研究。在回顾了1374项可能纳入的研究后，我们使用 Heidig 和克莱尔布特(2011)的框架分析了44项符合纳入标准的研究。我们的研究结果表明，学习者对特定类型的个人助理有偏好。虽然这些偏好并不总是与增加学习成果有关，但缺乏专门调查感知和学习交叉点的研究。我们的研究结果还表明，对人类教师有效的教学策略在个人助理使用时是有效的。我们强调教学设计师可以使用哪些特定的设计特征来为 K-12学习者设计个人助理，并讨论基于该领域现有工作的有前途的研究方向。

https://doi.org/10.1016/j.compedu.2024.105165

《Uncovering student profiles. An explainable cluster analysis approach to PISA 2022》

《揭示学生档案2022年国际学生评估项目的数据聚类》

作者：Miguel Alvarez-Garcia · Mar Arenas‐Parra · Raquel Ibar-Alonso

英文摘要：Educational data mining (EDM) applied to the wealth of data generated from international large-scale assessments (ILSAs) shows potential for identifying successful educational initiatives. Despite limited research on clustering methods in ILSAs, leveraging these methods to uncover student profiles can help decision-making in designing tailored programs. This study aims to identify and characterize 15-year-old student profiles using PISA 2022 data and reveal insights into the relationship between these profiles and factors such as ICT availability and use, gender, academic performance, and educational expectations. We analyzed PISA 2022 Spanish student data (n = 30,800) with a selection of 74 contextual variables, applying an end-to-end explainable cluster analysis methodology that integrates different machine learning (ML) and explainable artificial intelligence (XAI) techniques. This methodology covered data pre-processing, dimensionality reduction, clustering, and classification to ensure data quality and result explainability. We obtained 16 derived variables, 7 student clusters, and an optimal XGBoost classifier with a global accuracy of 0.8643. Using local and global SHAP values, we interpreted clusters, finding that socio-economic status and ICT availability and use at home are the most important factors differentiating student profiles. Our findings suggest the need to emphasize (i) proper ICT accessibility and use, as well as student support networks to improve academic performance, (ii) gender-specific well-being programs, and (iii) the encouragement of educational expectations tailored to students’ gender and their exposure to higher education. These results pave the way for personalized academic policies and programs through ML-based tools for uncovering student profiles.

中文摘要：教育数据挖掘(EDM)应用于国际大规模评估(ILSA)产生的大量数据，显示了识别成功教育举措的潜力。尽管在 ILSA 中对聚类方法的研究有限，但利用这些方法揭示学生的个人资料可以帮助设计量身定制的课程的决策。本研究旨在使用 PISA 2022数据确定和描述15岁学生的概况，并揭示这些概况与信息通信技术的可用性和使用、性别、学习成绩和教育期望等因素之间的关系。我们分析了 PISA 2022西班牙学生数据(n = 30,800) ，选择了74个上下文变量，采用了一种端到端的可解释的数据聚类方法，整合了不同的机器学习(ML)和可解释的人工智能(XAI)技术。这种方法涵盖了数据预处理、降维、聚类和分类，以确保数据质量和结果的可解释性。我们获得了16个派生变量，7个学生聚类，以及一个全局精度为0.8643的最佳 XGBoost 分类器。使用当地和全球 SHAP 值，我们解释了聚类，发现社会经济地位和信息通信技术在家中的可用性和使用是区分学生概况的最重要因素。我们的研究结果表明，需要强调(i)适当的信息和通信技术的可及性和使用，以及学生支持网络，以提高学业成绩，(ii)性别特定的福祉计划，以及(iii)鼓励教育期望量身定制的学生的性别和他们接受高等教育的机会。这些结果通过基于机器学习的工具揭示学生档案，为个性化的学术政策和项目铺平了道路。

https://doi.org/10.1016/j.compedu.2024.105166

《Comparing Human-made and AI-generated Teaching Videos: An Experimental Study on Learning Effects》

《人工视频与人工智能教学视频学习效果比较的实验研究》

作者：Torbjørn H. Netland · Oliver von Dzengelevski · Katalin Tesch · Daniel Kwasnitschka

英文摘要：In the age of generative AI, can teaching videos be efficiently and effectively generated by large language models? In this study, the authors used generative AI tools to develop four short teaching videos for a management course and then compared them with human-generated videos on the same subjects in an online experiment. In an across-subject experimental design, 447 participants completed two treatment conditions presenting different mixes of AI-generated and human-made videos. The participants were asked to rate their learning experiences after each video and had their learning outcomes tested in a multiple-choice exam at the end of the session (N = 1788 video treatments). The findings show that human-generated videos provided a statistically significant but small advantage to participants in terms of learning experience, indicating that the participants still prefer to be taught by human teachers. However, a comparison of exam results between the experimental groups implies that the participants eventually acquired knowledge about the content to a similar degree. Given these findings and the ease with which AI-generated teaching videos can be created, this study concludes that AI-generated teaching videos will likely proliferate.

中文摘要：在生成式人工智能时代，大型语言模型能够有效地生成教学视频吗？在这项研究中，作者使用生成式人工智能工具为一门管理课程制作了四个短视频教学视频，然后在一个在线实验中将它们与同一主题的人工生成视频进行了比较。在一个跨学科的实验设计中，447名参与者完成了两个治疗条件，呈现了人工智能生成和人造视频的不同混合。参与者被要求在每个视频之后评估他们的学习经历，并在会议结束时让他们的学习成果在多项选择考试中进行测试(N = 1788个视频治疗)。研究结果表明，人工制作的视频在学习经验方面为参与者提供了一个统计学上显著但很小的优势，这表明参与者仍然更喜欢由人类教师教授。然而，实验组之间的考试结果的比较表明，参与者最终获得了相似程度的内容知识。考虑到这些发现，以及人工智能生成的教学视频可以轻松创建，这项研究得出结论，人工智能生成的教学视频可能会激增。

https://doi.org/10.1016/j.compedu.2024.105164

《A Systematic Review of Technology-Enabled Teacher Professional Development During COVID -19 Pandemic》

《系统综述科技辅助教师专业发展冠状病毒疾病》

作者：Lingyun Huang · Min Liang · Yuhan Xiong · Xiaomeng Wu · Cher Ping Lim

英文摘要：Technologies have the potential to support and enable teacher professional development (TPD) programs for inclusive and equitable quality education and lifelong learning for all (United Nations, 2023). This paper reviews the technology-enabled TPD programs that took place during the COVID-19 pandemic and investigated their effectiveness on teachers' learning and professional growth. Drawing on the TPD@Scale model, we systematically analyzed the quality, equity, and efficiency dimensions of 37 technology-enabled TPD programs implemented during the pandemic. The findings demonstrate that technology-enabled TPD programs could develop teachers’ knowledge and skills critical to quality teaching during the pandemic and create environments that foster active learning and collaboration among teachers. However, there needs to be significant improvements in using technology to provide expert support and facilitate feedback and reflections. Furthermore, equity and efficiency were not specifically discussed in these TPD programs. Lessons learned from the present study have allowed us to provide recommendations to researchers, policymakers, practitioners, and educators.

中文摘要：技术有潜力支持和促进教师专业发展(tPD)项目，以实现包容性和公平的全民优质教育和终身学习(联合国，2023年)。本文回顾了在2019冠状病毒疾病大流行期间发生的技术支持的技术发展计划，并调查了它们对教师学习和专业成长的有效性。根据 TPD@Scale 模型，我们系统地分析了大流行期间实施的37个技术支持的 TPD 项目的质量、公平性和效率维度。研究结果表明，技术支持的 TPD 计划可以发展教师的知识和技能，在大流行期间对教学质量至关重要，并创造环境，促进积极的学习和教师之间的合作。然而，在利用技术提供专家支持以及促进反馈和思考方面需要有重大改进。此外，公平和效率没有在这些 TPD 项目中进行具体讨论。从目前的研究中吸取的经验教训使我们能够为研究人员、决策者、从业人员和教育工作者提供建议。

https://doi.org/10.1016/j.compedu.2024.105168

《Online Peer Feedback via Moodle Forum: Implications for Longitudinal Feedback Design and Feedback Quality》

《通过 Moodle 论坛在线同侪反馈: 对纵向反馈设计和反馈质量的启示》

作者：Qin Xie · Zhang Chang

英文摘要：This study experimented with four design elements and examined their impact on feedback quality—anonymizing feedback writers, providing teacher-made rubrics and a feedback template, and making feedback traceable. The study adopted a quasi-experimental design and involved 75 undergraduates who produced 362 feedback entries on peers' presentations over eight weeks. The feedback comments were scored against detailed rubrics of feedback quality, focusing on nine features grouped under ideational, interpersonal, and textual dimensions according to the functional linguistics perspective. The scores were analyzed using a two-way repeated measures ANOVA to compare the experimental and the control groups' overall performance and week-by-week changes. The results were complex and mixed. Anonymity encouraged feedback writers to be more critical but negatively affected the interpersonal dimension of their writing. Providing templates and rubrics assisted them in the ideational dimension and enabled them to write from multiple aspects. Making feedback traceable helped them learn accumulatively from past efforts. Overall, the design elements substantially improved feedback quality in the first two weeks; however, their advantages diminished over time. In the eighth week, the two groups’ feedback became similar in quality. The study provides new insights for research and practice, highlighting the need to reassess and modify feedback design for longitudinal and routinized feedback activities.

中文摘要：本研究以四个设计元素为实验对象，探讨它们对反馈质量的影响ーー匿名反馈作者、提供教师制定的标准和反馈模板，以及使反馈可追溯。这项研究采用了准实验设计，75名大学生在8周的时间里对同龄人的陈述产生了362个反馈条目。根据功能语言学的观点，反馈评论按照反馈质量的具体细则进行评分，重点分析概念维度、人际维度和语篇维度下的九个特征。分数用双向重复测量方差分析比较实验组和对照组的整体表现和每周的变化。结果是复杂和混合的。匿名鼓励反馈作者更具批判性，但对其写作的人际关系维度产生了负面影响。提供模板和标准有助于他们在概念层面，并使他们能够从多个方面进行编写。使反馈可追踪有助于他们从过去的努力中积累经验。总的来说，设计元素在前两周大大提高了反馈质量; 然而，随着时间的推移，它们的优势逐渐减弱。在第八周，两组的反馈在质量上变得相似。该研究为研究和实践提供了新的见解，强调需要重新评估和修改纵向和常规反馈活动的反馈设计。

https://doi.org/10.1016/j.compedu.2024.105167

《The Effectiveness of Personalized Technology-Enhanced Learning in Higher Education: A Meta-Analysis with Association Rule Mining》

《个性化技术强化学习在高等教育中的有效性: 基于关联规则挖掘的元分析》

作者：Danial Hooshyar · Xiaojing Weng · Paula Joanna Sillat · Kairit Tammets · Minhong Wang · Raija Hämäläinen

英文摘要：Personalized technology-enhanced learning (TEL) has emerged as a prominent tool used by universities to cater to students' diverse individual needs. Many higher education researchers and educators have explored the adoption of personalized TEL as an important tool to foster student learning outcomes from diverse perspectives. However, despite its significance and the substantial body of existing research, a notable gap exists in systematically evaluating the effectiveness of personalized TEL with meta-analysis approach within the higher education. To address the research gap, we investigated the effectiveness of personalized TEL in developing students' cognitive skills and non-cognitive characteristics in higher education context by utilizing the methods of meta-analysis and association rule mining. Our study reveals that the cognitive skills are reported more than non-cognitive characteristics as the learning outcomes of adopting personalized TEL. Overall, utilizing personalized TEL can improve students' cognitive skills and non-cognitive characteristics at the medium level effect size. Factors of research settings, mean of delivery, and modelled characteristics can influence students’ non-cognitive characteristics while using personalized TEL. Based on our rule mining findings, future teachers, researchers, and instructional designers can consider combining the modelling of learners' skills/knowledge or preferences with adaptive learning support strategies, such as recommending materials and scaffolding, to achieve positive effects, particularly in the fields of Social Sciences and Engineering.

中文摘要：个性化技术强化学习(TEL)已经成为大学用来满足学生不同个性需求的一个突出工具。许多高等教育研究人员和教育工作者已经探索采用个性化的英语教学作为一个重要的工具，以促进学生的学习成果从不同的角度。然而，尽管其重要性和现有研究的大量存在，在系统地评价个性化 TEL 的有效性方面存在着显著的差距与荟萃分析方法在高等教育内部。为了弥补这一研究空白，本研究采用元分析和关联规则挖掘的方法，探讨了个性化英语教学在培养高校学生认知技能和非认知特征方面的有效性。我们的研究表明，认知技能比非认知特征更多地被报道为采用个性化远程教学的学习结果。总体而言，利用个性化英语教学可以在中等效应水平上提高学生的认知技能和非认知特征。研究背景、研究方法、模型特征等因素可以影响学生使用个性化远程教育时的非认知特征。基于我们的规则挖掘发现，未来的教师、研究人员和教学设计者可以考虑将学习者的技能/知识或偏好建模与在线机机器学习支持策略相结合，例如推荐材料和脚手架，以取得积极的效果，特别是在社会科学和工程领域。

https://doi.org/10.1016/j.compedu.2024.105169

《Who says statistics classes are boring? How a virtual escape room enhances statistics learning》

《谁说统计学课很无聊? 一个虚拟的逃生室如何增强统计学的学习》

作者：Woon Chien Cecilia Teng · Claire Gek Ling Tan

英文摘要：Escape rooms (ERs) have gained traction in higher education over the past decade, but studies on ERs for statistics education are scant. In this study, a virtual ER was developed, piloted, and implemented in an undergraduate introductory statistics class, and its impact on learning was evaluated over three iterations. The escapED framework informed the design of the ER. A quasi-experimental pre-test–post-test design was used to evaluate learning gains. A post-activity questionnaire was used to collect student perceptions about the game. Significant learning gains were observed, with large effect sizes across all cohorts. Similarly, analyses of the qualitative data revealed that the game enhanced learning in the cognitive, affective, behavioural, and interpersonal domains, and was well-received by students. The ER was effective in improving learning outcomes. ERs can be a powerful approach in fostering peer learning and shifting negative attitudes about difficult subjects. Educators keen in exploring ERs in their classrooms are highly encouraged to consider pedagogically-informed game designs and leverage technology in creating engaging and effective learning experiences.

中文摘要：在过去的十年中，逃生舱(ER)在高等教育领域获得了越来越多的关注，但是对于统计学教育的 ER 的研究却很少。在这项研究中，一个虚拟的 ER 被开发，试验，并实施在一个大学生入门统计课程，其对学习的影响被评估了三个迭代。转义 ED 框架为 ER 的设计提供了依据。采用准实验的前测-后测设计来评价学习收益。采用活动后问卷调查的方法收集学生对游戏的认知。显着的学习收益被观察到，在所有的队列大的效应大小。同样，对定性数据的分析表明，游戏提高了学生在认知、情感、行为和人际关系领域的学习能力，受到学生的欢迎。ER 在改善学习结果方面是有效的。在促进同伴学习和转变对困难学科的消极态度方面，紧急教育可以是一种有力的方法。我们极力鼓励热衷于在课堂上探索 ER 的教育工作者考虑教学知识型的游戏设计，并利用技术创造有吸引力和有效的学习体验。

https://doi.org/10.1016/j.compedu.2024.105171

《Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement》

《采用多层次网络分析方法，探讨低、中、高认知参与水平学习者群体的协作知识构建特征》

作者：Fan Ouyang · Mian Wu · Jianmin Gu

英文摘要：Collaborative knowledge construction (CKC) is advanced by group members' cognitive engagement across three levels: individual-level knowledge processing and proposing, the peer-level social interactions and knowledge exchanges between two group members, and the group-level coordination and construction of knowledge across multiple group members. The interconnected and transformative relationship among three levels is an essential factor during the CKC process. Individual viewpoints can trigger peer feedback, which can be further refined by other group members; the group-level consensus can provide foundations for subsequent individual- or peer-level cognitive engagement. The group-level coordination of knowledge advancement involves the processing, synthesis, and reflection of knowledge from multiple members to reach a group consensus. However, previous analytical approaches have faced challenges in modeling distinct types of interconnections across the individual, peer, and group levels during the CKC process. To address this gap, this research employed multilayer network analysis (MNA) to model and quantify the multi-level and interconnected characteristics of CKC in a series of face-to-face, computer-supported CKC activities in China's higher education. First, small groups were categorized into the high, medium, and low levels of cognitive engagement groups. Second, multilayer networks were constructed for each category, where students' use of cognitive strategies were set as nodes, the interconnections between cognitive strategies were set as edges, and three levels (i.e., individual, peer, and group levels) were set as layers. The node-, layer-, and network-level metrics were calculated to quantify the overall characteristics of the networks, the interconnected characteristics within a level and across the three levels. The MNA results revealed that, compared to lower level of cognitive engagement groups, groups with higher cognitive engagement demonstrated (1) more influential moderate and deep cognitive strategies at group and peer levels; (2) interconnections between cognitive strategies with higher diversity, connectivity, and more balanced distribution across three levels, but relatively lower information exchanging efficiency; and (3) communities with more interconnections related to the moderate and deep cognitive strategies at peer and group levels. Based on the empirical findings, this research proposed pedagogical implications for CKC practices and analytical implications for using MNA to improve the understanding of computer-supported collaborative learning mechanisms.

中文摘要：协作知识建构(CKC)是通过群体成员在三个层面上的认知参与来实现的: 个体层面的知识加工和提出，群体成员之间的同伴层面的社会互动和知识交流，以及多个群体成员之间的群体层面的知识协调和建构。三个层次之间相互联系、相互转化的关系是 CKC 过程中的一个重要因素。个人观点可以触发同行反馈，这可以由其他团队成员进一步完善; 团队层面的共识可以为后续的个人或同行层面的认知参与提供基础。知识推进的群体层次协调包括对多个成员知识的处理、综合和反映，以达成群体共识。然而，以前的分析方法在模拟 CKC 过程中个人、同行和团队层面上不同类型的相互联系时面临挑战。为了解决这一差距，本研究采用多层网络分析(MNA)方法，对我国高校在一系列面对面、计算机支持的 CKC 活动中 CKC 的多层次、互联特征进行建模和量化。首先，小组被分为高水平，中等水平和低水平的认知参与小组。其次，为每个类别构建多层网络，其中学生对认知策略的使用被设置为节点，认知策略之间的相互联系被设置为边缘，三个层次(即个人，同伴和群体层次)被设置为层次。计算了节点、层和网络层度量，以量化网络的总体特征、一个层次内部和三个层次之间的互联特征。MNA 结果显示，与认知参与水平较低的群体相比，认知参与水平较高的群体表现出(1)在群体和同伴水平上更有影响力的中度和深度认知策略; (2)认知策略之间的相互联系具有更高的多样性，连通性，并且在三个水平上分布更均衡，但是信息交换效率相对较低; (3)在同伴和群体水平上具有更多与中度和深度认知策略相关的相互联系的社区。基于实证研究结果，本研究提出了 CKC 实践的教学含义和使用多边核算体系以提高对电脑支援协作学习机制的理解的分析含义。

https://doi.org/10.1016/j.compedu.2024.105173

《Training pre-service teachers to deal with cyberbullying: collective intelligence as a mode of learning》

《培训职前教师应对网络欺凌: 集体智力作为一种学习模式》

作者：Pablo Bautista · Eva Vicente Sánchez · Santos Orejudo Hernández · Jacobo Cano de Escoriaza

英文摘要：Collective intelligence is a theoretical construct that focuses on results stemming from a workgroup dealing with complex tasks. Our goal was to determine whether a group of pre-service teachers presented with a case of adolescent cyberbullying could improve their capacity for action. The experiment was carried out with 221 pre-service teachers at the University of Zaragoza, Spain, and using Collective Learning. The cyberbullying case we presented could be resolved via a series of questions in successive phases. Results showed an increase in learning throughout all phases, with a remarkable difference between the average score of the first phase and the last one. By the end of the experiment, the answers which had been most highly valued by the total set of participants turned out to be of considerable quality. We discuss the potential of collective intelligence as a tool for innovating and improving teaching-learning processes in university training.

中文摘要：集体智慧是一种理论构建，它关注于处理复杂任务的工作组所产生的结果。我们的目标是确定一组职前教师在面对青少年网络欺凌案件时是否能够提高他们的行动能力。该实验是在西班牙萨拉戈萨大学的221名职前教师中进行的，并采用了集体学习的方法。我们提出的网络欺凌案件可以通过一系列连续的问题来解决。结果显示，在所有阶段的学习都有所提高，第一阶段和最后一阶段的平均分数有显著差异。实验结束时，所有参与者都认为最有价值的答案质量相当高。我们讨论了集体智慧作为创新和改进大学培训教学过程的工具的潜力。

https://doi.org/10.1016/j.compedu.2024.105123

《“Should You Really Chat While Reading?” Effects of On-Screen Multitasking and Text Disfluency on Integrated Understanding》

《屏幕多任务和文本流畅性对整合理解的影响》

作者：Lucia Masón · Barbara Carretti · Angelica Ronconi · Eleonora Pizzigallo · Ymkje E. Haverkamp · Ivar Bråten

英文摘要：Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to read and respond to social media messages during reading. Text disfluency was perceptual in the form of harder-to-read versus easy-to-read text. We included 208 university students, who were randomly assigned to one of the four conditions resulting from a 2 x 2 between-subjects design. Participants read two dual-positional texts on sun exposure and health. Dependent on the assigned condition, they could read perceptually fluent or disfluent texts, and they could intermittently receive, or not receive, on-screen social media messages while reading. As outcome variables, we measured participants’ perception of cognitive load, integrated text understanding, and metacognitive calibration of text understanding. We also controlled the possible contributions of the individual differences of prior knowledge, reading comprehension skills, working memory, and cognitive flexibility. Results showed a negative effect of multitasking on the integrated understanding of the dual positional texts with non-multitaskers outperforming multitaskers. Perception of cognitive load and metacognitive calibration were not affected by multitasking. No impact of disfluency was observed for any of the outcome variables, and the interactive effect of multitasking and disfluency was also not statistically significant. Limitations and directions for future research are discussed.

中文摘要：学生在课堂或学术作业中的多任务处理是一种常见的活动，可能会对学习成绩产生负面影响。因此，调查在什么条件下可以减少这种负面影响是相关的。目前的研究汇集了两个独立的研究方向，以检验屏幕上的多任务处理和文本流畅性的影响。多任务要求学生在阅读过程中阅读并回复社交媒体信息。文本不流畅是感性的形式难以阅读与容易阅读的文本。我们包括208名大学生，他们被随机分配到四个条件中的一个，这四个条件来自于2x2的科目间设计。参与者阅读两篇关于日照和健康的双重位置的文章。根据指定的条件，他们可以阅读感知流畅或不流畅的文本，他们可以间歇性地接收或不接收屏幕上的社交媒体信息，同时阅读。作为结果变量，我们测量了参与者对认知负荷的感知、整合文本理解和文本理解的元认知校准。我们还控制了先前知识、阅读理解技能、工作记忆和认知灵活性个体差异的可能贡献。研究结果表明，多任务处理对双重位置文本的整合理解有负面影响，非多任务处理者的表现优于多任务处理者。多任务处理不影响认知负荷感知和元认知校准。没有观察到不流畅对任何结果变量的影响，多任务和不流畅的交互作用也没有统计学意义。讨论了未来研究的局限性和方向。

https://doi.org/10.1016/j.compedu.2024.105172

《Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices》

《在一个多计算思维的专业学习项目中不断提供创新的支持，可以提高教师的自我效能和课堂实践》

作者：Jiangmei Yuan · Carla B. Brigandi · Karen Rambo‐Hernandez · C. Benton Manley

英文摘要：In-service elementary school teachers need training to teach computational thinking (CT). A common model for CT professional learning programs includes an initial workshop followed by ongoing support. However, little research has examined the efficacy of ongoing support, the most effective types, and its impact on classroom practices. The current study details a multifaceted CT professional learning program with innovative ongoing support to help elementary school teachers implement the Code.org curriculum. It also empirically investigated the impact of the support on teachers' self-efficacy in coding and teaching CT, the effectiveness of each component of the support, and to what extent it affected teachers' classroom practices. Our ongoing support included an additional workshop, grade-level professional learning community (PLC) sessions, instructional videos, and teacher leaders’ support. Data included a pre-survey, four post-surveys, lesson observations, a focus group interview, tracking the number of video views, and surveys from PLC participants and teacher leaders. Results indicated that the ongoing support significantly increased teachers’ self-efficacy in coding and teaching CT. Regarding the effectiveness of the various components of the ongoing support, the additional workshop significantly increased teachers’ self-efficacy in coding and teaching CT. Teachers valued each component of the support, and this support improved teachers’ classroom practices.

中文摘要：在职小学教师需要接受教学计算思维训练。CT 专业学习计划的通用模式包括一个初始的研讨会，然后是持续的支持。然而，很少有研究考察持续支持的有效性、最有效的支持类型及其对课堂实践的影响。目前的研究详细介绍了一个多方面的 CT 专业学习计划，并提供创新的持续支持，以帮助小学教师实施 Code.org 课程。实证研究了支持对教师自我效能感的影响、支持的各个组成部分的有效性以及支持对教师课堂实践的影响程度。我们持续的支持包括额外的研讨会，年级水平的专业学习社区(PLC)会议，教学视频和教师领导的支持。数据包括预调查，四个后调查，课堂观察，焦点小组访谈，跟踪视频观看次数，以及来自 PLC 参与者和教师领导的调查。结果表明，持续支持显著提高了教师在编码和 CT 教学中的自我效能感。关于持续支持的各个组成部分的有效性，额外的研讨会显著提高了教师在编码和 CT 教学中的自我效能感。教师重视支持的各个组成部分，这种支持改善了教师的课堂实践。

https://doi.org/10.1016/j.compedu.2024.105174

《Co-Researching with Primary School Students to Retrace their Digital Footprint》

《与小学生合作研究追溯数据痕迹》

作者：Rebecca Ng · Michelle Rivera · Matt Cook · Myrto F. Mavilidi · Simon Bennett

英文摘要：Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding of their digital footprints is limited by the scope and design of curriculum delivery. This research worked with 62 primary school children between ages 10 and 11 to investigate how they understood and critically viewed their digital footprint. Adopting a co-research approach, children conducted their own research to develop their understanding of their digital footprint. Findings revealed that, while children were knowledgeable about the concepts of data and digital footprint, curriculum design plays a key role in supporting ways children can make meaningful connections between these concepts and children's day-to-day experiences with digital data, both personal and educational.

中文摘要：今天，甚至从出生之前，幼儿就被广泛地数据化了，家庭可以分享关于他们的信息，或允许他们在很小的时候就使用数字技术。学校通常会收集孩子们的数据以供遵守，并在预测风险和教育结果方面建立一套规范和偏差，通常是在孩子们不知情和不同意的情况下。然而，儿童对其数字足迹的理解受到课程教学范围和设计的限制。 这项研究调查了62名年龄在10到11岁之间的小学生，调查他们是如何理解和批判性地看待自己的数据痕迹的。采用合作研究的方法，孩子们进行自己的研究，以发展他们对自己数据痕迹的理解。研究结果显示，虽然儿童对数据和数据痕迹的概念有所了解，但课程设计在支持儿童将这些概念与儿童的日常数据经验(包括个人数据和教育数据)有意义地联系起来方面起着关键作用。

https://doi.org/10.1016/j.compedu.2024.105170

《Teachers’ computational thinking content knowledge: Development of a measurement instrument》

《教师计算思维知识: 量度仪器的发展》

作者：Sara Monteyne · Charlotte Struyve · Natacha Gesquière · Tom Neutens · Francis wyffels · Johan van Braak · Koen Aesaert

英文摘要：Computational thinking has become an integral component of curricula worldwide, necessitating teachers to develop this competence in their students. To effectively meet these curricular requirements, teachers themselves need a solid foundation of computational thinking content knowledge, which refers to the understanding and skills they possess in this area. However, despite widespread recognition of this need, few studies have rigorously examined teachers' content knowledge in this domain. Addressing this gap requires the development of high-quality measurement tools. This study details the development of an instrument, created as part of the International Computer and Information Literacy Study (ICILS) 2023 in Flanders, to measure lower secondary school teachers' computational thinking content knowledge in a valid and reliable way. The article first outlines the construction process of the instrument, which involved close collaboration with experts in the field and drew upon the framework of Fraillon et al. (2023). Following this, the instrument's psychometric properties are presented, which include both item-level and overall instrument characteristics. These properties were evaluated using data from a sample of 352 participants, applying both Classical Test Theory and Item Response Theory. The final tool consists of sixteen multiple-choice and short constructed response questions. The results indicate favorable item and overall instrument characteristics, thereby affirming its potential to measure the intended construct in a valid and accurate way.

中文摘要：计算思维已成为世界各地课程的重要组成部分，教师必须培养学生的这方面能力。要有效地符合这些课程的要求，教师本身需要有扎实的计算思维知识基础，即他们在这方面的理解和技能。然而，尽管这一需求得到了广泛的认可，但很少有研究严格考察教师在这一领域的内容知识。解决这一差距需要开发高质量的测量工具。这项研究详细介绍了作为佛兰德2023年国际计算机与资讯素养研究(ICILS)的一部分而开发的一种工具，该工具以有效和可靠的方式衡量初中教师的计算思维知识。文章首先概述了该仪器的构建过程，包括与该领域专家的密切合作，并借鉴了 Fraillon 等人(2023)的框架。接下来，介绍了该工具的心理测量学特性，包括项目水平和整体工具特性。采用经典测验理论和项目反应理论对352名参与者的数据进行评估。最终的工具包括十六个选择题和简短的答案问题。结果显示了良好的项目和整体的仪器特性，从而肯定了其潜力，以有效和准确的方式测量预期的结构。

https://doi.org/10.1016/j.compedu.2024.105181

《Development and Techniques in Learner Model in Adaptive e-Learning System: A Systematic Review》

《适应性电子学习系统中学习者模型的发展与技巧: 一个系统综述》

作者：X Wang · Yukiko Maeda · Hua‐Hua Chang

英文摘要：Adaptive e-learning systems (AeLS), which emerged in the late 1990s, offer an alternative to the 'one-size-fits-all' approach by addressing the demand for individualized learning experiences. These systems typically consist of five elements, including a domain model, a media space, an adaptation model, a user interface, and a learner model. Despite the increasing academic interest in this topic and the rapid development of techniques for adaptation over the past decade, there remains a significant gap in reviews that investigate learner characteristics and the techniques used for characteristic identification. To bridge this gap, we conducted a systematic review with a total of 57 studies reported from 2013 to 2023 to provide a comprehensive overview of the current trends in adaptive e-learning system research. While this review may serve as a reference for setting up a learner model as it provides the landscape of techniques utilized in recent studies, our review revealed a scarcity of research on the development of the learner model, particularly the studies that share clear theoretical or empirical justification of the techniques used for adaptation. We recommend incorporating multiple relevant learner characteristics in learner model and providing clear rationales for selecting these characteristics. We also suggest that future research should consider incorporating adaptive assessment more extensively in AeLSs.

中文摘要：自适应电子学习系统(AeLS)出现于20世纪90年代末，通过解决个性化学习经验的需求，为“一刀切”的方法提供了一种替代方案。这些系统通常由五个要素组成，包括领域模型、媒体空间、适应模型、用户界面和学习者模型。尽管在过去的十年中，学术界对这一主题的兴趣日益增加，适应技术也迅速发展，但是在调查学习者特征和用于特征识别的技术方面的评论仍然存在很大的差距。为了弥补这一差距，我们进行了一项系统综述，从2013年到2023年共报告了57项研究，以全面概述当前适应性电子学习系统研究的趋势。虽然这篇综述可以作为建立学习者模型的参考，因为它提供了最近研究中使用的技术景观，但是我们的综述揭示了关于学习者模型发展的研究很少，特别是那些对适应所使用的技术有明确的理论或经验证明的研究。我们建议在学习者模型中融入多种相关的学习者特征，并为选择这些特征提供明确的理由。我们还建议，未来的研究应考虑将适应性评估更广泛地纳入 AeLS。

https://doi.org/10.1016/j.compedu.2024.105184

《Advancing a Practical Inquiry Model with Multi-Perspective Role-Playing to Foster Critical Thinking Behavior in e-book Reading》

《推进多视角角色扮演实践探究模式培养电子书阅读中的批判性思维行为》

作者：Gloria Yi‐Ming Kao · Hui‐Chin Yeh · Shih‐Wen Su · Xin-Zhi Chiang · Chuen‐Tsai Sun

英文摘要：In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.

中文摘要：在数字时代，媒体的扩散挑战了传统的阅读习惯，本研究调查了数字平台对批判性思维(CT)和阅读实践的影响。一些传统的电子书可能不足以鼓励反思思考或培养 CT 技能，因为它们的线性性质和缺乏参与元素。本研究采用探究社群(CoI)框架下的实用探究模型(PIM) ，强调多媒体元素的整合和学生自拍的使用，以提高在数字化学习环境中的参与度和社会存在感。本研究介绍了自拍角色扮演阅读，以及从不同角度进行的小组讨论，作为一种创新的教学方法，以提高认知存在内的 CoI，最终提高学习者的 CT 表现。采用准实验设计，63名参与者通过叙事视角暴露分为单视角或多视角类别，然后用工作表进行在线故事讨论。通过行为序贯分析对他们的 CT 图像进行详细检查，测量他们的阅读能力。结果显示，多角度组的学生表现出卓越的 CT 和反思性思维水平，强调了创新电子书设计在增强 CT 方面的潜力。这项研究不仅验证了不同叙述和角色扮演在 CT 发展中的重要性，而且开创了一种通过行为序列分析分析这些技能的方法。它标志着将 PIM 应用于多媒体电子书阅读的一次飞跃，为数字时代未来的教育策略和 CT 评估提供了见解。

https://doi.org/10.1016/j.compedu.2024.105185

【码住!!!】如何快速检索并下载外文文献

 教育论文写作投稿交流群来了！

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

2024年度教育学SSCI期刊影响因子排名