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

《Computers and Education Open》共70篇，祝大家阅读愉快。

《Graduate Instructors Navigating the AI Frontier: The Role of ChatGPT in Higher Education》

《人工智能前沿的研究生导师: ChatGPT 在高等教育中的作用》

作者：Luke Parker · Ahmad Sokkar · Alice Karakas · CG Carter · Jane Loper

英文摘要：This research study explores the use of artificial intelligence (AI) in undergraduate assessments, specifically focusing on the ability of graduate teaching assistants (GTAs) to identify AI-generated assessments and the performance of ChatGPT, an AI model, in producing high-quality work. The study examines four guiding research questions and hypotheses related to the accuracy of GTA identification, the achievement of AI-generated work compared to student marks, the impact of GTA characteristics on identification accuracy, and the variation in identification and assessment across different subject areas. The study incorporates ten AI-generated assessments across seven classes taught by five GTAs. The findings reveal that ChatGPT consistently excelled the average student in all classes receiving 10 scores of A or higher out of 11 and receiving the top mark in 8 of the ten classes. GTAs accurately identified 50 % of the AI-generated assessments, with results suggesting a potential connection between class size and GTA accuracy in identifying AI-generated work. GTAs with prior experience and familiarity with ChatGPT demonstrated higher accuracy in identifying AI-generated assessments. However, further research is needed to explore this comprehensively. This study also reviews the effectiveness of TurnItin's new AI detector, highlighting an accuracy of 92 % across the ten assessments. The study highlights the adaptability of ChatGPT across different subject areas and assessment types, producing assessments that align with diverse educational contexts. In conclusion, this research study contributes to understanding the effectiveness and adaptability of AI in undergraduate assessments. It underscores the need to further explore and develop AI technologies in education.

中文摘要：本研究探讨了人工智能(AI)在本科生评估中的应用，特别关注研究生助教(GTA)识别 AI 生成的评估的能力，以及 ChatGPT (一种 AI 模型)在高质量工作中的表现。这项研究探讨了四个指导性研究问题和假设，分别涉及识别一般临床医学专业分数的准确性、与学生成绩相比人工智能作业的成绩、一般临床医学专业分数特征对识别准确性的影响，以及不同学科领域的识别和评估的差异。这项研究纳入了五位教师评估员在七个班级教授的10项人工智能评估。调查结果显示，ChatGPT 在所有班级中一直优于平均水平的学生，在11个班级中得到10个 A 或更高的分数，并在10个班级中得到8个班级的最高分。GTA 准确识别了50% 的人工智能产生的评估，结果表明，在识别人工智能产生的工作时，班级规模和 GTA 准确性之间存在潜在的联系。具有以往经验和熟悉 ChatGPT 的 GTA 在识别人工智能产生的评估方面表现出更高的准确性。然而，这一问题还需要进一步的研究来全面探讨。这项研究也回顾了 TurnItin 的新 AI 检测器的有效性，强调了在10个评估中92% 的准确性。该研究强调了 ChatGPT 在不同学科领域和评估类型的适应性，产生了与不同教育背景相一致的评估。总之，本研究有助于了解人工智能在大学生评价中的有效性和适应性。它强调了在教育中进一步探索和发展人工智能技术的必要性。

https://doi.org/10.1016/j.caeo.2024.100166

《Evaluating the content structure of intelligent tutor systems—A psychological network analysis》

《智能导师系统的内容结构评价ーー心理网络分析》

作者：Markus Spitzer · Lisa Bardach · Younes Strittmatter · Jennifer Meyer · Korbinian Moeller

英文摘要：The adoption of intelligent tutoring systems (ITSs) worldwide has led to a considerable accumulation of process data as students interact with different learning topics within these systems. Typically, these learning topics are structured within ITSs (e.g., the fraction topic includes subtopics such as a fraction number line subtopic). However, there is a lack of methods that offer quick, data-driven insights into the content structure of ITSs, particularly through easily accessible visualizations. Here, we applied psychological network analysis to process data (230,241 students; 5,365,932 problem sets) from an ITS for learning mathematics to explore performance interdependencies between 40 different subtopics. We argue that the visualization of these content interdependencies allows for a quick empirical evaluation of the validity of the existing structuring of the respective learning content. These insights allow for deriving recommendations concerning potential changes in the ITS structure and are thus highly valuable for ITS developers. Our results are also relevant for researchers as the interdependencies illustrated through psychological network analysis can contribute towards a better understanding of the interplay between mathematical skills. Together, our results indicate that psychological network analysis represents a valuable data-driven method to evaluate and optimize ITSs.

中文摘要：智能辅导系统(ITS)在全球范围内的应用导致了过程数据的大量积累，因为学生在这些系统中与不同的学习主题进行交互。通常，这些学习主题是在 ITS 中构建的(例如，分数主题包括子主题，如分数数行子主题)。然而，缺乏能够快速、数据驱动地洞察 IT 系统内容结构的方法，特别是通过易于访问的可视化。在这里，我们应用心理网络分析来处理来自 ITS 的数学学习数据(230,241名学生; 5,365,932个问题集) ，以探索40个不同子主题之间的表现相互依赖性。我们认为，这些内容相互依赖的可视化允许对各自学习内容的现有结构的有效性进行快速的实证评估。这些见解有助于就智能交通系统结构的潜在变化提出建议，因此对智能交通系统开发人员非常有价值。我们的研究结果也与研究人员有关，因为通过心理网络分析所阐明的相互依赖性有助于更好地理解数学技能之间的相互作用。总之，我们的研究结果表明，心理网络分析代表了一个有价值的数据驱动的方法来评估和优化 ITS。

https://doi.org/10.1016/j.caeo.2024.100198

《Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review》

《语境知识是技术教学专业知识的重要组成部分吗? 系统的文献综述》

作者：NULL AUTHOR_ID · Mirjam Schmid · Jo Tondeur · NULL AUTHOR_ID

英文摘要：The technological pedagogical content knowledge (TPACK) framework is a prominent framework for describing the knowledge teachers require for teaching in the digital era. Recently, the component of “context” was officially recognized as an additional domain of knowledge. Since then, this domain has started to gradually gain more attention in TPACK research. Yet research on contextual knowledge (XK) appears somewhat sporadic, indicating the need for greater clarity on this construct. As the domain representing the knowledge of educational contexts, the role of experience in educational contexts emerges as a key point for shedding light on this construct. The present systematic literature review aimed to offer an overview of the representations and functions associated with XK through the lens of experience and investigated this domain through comparing the empirical literature focusing on preservice teachers (less experienced) to that focusing on inservice teachers (more experienced). Systematically screening the literature resulted in a final sample of 15 studies conducted among preservice teachers and 23 on inservice teachers. Records were analyzed through qualitative codings and quantitative comparisons of these codes between these two groups of studies. Findings revealed a consistent multifaceted structure of XK across both inservice and preservice teacher studies with a distinctive greater focus on school-level factors in inservice teacher studies. In addition, across groups, studies provided evidence confirming XK as a domain supporting teachers’ practice, that can be developed, and that relates to other pedagogically relevant constructs. These findings are discussed with regards to their implications for researchers, practitioners, and stakeholders.

中文摘要：技术教学内容知识(TPACK)框架是描述数字时代教师教学所需知识的重要框架。最近，“上下文”的组成部分被正式承认为知识的一个附加领域。从那时起，这一领域开始逐渐受到 TPACK 研究的重视。然而，对语境知识(XK)的研究似乎有些零星，表明需要更清晰的这一结构。作为教育语境知识的表征领域，经验在教育语境中的作用成为揭示这一结构的关键点。本文旨在通过经验的视角对 XK 的表征和功能进行系统的文献综述，并通过比较关注在职教师(经验较少)和关注在职教师(经验较多)的实证文献，对 XK 的表征和功能进行研究。通过系统地筛选文献，最终抽取了15项在职教师研究和23项在职教师研究的样本。记录通过定性编码和这两组研究之间这些编码的定量比较进行分析。研究结果揭示了在职和在职教师研究中 XK 的一致的多方面结构，尤其是在职教师研究中学校层面的因素。此外，跨小组的研究提供了证据证实 XK 作为一个领域支持教师的实践，这可以开发，并涉及到其他教学相关的构建。这些发现被讨论关于它们对研究人员、从业者和利益相关者的影响。

https://doi.org/10.1016/j.caeo.2024.100201

《Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences》

《教师自我报告与实际内容相关的 TPACK-关于他们的关系和性别差异的新结果》

作者：Timo Kosiol · Stefan Ufer

英文摘要：Measuring Technological Pedagogical and Content Knowledge (TPACK) in context is still a pertinent issue, as previously rather decontextualized self-reports have been the predominant measure, while knowledge test instruments are scarce. Self-reports can be interpreted as general measures of performance-related self-beliefs. Still, due to the contextualized nature of TPACK and potential biases, their use as proxies for actual knowledge has been criticized. Self-reports may be especially gender biased as women often underestimate their performance in STEM subjects. Drawing on a sample of N = 161 mathematics in-service and pre-service teachers, we aim to analyze (i) the structure of the self-reported knowledge and (ii) the relationship between self-reported and contextualized actual knowledge. To this end, we used general TPACK self-reports and a test instrument that infers the amount of knowledge separately for each dimension from performance over multiple authentic demands that teachers encounter teaching secondary school mathematics. The current study shows that the TPACK self-beliefs can be separated and measured reliably. Although all self-beliefs show bivariate relations to corresponding actual knowledge dimensions, this changes for PCK and TPCK self-beliefs when other actual knowledge dimensions are controlled. We interpret these findings that TCK self-belief and to a lesser degree CK self-belief seem to be calibrated according to corresponding actual knowledge, while PCK and TPCK self-beliefs are primarily calibrated according to non-pedagogy-related actual knowledge. Lastly, we do not find gender biases, but a small gender effect with lower actual and self-reported knowledge for female teachers over all dimensions.

中文摘要：测量技术教学和内容知识(TPACK)的背景仍然是一个相关的问题，因为以前相当脱离背景的自我报告一直是主要的措施，而知识测试工具是稀缺的。自我报告可以解释为绩效相关自我信念的一般测量。然而，由于 TPACK 的上下文化特性和潜在的偏差，它们作为实际知识的代理的使用受到了批评。自我报告可能特别带有性别偏见，因为妇女往往低估她们在 STEM 科目中的表现。本研究以161名数学在职教师和职前教师为样本，分析了自我报告知识的结构和自我报告知识与情境化实际知识之间的关系。为此，我们使用了一般的 TPACK 自我报告和一个测试工具，分别从教师在中学数学教学中遇到的多种真实需求的表现中推断出每个维度的知识量。目前的研究表明，TPACK 自信念可以可靠地分离和测量。尽管所有的自我信念与相应的实际知识维度都存在二元关系，但当其他实际知识维度受到控制时，PCK 和 TPCK 的自我信念发生了变化。我们解释这些发现，TCK 自信和较小程度的 CK 自信似乎根据相应的实际知识进行校准，而 PCK 和 TPCK 自信主要根据非教育学相关的实际知识进行校准。最后，我们没有发现性别偏见，而是一个小的性别效应与较低的实际和自我报告知识的女教师在各个方面。

https://doi.org/10.1016/j.caeo.2024.100205

《Stakeholders’ insights on artificial intelligence education: Perspectives of teachers, students, and policymakers》

《利益相关者对人工智能教育的见解: 教师、学生和决策者的观点》

作者：Ismaila Temitayo Sanusi · Friday Joseph Agbo · Oluwaseun Alexander Dada · Abdullahi Abubakar Yunusa · Kehinde Aruleba · George Obaido · Olayemi Olawumi · Solomon Sunday Oyelere · Centre for Multidisciplinary Research and Innovation

英文摘要：The integration of artificial intelligence (AI) as a subject into K-12 education worldwide is still in its early stages and undoubtedly needs further investigation. There is limited effort on understanding policymakers, teachers and students’ viewpoints on AI learning within the school system. This study gathered the thoughts of key stakeholders, including policymakers, higher education and K-12 teachers, and students in Nigeria, to understand their conceptions, concerns, and dispositions, with the aim of aiding the implementation of AI in schools. We further explored the needs of the diverse stakeholders, how they can be supported and juxtaposed their views to identify their priorities and how their opinions combined could give a holistic approach to the effective implementation of AI education. This research employed a qualitative methodology using semi-structured interviews as the means of data collection. The thematic analysis of the interview data from the 21 participants indicates their conceptions, what they considered the priorities for including AI in the school system, concerns and support needed to implement AI in schools. The findings of this study contribute to the ongoing conversation on how to effectively integrate AI into school curriculum.

中文摘要：人工智能作为一门学科融入全球 K-12教育还处于初级阶段，无疑需要进一步的研究。在学校系统内，理解政策制定者、教师和学生对人工智能学习的观点的努力是有限的。这项研究收集了包括政策制定者，高等教育和 K-12教师以及尼日利亚学生在内的主要利益相关者的想法，以了解他们的概念，关注点和性格倾向，目的是帮助在学校实施人工智能。我们进一步探讨了不同利益相关者的需求，如何支持他们，并将他们的意见并列，以确定其优先事项，以及如何将他们的意见结合起来，可以为有效实施人工智能教育提供一个整体方法。本研究采用定性研究方法，以半结构化访谈作为资料收集的手段。对21位参加者的访谈资料进行专题分析，显示他们的构思、他们认为把人工智能纳入学校系统的优先次序，以及在学校推行人工智能所需的关注和支援。这项研究的结果有助于正在进行的关于如何有效地将人工智能纳入学校课程的讨论。

https://doi.org/10.1016/j.caeo.2024.100212

《The datafication of student information on X (Twitter)》

《X (Twitter)上学生信息的数据化》

作者：C. Pritchard · Conrad Borchers · Madin Joshua · Alexa K. Fox · Sondra M. Stegenga

英文摘要：The sharing of personally identifiable information (PII) through social media platforms poses known risks to children's online privacy and safety. While the risks of oversharing PII through a range of digital contexts are becoming better understood, limited research has documented the social media practices of educational institutions that have a fiduciary responsibility to children. This study seeks to understand the role of educational institutions in putting students’ privacy at risk by investigating their social media practices on X (formerly Twitter). This paper extends previous research (Rosenberg et al., 2022a) by exploring how often students' PII (e.g., names, images, and phone numbers) and other social identities (e.g., gender identity, religion, race, and ethnicity) are exposed on X. Additionally, we examine both images and videos of posts shared by educational institutions. Using a data set of approximately 20.6 million posts made by K-12 education institutions in the United States, we explore the extent to which students’ PII is shared with the public on X. Our analyses suggest that approximately 4 % of posts that contain images and videos (approximately 800,000 posts in the overall data set) included an identifiable face of a student or students along with their name(s) and 2.3 % ascribed students’ gender identity. Given the extent of disclosed PII and the potential privacy risks, this study provides additional insight for educational stakeholders to cultivate safer social media practices, seeking to mitigate potential risks to students' privacy and improve students’ digital rights.

中文摘要：透过社交媒体平台分享个人身份信息对儿童的网上隐私及安全构成已知的风险。虽然通过一系列数字背景过度分享私人信息基础设施的风险正在得到更好的理解，但有限的研究记录了对儿童负有信托责任的教育机构的社交媒体做法。本研究旨在通过调查教育机构在 X (以前是 Twitter)上的社交媒体行为，来了解它们在将学生的隐私置于风险中所扮演的角色。本文扩展了以前的研究(Rosenberg et al。，2022a) ，通过探索学生的 PII (例如，姓名，图片和电话号码)和其他社会身份(例如，性别认同，宗教，种族和种族)在 X 上暴露的频率。此外，我们检查了教育机构分享的图片和视频。利用美国 K-12教育机构发布的大约2060万个帖子的数据集，我们探索了学生的 PII 在 X 上与公众分享的程度。我们的分析表明，大约4% 的包含图像和视频的帖子(整个数据集中大约有80万个帖子)包括一个可识别的学生的面孔以及他们的名字，2.3% 归因于学生的性别认同。鉴于已披露的私隐资料的范围和潜在的私隐风险，这项研究为教育界持份者提供了额外的见解，以培养更安全的社交媒体实践，从而减轻对学生私隐的潜在风险，并改善学生的数码权利。

https://doi.org/10.1016/j.caeo.2024.100197

《Developing a Technological Pedagogical and Content Knowledge (TPACK) survey for university teachers》

《开展大学教师技术教学与内容知识(TPACK)调查》

作者：Ha Nguyen · Jolien M. Mouw · Angeliki Mali · Jan-Willem Strijbos · Hanke Korpershoek

英文摘要：Existing Technological Pedagogical and Content Knowledge (TPACK) surveys target pre-service or K-12 teachers, whereas none have been specifically adapted for university teachers. To adequately measure TPACK-competences of university teachers, the specific characteristics of teaching in a university context need to be taken into account. Survey items that are not contextualized to the target participants increase the risk of measurement error and bias. Therefore, we adapted existing TPACK surveys to specifically measure university teachers’ competences for teaching with technology. We shortlisted five existing TPACK surveys and scrutinized their respective subscales and items. We then adapted these items to more adequately capture context-specific experiences for university teachers to ensure construct validity. We collected two waves of data to test our adapted TPACK survey, which comprises 31 items distributed across seven subscales, among teachers from various disciplines in a large university. With confirmatory factor analysis, we confirmed the seven-factor structure of the adapted TPACK survey in both data waves. Moreover, the seven subscales showed adequate internal consistency. An exploration of TPACK competences among teachers from different disciplines showed both similarities as well as dissimilarities. An example of similarities is that university teachers from all disciplines felt most competent in CK and PCK, while they reported relatively low competence ratings for TPCK and TPK. Besides, an example of dissimilarities is PK; teachers from the discipline of science and engineering reported the highest score compared to other disciplines in the prior wave, while they evaluated themselves third lowest in the latter wave.

中文摘要：现有的技术教学和内容知识(TPACK)调查针对的是职前或 K-12教师，而没有一个是专门适用于大学教师。为了充分衡量大学教师的 TPACK 能力，需要考虑大学环境下教学的具体特点。与目标参与者无关的调查项目会增加测量误差和偏差的风险。因此，我们调整现有的 TPACK 调查来具体测量大学教师的技术教学能力。我们筛选出五个现有的 TPACK 调查，并审查了各自的分量表和项目。然后，我们调整这些项目，以更充分地捕捉上下文特定的经验，以确保大学教师建构的有效性。我们收集了两波数据来测试我们的改编 TPACK 调查，其中包括31个项目，分布在7个分量表，从不同学科的教师在一所大学。通过验证性因素分析，我们确定了适应性 TPACK 调查在两个数据波中的七因素结构。此外，七个分量表表现出足够的内部一致性。对不同学科教师 TPACK 能力的探讨既有相似之处，也有不同之处。一个相似的例子是，来自所有学科的大学教师认为在 CK 和 PCK 方面最有能力，而他们报告的 TPCK 和 TPK 的能力评分相对较低。此外，一个不同的例子是 PK，来自科学和工程学科的教师报告最高分数相比，其他学科在前一波，而他们评价自己第三低。

https://doi.org/10.1016/j.caeo.2024.100202

《Accuracy and effectiveness of an orchestration tool on instructors’ interventions and groups’ collaboration》

《编配工具对教师干预和小组合作的准确性和有效性》

作者：LuEttaMae Lawrence · Emma Mercier · Taylor Tucker · Nigel Bosch · Luc Paquette

英文摘要：This paper presents the development of a novel orchestration tool that predicts collaborative problem-solving (CPS) behaviors of undergraduate engineering groups and investigates the use of that tool by instructors. We explore the impact of receiving real-time, machine-learning, model-based prompts on 1) instructors’ orchestration strategies, which are strategies instructors use to manage and facilitate collaborative activities, and 2) groups’ participation, including how groups are engaged in CPS activities. The orchestration tool is a dashboard that notifies instructors of—and advises them on—monitoring and intervening with groups who may need collaborative support and guidance. We describe the accuracy of the models in predicting CPS behaviors and of instructors in identifying these behaviors in the classroom. We then describe how real-time prompts from models can affect instructors’ orchestration strategies and students’ participation. Our findings show that there is variability in the accuracy of our machine learning models and that instructors are better at identifying predictive behaviors as compared to the models. Instructors in this context engaged in orchestration strategies, like monitoring and probing when using the orchestration tool, and groups of students were largely talking while on-task across classes. We triangulate across data sources to examine the effectiveness of the orchestration tool in the classroom and share pedagogical and technical implications for the field.

中文摘要：本文介绍了一种新的编排工具的发展，预测协作问题解决(CPS)的大学生工程小组的行为，并调查了使用该工具的教师。我们探讨了接收实时的，机器学习的，基于模型的提示对1)教师的编排策略的影响，这是教师用来管理和促进合作活动的策略，2)小组的参与，包括小组如何参与 CPS 活动。编排工具是一个仪表板，它通知教师监控和干预可能需要协作支持和指导的小组，并就此向他们提供建议。我们描述了预测 CPS 行为的模型的准确性，以及教师在课堂上识别这些行为的准确性。然后，我们描述了模型中的实时提示如何影响教师的编配策略和学生的参与。我们的研究结果表明，我们的机器学习模型的准确性存在差异，与模型相比，教师更善于识别预测行为。在这种情况下，教师参与编配策略，如使用编配工具时的监控和探究，一组学生在课堂任务中大部分时间在交谈。我们跨越数据源进行三角测量，以检查课堂上编排工具的有效性，并分享该领域的教学和技术含义。

https://doi.org/10.1016/j.caeo.2024.100203

《Locating TPACK XK Between Theory and Practice: Reflective Practice, Applied Ethics, and Technoskeptical Dispositions》

《在理论和实践之间找到 TPACK XK: 反省实践、应用伦理学和技术怀疑论倾向》

作者：Marie K. Heath · Stephanie Moore

英文摘要：The problem of context, contextualization, and XK has stalked TPACK since its inception. We suggest that efforts in education technology to deepen the theory and scholarship around this domain of knowing have run up against the field's tendency toward discrete interpretations of TPACK, its continued reluctance to explore socio-cultural influences on education and technology, and the inherent tensions between ed theoretical models and the realities of practice they represent. Additionally, context raises important ethical considerations that are deeply embedded in educational technology selection and use. In an attempt to reject the binary of theory and practice and also extend the relationships between contextual and ethical knowledge in TPACK, we propose ways the field can extend both research and practice related to XK through reflective practice, professional ethics, and technoskeptical dispositions. Using examples from classroom practices, we have developed reflective and critical questions to elicit connections between TPACK, XK, and ethics which include hyper-local and narrow contexts as well as broader socio-cultural contexts. Intersecting ethics with TPACK helps educators situate the profession of education within society; consider the broad social implications of technology, pedagogy, and content separately and as TPACK; and work toward commitments for learning and social justice through the actions of the good enough.

中文摘要：上下文、上下文化和 XK 的问题从一开始就困扰着 TPACK。我们认为，教育技术领域深化围绕这一认知领域的理论和学术研究的努力，与该领域对 TPACK 的离散解释趋势相抵触，该领域一直不愿探索社会文化对教育和技术的影响，以及抽象的理论模型与它们所代表的实践现实之间的内在紧张关系。此外，语境提出了深深植根于教育技术选择和使用中的重要伦理考虑。为了拒绝理论和实践的二元对立，同时扩展 TPACK 情境和道德知识之间的关系，我们建议该领域可以通过反省实践、职业道德和技术怀疑论倾向来扩展与 XK 相关的研究和实践。利用课堂实践中的例子，我们提出了反思性和批判性的问题，以引出 TPACK、 XK 和伦理学之间的联系，这些联系包括超本地和狭隘的背景以及更广泛的社会文化背景。与 TPACK 相交叉的伦理学帮助教育工作者在社会中定位教育职业; 分别考虑技术、教育学和内容的广泛社会影响，并将其作为 TPACK; 通过足够好的人的行动致力于学习和社会正义。

https://doi.org/10.1016/j.caeo.2024.100204

《Contextual considerations in TPACK: Collaborative processes in initial teacher education》

《TPACK 的背景考虑: 初级教师教育的协作过程》

作者：Tara McDougall · Michael Phillips

英文摘要：The importance of educational technologies continues to be revealed in contemporary classrooms and has consequently resulted in calls for those in initial teacher education programs to engage with contexts in which they can develop and demonstrate their technological, pedagogical and content knowledge (TPACK). Despite TPACK being one of the world's most frequently used frameworks for understanding teachers’ technology integration (Hew et al., 2019; Niederhauser & Lindström, 2018), conceptualisations of the contexts in which pre-service teachers develop and demonstrate their TPACK are often confined to physical locations (Phillips et al., 2016; Phillips, 2016b; Rosenberg & Koehler, 2015). This research takes a broader consideration of ‘context’ through explorations of empirical data from a study of Australian pre-service teachers (PSTs) collaboratively planning, delivering and reflecting on team-taught, online, high school STEM classes in an attempt to answer the research question driving this research: What contextually situated learning process shape pre-service teachers’ TPACK development? Data from a series of semi-structured interviews revealed changes in the ways in which pre-service teachers conceptualised their TPACK. More importantly, this study found that the situated learning processes of induction, transferability, positive interdependence, synchronicity, and negotiability (Johnson and Johnson, 1994; Dillenbourg, 1999) were particularly important in explaining how participants understood and explained their TPACK acquisition and enactment. This research also highlights the importance of intentional design decisions by teacher educators to consider broader conceptualisations of ‘contexts’ which illustrate the importance of situated and collaborative learning opportunities to shape pre-service teachers TPACK. Importantly, these designs in this setting also empowered pre-service teachers to take risks with their praxis as they reported a feeling of emotional safety when teaching with a liminal peer. Consequently, the power of collaborative processes and interactions were revealed as new contextual considerations in the TPACK framework.

中文摘要：教育技术的重要性在当代课堂中继续被揭示，并因此导致呼吁那些在初始教师教育计划中的人们参与到他们可以发展和展示他们的技术，教学和内容知识(TPACK)的环境中。尽管 TPACK 是世界上最常用的理解教师技术整合的框架之一(Hew 等，2019; Niederhauser & Lindström，2018) ，但职前教师开发和展示 TPACK 的背景概念化通常局限于物理位置(Phillips 等，2016; Phillips，2016b; Rosenberg & Koehler，2015)。本研究通过对澳大利亚职前教师(PSTs)合作规划、交付和反思团队教学的在线高中 STEM 课程的实证数据的探索，更广泛地考虑了“背景”，试图回答驱动本研究的研究问题: 什么样的背景情境下的学习过程形成了职前教师的 TPACK 发展？一系列半结构式访谈的数据显示，职前教师概念化 TPACK 的方式发生了变化。更重要的是，这项研究发现情境学习过程的归纳，可转移性，积极的相互依赖性，同步性和协商性(Johnson and Johnson，1994; Dillenburg，1999)对于解释参与者如何理解和解释他们的 TPACK 获取和实施尤为重要。这项研究也强调了教师教育工作者有意识的设计决策的重要性，以考虑更广泛的概念化的“情境”，说明情境和合作学习的重要性，以塑造职前教师 TPACK。重要的是，在这种情况下，这些设计也授权职前教师在他们的实践中承担风险，因为他们报告了与阈限同伴教学时的情绪安全感。因此，协作过程和互动的力量被揭示为 TPACK 框架中新的上下文考虑因素。

https://doi.org/10.1016/j.caeo.2024.100207

《Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools》

《揭示 TPACK 途径: 南非农村学校的技术整合和教学演变》

作者：Brian Shambare · Clement Simuja

英文摘要：The rural schooling environment in the Global South, such as South Africa, faces unique challenges due to low socio-economic status, lack of resources and poor funding. The frequent integration of technologies favoured by these rural teachers suggests, consciously or unconsciously, the development of technological pedagogical content knowledge (TPACK). However, the process of construction and development of this specialized knowledge remains largely unknown. It is also unclear how TPACK evolves in teachers in rural schools in the Global South, particularly those who did not receive formal or informal technology instruction during their initial teacher training or through professional teacher development training. This study adopted Vygotsky's socio-cultural theory and Koehler and Mishra's TPACK framework and collected data through questionnaires, semi-structured interviews and sharing circles. Findings revealed that while teachers show varying levels of TPACK, the context-specific, dynamic nature of TPACK was evident, as teachers often developed this knowledge incrementally and informally. The chapter indicates that despite the absence of structured training, teachers have begun to integrate technology into their pedagogy and content knowledge. However, their development of TPACK is uneven and emerging and often driven by personal initiative. The study concludes that for effective technology integration, teacher training programs should encompass TPACK's nuanced, contextual, and evolving aspects. Implications suggest that mentoring and continuous professional development are essential to enhance teachers’ technological integration skills, thereby improving teaching and learning in rural settings. Implications underscore the importance of continuous professional development and the establishment of supportive school cultures to nurture technology integration, thereby contributing to the pedagogical evolution in rural South African schools.

中文摘要：南非等全球南方国家的农村教育环境由于社会经济地位低下、缺乏资源和资金不足而面临着独特的挑战。这些农村教师所青睐的技术的频繁整合表明，有意识或无意识地，技术教学内容知识(TPACK)的发展。然而，这种专业知识的构建和发展过程在很大程度上仍然是未知的。还不清楚全球南方农村学校的教师，特别是那些在最初的教师培训或通过专业教师发展培训期间没有接受正式或非正式技术指导的教师，TPACK 的演变情况。本研究采用维果茨基的社会文化理论以及克勒和米什拉的 TPACK 框架，通过问卷调查、半结构化访谈和分享圈收集数据。研究结果显示，虽然教师对 TPACK 的认识程度各有不同，但由于教师经常以渐进式和非正式的方式发展这方面的知识，因此 TPACK 具有明显的情境特定性和动态性。本章指出，尽管缺乏有组织的培训，教师已开始将技术纳入其教学法和内容知识。然而，他们的 TPACK 的发展是不平衡的和新兴的，往往是由个人的主动性驱动。研究得出结论，为了有效的技术整合，教师培训计划应该包括 TPACK 的微妙，上下文和不断发展的方面。这意味着，辅导和持续的专业发展对于提高教师的技术融合技能，从而改善农村环境中的教与学至关重要。所涉问题突出表明，必须继续进行专业发展，建立支持性的学校文化，以培养技术融合，从而促进南非农村学校的教学发展。

https://doi.org/10.1016/j.caeo.2024.100206

《Opportunities Overcome Challenges in Adopting Immersive Virtual Reality in Online Learning》

《在线学习中应用沉浸式虚拟现实的机遇与挑战》

作者：Rhodora Abadia · Jonathan Fritsch · Shokry Abdelaal · Thilini Jayawickrama

英文摘要：The use of immersive Virtual Reality (IVR) has witnessed an increasing demand in online learning, though challenges are slowing its adoption. This paper presents a scoping review on the deployment of IVR in online learning: its utilisation, challenges, and opportunities. The study reveals that IVR is mainly used to provide remote access to learning experiences, improve cognitive, affective and skills outcomes, and simulate experiences that are often available in traditional classrooms. Hardware-related issues are among the greatest challenges for the ubiquitous use of IVRs in online learning, with internet access being cited as the primary concern. Cost of hardware, physical side-effects, software design and amount of educator training required have also been raised as common challenges. The analysis of the reported opportunities revealed that the increasing availability of VR technologies shows the potential to overcome these challenges associated with hardware, where smartphone devices are still considered the most accessible and scalable tool. In addition, the increasing availability of modelling software creates an opportunity for faster and cheaper development of VR applications. Furthermore, the use of IVR in online learning presents solutions to common online learning issues associated with reduced student engagement and learning, access to work-based activities and lack of connectedness.

中文摘要：沉浸式虚拟现实(IVR)的使用见证了在线学习的日益增长的需求，尽管挑战正在减缓其采用。本文介绍了范围审查的部署 IVR 在在线学习: 它的利用，挑战和机会。研究表明，IVR 主要用于提供远程获取学习经验，改善认知、情感和技能结果，并模拟传统课堂上经常可以获得的经验。硬件相关问题是在线学习中无处不在使用 IVR 的最大挑战之一，因特网接入被列为首要关切。硬件成本、物理副作用、软件设计和所需的教师培训数量也成为共同的挑战。对所报告的机会进行的分析表明，虚拟现实技术的日益普及表明了克服与硬件有关的这些挑战的潜力，在硬件方面，智能手机设备仍被认为是最容易获得和可扩展的工具。此外，建模软件的日益普及为更快、更廉价地开发虚拟现实应用程序创造了机会。此外，在在线学习中使用 IVR 提供了解决常见在线学习问题的办法，这些问题涉及学生参与和学习减少、获得以工作为基础的活动以及缺乏连通性。

https://doi.org/10.1016/j.caeo.2024.100208

《Informing Professional Learning Interventions with Evidence-Based Analysis of Student Feedback: Implications for Software Use and Learning Clarity》

《通过学生反馈的循证分析为专业学习干预提供信息: 对软件使用和学习清晰性的启示》

作者：Joanne Blannin · Colin Wood · Phil Stubbs · John Hattie

英文摘要：This study explored the gap between teachers' perceptions of their teaching practice and students' abilities to describe their learning accurately. Using the Verso software as a reflective feedback tool alongside a personalised professional learning program, the research aimed to bridge this disconnect. Post-implementation, student feedback indicated heightened self-awareness and improved metacognitive skills. The Verso software prompted students to engage with their learning introspectively, enabling learners to develop increasingly accurate self-reflective and metacognitive skills. The findings highlight the potential of technology in enhancing professional learning and instructional efficacy.

中文摘要：本研究旨在探讨教师对教学实践的认知与学生准确描述学习的能力之间的差距。使用 Verso 软件作为个性化专业学习程序的反馈工具，研究旨在弥合这种脱节。实施后，学生的反馈表明提高了自我意识和元认知技能。Verso 软件促使学生自我反省地参与学习，使学习者能够发展越来越准确的自我反思和元认知技能。研究结果强调了技术在提高专业学习和教学效能方面的潜力。

https://doi.org/10.1016/j.caeo.2024.100211

《Artificial intelligence literacy for technology education》

《技术教育中的人工智能素养》

作者：Karin Stolpe · Jonas Hällström

英文摘要：The interest in artificial intelligence (AI) in education has erupted during the last few years, primarily due to technological advances in AI. It is therefore argued that students should learn about AI, although it is debated exactly how it should be applied in education. AI literacy has been suggested as a way of defining competencies for students to acquire to meet a future everyday- and working life with AI. This study argues that researchers and educators need a framework for integrating AI literacy into technological literacy, where the latter is viewed as a multiliteracy. This study thus aims to critically analyse and discuss different components of AI literacy found in the literature in relation to technological literacy. The data consists of five AI literacy frameworks related to three traditions of technological knowledge: technical skills, technological scientific knowledge, and socio-ethical technical understanding. The results show that AI literacy for technology education emphasises technological scientific knowledge (e.g., knowledge about what AI is, how to recognise AI, and systems thinking) and socio-ethical technical understanding (e.g., AI ethics and the role of humans in AI). Technical skills such as programming competencies also appear but are less emphasised. Implications for technology education are also discussed, and a framework for AI literacy for technology education is suggested.

中文摘要：人们对人工智能(AI)教育的兴趣在过去几年中爆发出来，主要是由于人工智能的技术进步。因此，有人认为，学生应该学习人工智能，虽然它是辩论到底应该如何在教育中应用。人工智能素养被认为是确定学生能力的一种方式，以便在未来的日常生活和工作中与人工智能打交道。本研究认为，研究人员和教育工作者需要一个将人工智能素养纳入技术素养的框架，后者被视为一种多元素养。因此，本研究旨在批判性地分析和讨论文献中发现的与技术素养有关的人工智能素养的不同组成部分。这些数据包括五个人工智能识字框架，涉及技术知识的三个传统: 技术技能、技术科学知识和社会伦理技术理解。结果表明，人工智能技术教育素养强调技术科学知识(例如，关于什么是人工智能的知识，如何识别人工智能，以及系统思维)和社会伦理技术理解(例如，人工智能伦理和人类在人工智能中的作用)。编程能力等技术技能也出现了，但较少受到重视。本文还讨论了对技术教育的启示，并提出了技术教育人工智能素养的框架。

https://doi.org/10.1016/j.caeo.2024.100159

《Enhancing artificial intelligence literacy through cross-cultural online workshops》

《通过跨文化在线讲习班提高人工智能素养》

作者：Satu-Maarit Korte · William Man-Yin Cheung · Mari Maasilta · Siu Cheung Kong · Pigga Keskitalo · Lixun Wang · Chaak Ming Lau · John Chi‐Kin Lee · Mingyue Gu

英文摘要：This article presents the results of a study conducted in collaboration with two universities – one in Lapland (Finland) and the other in Hong Kong (China) – during the development of an international university course on global media education. The objective of the study was to examine international students’ changing conceptual understanding of artificial intelligence (AI) literacy as part of the course. The need for this study arose from the recent rapid spread of AI across industries, which has connected human learning to machine learning. This requires competence in AI to contribute to future society. Five hours of online lectures on AI literacy were delivered during two workshops to students (N = 29) from 13 countries with no or limited prior knowledge of the subject in 2021 and 2022. The participants filled out pre- and post-workshop quantitative questionnaires and wrote diaries about their learning process, the development of their understanding of AI-literacy concepts, and their thoughts on the pedagogical approaches used. The quantitative data were analysed using a paired-samples t-test, while the qualitative data were examined using thematic-content analysis. The findings show that the students’ knowledge of AI and their awareness of the importance of AI literacy and media education increased significantly. Further research is needed so that a more appropriate curriculum can be designed for them. We outline some key activities that offer interactive and participatory ways to learn AI in order to assist educators in planning and delivering AI-literacy courses as part of cross-cultural media education.

中文摘要：这篇文章介绍了一项与两所大学合作进行的研究的结果——一所在拉普兰(芬兰) ，另一所在香港(我国)——在开发国际大学全球媒体教育课程的过程中。这项研究的目的是检查国际学生对人工智能素养概念理解的变化，作为课程的一部分。这项研究的必要性来自于最近人工智能在各个行业的迅速传播，它将人类学习与机器学习联系起来。这需要人工智能方面的能力为未来社会做出贡献。在2021年和2022年，在两个研讨会期间，为来自13个国家的学生(N = 29)提供了5个小时的关于人工智能识字的在线讲座，这些学生之前对这一主题没有或只有有限的知识。与会者填写了研讨会前后的定量问卷，并就他们的学习过程、对人工智能识字概念的理解的发展以及他们对所使用的教学方法的想法撰写了日记。定量数据采用配对样本 t 检验进行分析，定性数据采用主题内容分析进行检验。研究结果显示，学生对人工智能的认知及对人工智能素养及媒介教育重要性的认知均有显著提升。需要进一步研究，以便为他们设计更合适的课程。我们概述了一些关键活动，这些活动提供了学习人工智能的互动和参与式方法，以协助教育工作者规划和提供人工智能扫盲课程，作为跨文化媒体教育的一部分。

https://doi.org/10.1016/j.caeo.2024.100164

《In search of artificial intelligence (AI) literacy in Teacher Education: A scoping review》

《教师教育中的人工智能素养研究: 范围回顾》

作者：Katarina Sperling · Carl-Johan Stenberg · Cormac McGrath · Anna Åkerfeldt · Fredrik Heintz · Linnéa Stenliden

英文摘要：Artificial intelligence (AI) literacy has recently emerged on the educational agenda raising expectations on teachers’ and teacher educators’ professional knowledge. This scoping review examines how the scientific literature conceptualises AI literacy in relation to teachers’ different forms of professional knowledge relevant for Teacher Education (TE). The search strategy included papers and proceedings from 2000 to 2023 related to AI literacy and TE as well as the intersection of AI and teaching. Thirty-four papers were included in the analysis. The Aristotelian concepts episteme (theoretical-scientific knowledge), techne (practical-productive knowledge), and phronesis (professional judgement) were used as a lens to capture implicit and explicit dimensions of teachers’ professional knowledge. Results indicate that AI literacy is a globally emerging research topic in education but almost absent in the context of TE. The literature covers many different topics and draws on different methodological approaches. Computer science and exploratory teaching approaches influence the type of epistemic, practical, and ethical knowledge. Currently, teachers’ professional knowledge is not broadly addressed or captured in the research. Questions of ethics are predominantly addressed as a matter of understanding technical configurations of data-driven AI technologies. Teachers’ practical knowledge tends to translate into the adoption of digital resources for teaching about AI or the integration of AI EdTech into teaching. By identifying several research gaps, particularly concerning teachers' practical and ethical knowledge, this paper adds to a more comprehensive understanding of AI literacy in teaching and can contribute to a more well-informed AI literacy education in TE as well as laying the ground for future research related to teachers’ professional knowledge.

中文摘要：人工智能素养最近出现在教育议程上，提高了人们对教师和教师教育者专业知识的期望。这个范围审查检查科学文献如何概念化人工智能素养与教师的不同形式的专业知识相关的教师教育(TE)。搜索战略包括2000年至2023年与人工智能扫盲和教育技术以及人工智能与教学交叉相关的论文和论文集。分析包括三十四篇论文。以亚里士多德的认识论(理论-科学知识)、技术(实践-生产性知识)和实践(专业判断)概念为透镜，揭示了教师专业知识的内隐和外显维度。研究结果表明，人工智能素养是一个全球性的新兴教育研究课题，但在教育教学中几乎没有。这些文献涵盖了许多不同的主题，并采用了不同的方法论方法。计算机科学和探究性教学方法影响着认识、实践和伦理知识的类型。目前，教师的专业知识在研究中还没有得到广泛的关注和重视。道德问题主要是作为理解数据驱动的人工智能技术的技术配置的问题来处理的。教师的实践性知识倾向于转化为数字资源的使用，或者转化为人工智能教育技术与教学的整合。本文通过确定几个研究差距，特别是关于教师的实践和伦理知识，增加了对教学中人工智能素养的更全面的理解，可以有助于在教师教育中更好地了解人工智能素养教育，并为未来有关教师专业知识的研究奠定基础。

https://doi.org/10.1016/j.caeo.2024.100169

《Examining artificial intelligence literacy among pre-service teachers for future classrooms》

《未来教室职前教师人工智能素养测评》

作者：Musa Adekunle Ayanwale · Owolabi Paul Adelana · Rethabile Rosemary Molefi · Olalekan Adeeko · Adebayo Monsur Ishola

英文摘要：In the context of global integration and increasing reliance on Artificial Intelligence (AI) in education, evaluating the AI literacy of pre-service teachers is crucial. As future architects of educational systems, pre-service teachers must not only possess pedagogical expertise but also a strong foundation in AI literacy. This quantitative study examines AI literacy among 529 pre-service teachers in a Nigerian university, utilizing structural equation modeling (SEM) for comprehensive analysis. The research explores various dimensions of AI literacy, revealing that a profound understanding of AI significantly predicts positive outcomes in AI use, detection, ethics, creation, and problem-solving. However, no correlation exists between AI knowledge and emotion regulation or the assumption that active AI use enhances AI detection capabilities. The study identifies a trade-off between AI application and creation, emphasizing the ethical considerations intertwined with emotional and persuasive facets of AI use. It also supports the link between AI creation and problem-solving, emphasizing the foundational role of AI knowledge in shaping diverse aspects of AI literacy among pre-service teachers. The findings offer valuable insights for educators, administrators, policymakers, and researchers aiming to enhance AI literacy in pre-service teacher education programs.

中文摘要：在全球一体化的背景下，教育对人工智能(AI)的依赖日益增加，评估职前教师的 AI 素养至关重要。作为未来教育系统的建筑师，职前教师不仅必须具备教学专业知识，而且还必须在人工智能识字方面有坚实的基础。本研究采用结构方程模型(SEM)对尼日利亚某大学529名职前教师的人工智能素养进行综合分析。该研究探索了人工智能素养的各个维度，揭示了对人工智能的深刻理解可以显著预测人工智能在使用、检测、伦理、创造和解决问题方面的积极结果。然而，人工智能知识与情绪调节之间并不存在相关性，也不存在主动使用人工智能增强人工智能检测能力的假设。该研究确定了人工智能应用和创造之间的平衡，强调了与人工智能使用的情感和说服方面交织在一起的伦理考虑。它还支持人工智能创造和解决问题之间的联系，强调人工智能知识在培养职前教师人工智能素养的不同方面的基础作用。这些发现为教育工作者、管理者、决策者和研究人员提供了宝贵的见解，旨在提高职前教师教育计划中的人工智能素养。

https://doi.org/10.1016/j.caeo.2024.100179

《Motivation for learning in campus-integrated MOOCs: Self-determined students, grade hunters and teacher trusters》

《校园网络公开课的学习动机: 自主学生、评分猎手和教师信任者》

作者：Renée A Hendriks · Peter de Jong · Wilfried Admiraal · Marlies E.J. Reinders

英文摘要：Massive Open Online Course (MOOC) integration into campus education is rising, in many different forms. When integrating MOOCs, motivation to learn demands consideration as it is related to academic achievement and well-being. Student motivation in formal integrated MOOC learning is understudied. This study aimed to characterize the shape of motivation to learn in integrated MOOC learning. Motivation profiles of undergraduate students that learn in three different MOOC integration designs were explored, as was the distribution of profiles among integration designs. Finally, factors that underpin motivation were compared between integration designs. Six motivation profiles were recovered through a two-step cluster analysis: Self-determined students, highly self-determined students, grade hunters, and teacher trusters who are moderately, highly, or extremely trusting. Proportions of motivation profiles differed significantly between MOOC integration designs, and psychological needs were satisfied and frustrated significantly different between designs. Implications for future MOOC integration research and practice are discussed.

中文摘要：大规模开放在线课程(MOOC)融入校园教育的现象正在兴起，形式多种多样。在整合网络公开课时，学习动机需要考虑，因为它与学习成绩和幸福感有关。对学生在正式综合 MOOC 学习中的学习动机进行了研究。本研究旨在探讨整合式 MOOC 学习中学习动机的形态。探讨了在三种不同的 MOOC 集成设计中学习的大学生的动机概况，以及集成设计中概况的分布情况。最后，比较了支撑集成设计动机的因素。通过一个两步数据聚类，我们发现了六种动机: 自我决定的学生，高度自我决定的学生，评分猎人，以及适度、高度或极度信任的老师信任者。MOOC 整合设计的动机概况比例存在显著差异，心理需求得到满足和受挫的情况在设计之间存在显著差异。讨论了 MOOC 集成研究和实践的意义。

https://doi.org/10.1016/j.caeo.2023.100158

《Digital game-based language learning for vocabulary development》

《基于数字游戏的词汇学习》

作者：Mahjabin Chowdhury · L. Quentin Dixon · Li‐Jen Kuo · Jonan Phillip Donaldson · Zohreh R. Eslami · Radhika Viruru · Wen Luo

英文摘要：Current literature suggests that one of the impressive benefits of digital game-based language learning is its potential to create engaging vocabulary learning experiences. However, this literature is dominated by game-play approaches, rather than game-making approaches. Drawing upon constructivist, motivation, dual-coding, and constructionist theories, this study examined elementary English language learners’ vocabulary learning experiences in a game-based learning context and investigated their experience as they built their own games based on their understanding of different non-fiction texts. This mixed-methods case study involved novel use of network analysis to examine student learning, investigate the relationships between various aspects of learner experiences, and evaluate the strengths and weaknesses of the program. Findings indicated that a complex set of interdependencies between enactments of theoretical principles including generativity, agency, tinkering, intrinsic motivation, and contextualized learning lead to enjoyment and powerful language learning experiences. Design principles for future digital game-based language learning include optimizing visual aspects, spending more time on technical skill development, increasing learner agency, and focusing more on generative and joyful learning experiences.

中文摘要：目前的文献表明，基于数字游戏的语言学习的一个令人印象深刻的好处是它有可能创造吸引人的词汇学习体验。然而，这些文献主要是游戏方法，而不是游戏制作方法。本研究以建构主义、动机论、双重编码理论和建构主义理论为基础，考察了小学英语学习者在基于游戏的学习环境中的词汇学习经验，并根据他们对不同非小说文本的理解，调查了他们在构建自己的游戏时的经验。这个混合方法的案例研究涉及到新颖的使用网络分析来检查学生的学习，调查学习者经验的各个方面之间的关系，并评估项目的优缺点。研究结果表明，理论原则制定之间的一套复杂的相互依存关系，包括生成性，代理，修补，内在动机和情境化学习导致享受和强大的语言学习经验。未来基于数字游戏的语言学习的设计原则包括优化视觉方面，花更多的时间在技术技能发展，增加学习者代理，以及更多地关注生成性和愉快的学习体验。

https://doi.org/10.1016/j.caeo.2024.100160

《Application of Generative Artificial Intelligence (GenAI) in Language Teaching and Learning: A Scoping Literature Review》

《生成性人工智能在语言教学中的应用: 范围文献综述》

作者：Locky Law

英文摘要：This scoping literature review examines the application of Generative Artificial Intelligence (GenAI), a disruptive technology, in language teaching and learning. Since its launch in November 2022, GenAI has captured global attention with OpenAI's ChatGPT, powered by the generative pre-trained transformer-3 (GPT-3) large-language model. The emergence of GenAI holds immense implications across various domains, including language education. This review aims to provide an overview of the current state of research and identify research gaps and future directions in this emerging field. The review follows the PRISMA-ScR guidelines and includes eligible publications published between 2017 and July 2023. Four electronic databases were searched and 41 of the 224 initial papers were eventually selected for review. The findings reveal key terms related to GenAI in language education, the most researched language study and education levels, areas of research, attitudes towards GenAI, and the potential benefits and challenges of GenAI application. The review highlights several research gaps, including the need for more empirical studies to assess the effectiveness and impact of GenAI tools, discussion of ethical considerations, targeted interventions for specific language skills, and stakeholder engagement in responsible integration. Educators are encouraged to incorporate GenAI tools into their teaching practices while remaining vigilant about potential risks. Continuous professional development for educators is crucial to ensure informed decision-making and effective integration of GenAI tools. This scoping review contributes to the existing knowledge on the use of GenAI in language education and informs future research and practice in this disruptive and rapidly evolving field.

中文摘要：这篇范围界定的文献综述探讨了生成性人工智能(genAI) ，一种破坏性创新在语言教学中的应用。自2022年11月推出以来，GenAI 凭借 OpenAI 的 ChatGPT 引起了全球的关注，该软件由生成式预先训练的转换器 -3(GPT-3)大语言模型驱动。GenAI 的出现对包括语言教育在内的各个领域都有着巨大的影响。本综述旨在概述目前的研究状况，并确定这一新兴领域的研究差距和未来方向。审查遵循 PRISMA-ScR 指南，包括2017年至2023年7月期间出版的合格出版物。搜索了四个电子数据库，最终选定了224篇初步论文中的41篇进行审查。研究结果揭示了语言教育中与 GenAI 相关的关键术语，研究最多的语言学习和教育水平，研究领域，对 GenAI 的态度，以及 GenAI 应用的潜在好处和挑战。审查强调了若干研究差距，包括需要进行更多的实证研究，以评估 GenAI 工具的有效性和影响，讨论道德考虑因素，针对特定语言技能的干预措施，以及利益攸关方参与负责任的一体化。鼓励教育工作者将 GenAI 工具纳入教学实践，同时对潜在风险保持警惕。教育工作者的持续专业发展对于确保知情决策和有效整合 GenAI 工具至关重要。这一范围审查有助于了解在语言教育中使用 GenAI 的现有知识，并为今后在这一具有颠覆性和迅速发展的领域的研究和实践提供信息。

https://doi.org/10.1016/j.caeo.2024.100174

《A Scoping Review of Reinforcement Learning in Education》

《教育强化学习的范围回顾》

作者：Bahar Memarian · Tenzin Doleck

英文摘要：The use of Artificial Intelligence (AI) and Machine Learning algorithms is surging in education. One of these methods, called Reinforcement Learning (RL) may be considered more general and less rigid by changing its learning through interactions with the environment and specifically the inputs received as rewards and punishments. Given that education has shifted towards a constructivist approach and uses technology such as algorithms in its making (e.g., instructional design, delivery, assessment, and feedback), we are interested in taking stock of the effect RL may play in today's teaching and learning. We conduct a scoping review of the literature on RL in education. This work aims to open discussions on the pedagogical paradigm of RL and various types of bias introduced in teaching and learning.

中文摘要：人工智能(AI)和机器学习算法在教育领域的应用正在兴起。其中一种方法叫做“强化学习”(RL) ，通过与环境的互动，特别是作为奖励和惩罚的输入来改变其学习方式，这种方法可能被认为更普遍、更不僵化。考虑到教育已经转向建构主义的方法，并且在制作过程中使用了算法等技术(例如，教学设计、交付、评估和反馈) ，我们有兴趣评估 RL 在今天的教学中可能发挥的作用。我们进行了一个范围审查的文献关于 RL 的教育。本研究旨在探讨 RL 的教学范式，以及在教与学中引入的各种偏见。

https://doi.org/10.1016/j.caeo.2024.100175

《Developing a Holistic AI Literacy Assessment Matrix - Bridging Generic, Domain-Specific, and Ethical Competencies》

《开发一个整体人工智能素养评估矩阵-桥接一般，领域特定，道德能力》

作者：Nils Knoth · Marie Decker · Matthias Carl Laupichler · Marc Pinski · Nils Buchholtz · Katharina Bata · Brandon K. Schultz

英文摘要：Motivated by a holistic understanding of AI literacy, this work presents an interdisciplinary effort to make AI literacy measurable in a comprehensive way, considering generic and domain-specific AI literacy as well as AI ethics. While many AI literacy assessment tools have been developed in the last 2-3 years, mostly in the form of self-assessment scales and less frequently as knowledge-based assessments, previous approaches only accounted for one specific area of a comprehensive understanding of AI competence, namely cognitive aspects within generic AI literacy. Considering the demand for AI literacy development for different professional domains and reflecting on the concept of competence in a way that goes beyond mere cognitive aspects of conceptual knowledge, there is an urgent need for assessment methods that capture domain-specific AI literacy on each of the three competence dimensions of cognition, behavior, and attitude. In addition, competencies for AI ethics are becoming more apparent, which further calls for a comprehensive assessment of AI literacy for this very matter. This conceptual paper aims to provide a foundation upon which future AI literacy assessment instruments can be built and provides insights into what a framework for item development might look like that addresses both generic and domain-specific aspects of AI literacy as well as AI ethics literacy, and measures more than just knowledge-related aspects based on a holistic approach.

中文摘要：在对人工智能识字的全面理解的驱动下，这项工作提出了一项跨学科的努力，使人工智能识字以一种全面的方式衡量，同时考虑到通用的和特定领域的人工智能识字以及人工智能伦理。虽然在过去2-3年中开发了许多人工智能识字评估工具，大多采用自我评估量表的形式，较少作为基于知识的评估，但以前的方法只考虑了全面了解人工智能能力的一个具体领域，即一般人工智能识字的认知方面。考虑到不同专业领域对人工智能素养发展的需求，并以超越概念知识的认知方面的方式反思能力概念，迫切需要在认知，行为和态度的三个能力维度中的每一个上捕获特定领域的人工智能素养的评估方法。此外，人工智能伦理能力正变得越来越明显，这就进一步要求对人工智能识字情况进行全面评估。本概念文件旨在为未来的人工智能识字评估工具提供一个基础，并深入了解项目开发框架可能是什么样子的，这个框架涉及人工智能识字的一般性和特定领域方面以及人工智能伦理识字，并且不仅仅是基于整体方法的与知识有关的方面。

https://doi.org/10.1016/j.caeo.2024.100177

《What are Artificial Intelligence Literacy and Competency for non-engineering? A Comprehensive Framework to Support Them》

《什么是人工智能素养和非工程能力? 一个支持它们的综合框架》

作者：Thomas K. F. Chiu · Zubair Ahmad · Murod Ismailov · Ismaila Temitayo Sanusi

英文摘要：Artificial intelligence (AI) education in K–12 schools is a global initiative, yet planning and executing AI education is challenging. The major frameworks are focused on identifying content and technical knowledge (AI literacy). Most of the current definitions of AI literacy for a non-technical audience are developed from an engineering perspective and may not be appropriate for K–12 education. Teacher perspectives are essential to making sense of this initiative. Literacy is about knowing (knowledge, what skills); competency is about applying the knowledge in a beneficial way (confidence, how well). They are strongly related. This study goes beyond knowledge (AI literacy), and its two main goals are to (i) define AI literacy and competency by adding the aspects of confidence and self-reflective mindsets, and (ii) propose a more comprehensive framework for K–12 AI education. These definitions are needed for this emerging and disruptive technology (e.g., ChatGPT and Sora, generative AI). We used the definitions and the basic curriculum design approaches as the analytical framework and teacher perspectives. Participants included 30 experienced AI teachers from 15 middle schools. We employed an iterative co-design cycle to discuss and revise the framework throughout four cycles. The definition of AI competency has five abilities that take confidence into account, and the proposed framework comprises five key components: technology, impact, ethics, collaboration, and self-reflection. We also identify five effective learning experiences to foster abilities and confidences, and suggest five future research directions: prompt engineering, data literacy, algorithmic literacy, self-reflective mindset, and empirical research.

中文摘要：人工智能(AI)教育在 K-12学校是一个全球性的倡议，然而规划和执行 AI 教育是具有挑战性的。主要框架侧重于识别内容和技术知识(AI 素养)。目前对非技术受众的人工智能素养的大多数定义是从工程学的角度制定的，可能不适合 K-12教育。教师的观点对于理解这种主动性至关重要。识字是关于知识(知识，什么技能) ; 能力是关于以有益的方式运用知识(信心，多好)。它们是紧密相连的。这项研究超越了知识(人工智能素养) ，其两个主要目标是(i)通过添加自信和自我反思心态的方面来界定人工智能素养和能力，以及(ii)提出一个更全面的 K-12人工智能教育框架。这些定义对于这种新兴和破坏性创新是必需的(例如，ChatgPT 和 Sora，生成性人工智能)。我们运用定义和基本课程设计方法作为分析框架和教师视角。参与者包括来自15所中学的30名有经验的人工智能教师。我们采用了一个迭代的协同设计周期来讨论和修改整个四个周期的框架。人工智能能力的定义有五个能力，考虑到信心，和拟议的框架包括五个关键组成部分: 技术，影响，道德，协作和自我反省。我们还确定了培养能力和自信的五种有效学习经验，并提出了五个未来的研究方向: 即时工程、数据素养、算法素养、自我反思思维和实证研究。

https://doi.org/10.1016/j.caeo.2024.100171

《A Systematic Review of AI Literacy Conceptualization, Constructs, and Implementation and Assessment Efforts (2019-2023)》

《人工智能扫盲概念、结构、实施和评估工作系统综述(2019-2023年)》

作者：Omaima Almatrafi · Aditya Johri · H. Lee

英文摘要：The explosion of AI across all facets of society has given rise to the need for AI education across domains and levels. AI literacy has become an important concept in the current technological landscape, emphasizing the need for individuals to acquire the necessary knowledge and skills to engage with AI systems. This systematic review examined 47 articles published between 2019 and 2023, focusing on recent work to capture new insights and initiatives given the burgeoning of the literature on this topic. In the initial stage, we explored the dataset to identify the themes covered by the selected papers and the target population for AI literacy efforts. We identified that the articles broadly contributed to one of the following themes: a) conceptualizing AI literacy, b) prompting AI literacy efforts, and c) developing AI literacy assessment instruments. We also found that a range of populations, from pre-K students to adults in the workforce, were targeted. In the second stage, we conducted a thorough content analysis to synthesize six key constructs of AI literacy: Recognize, Know and Understand, Use and Apply, Evaluate, Create, and Navigate Ethically. We then applied this framework to categorize a range of empirical studies and identify the prevalence of each construct across the studies. We subsequently review assessment instruments developed for AI literacy and discuss them. The findings of this systematic review are relevant for formal education and workforce preparation and advancement, empowering individuals to leverage AI and drive innovation.

中文摘要：人工智能在社会各个方面的爆炸式增长，已经引起了对跨领域和跨层次的人工智能教育的需求。人工智能扫盲已成为当前技术领域的一个重要概念，强调个人需要获得必要的知识和技能，以便与人工智能系统打交道。本系统综述研究了2019年至2023年期间发表的47篇文章，重点关注了近期在这一主题的文献蓬勃发展的背景下，为获取新的见解和举措所做的工作。在初始阶段，我们研究了数据集，以确定选定论文所涵盖的主题和人工智能扫盲工作的目标人群。我们发现这些文章广泛地促进了以下主题之一: a)人工智能素养的概念化，b)促进人工智能素养的努力，c)开发人工智能素养评估工具。我们还发现，一系列的人群，从学前教育的学生到劳动力中的成年人，都是目标群体。在第二阶段，我们进行了深入的内容分析，综合了人工智能素养的六个关键构成: 认识、了解和理解、使用和应用、评价、创造和伦理导航。然后，我们应用这个框架来对一系列实证研究进行分类，并确定每个结构在整个研究中的流行程度。随后，我们回顾了为人工智能扫盲开发的评估工具，并对其进行了讨论。该系统综述的研究结果与正规教育、劳动力准备和晋升、赋予个人利用人工智能和推动创新的能力有关。

https://doi.org/10.1016/j.caeo.2024.100173

《Effects of AI Understanding-Training on AI Literacy, Usage, Self-Determined Interactions, and Anthropomorphization with Voice Assistants》

《人工智能理解训练对语音助手人工智能识别、使用、自主交互和人格化的影响》

作者：André Markus · Jan Pfister · Astrid Carolus · Andreas Hotho · Carolin Wienrich

英文摘要：Intelligent voice assistants (IVAs) such as Alexa or Siri are voice-based Artificial Intelligence systems that help users with various everyday tasks using simple voice commands. However, users often only have a superficial understanding of how the Artificial Intelligence (AI) integrated into IVAs works, which leads to misunderstandings and potential risks of use. To promote self-determined interaction with IVAs, the development of specific AI-related skills, such as a comprehensive understanding of AI, is crucial. Based on learning psychology and media pedagogy principles, two online training modules were developed to deepen the understanding of AI concerning IVAs and enable self-determined interaction. A total of 99 participants took part in the training. The results show that the training promotes both understanding of AI and AI literacy. It also increases the intention to use IVAs, promotes a positive attitude, and enhances the willingness for self-determined interaction. In addition, the training contributes to a more realistic assessment of the IVAs' capabilities and reduces anthropomorphic perceptions. Overall, the study emphasizes the relevance of specific AI skills and shows how targeted training can contribute to improving these skills. Thus, the present work contributes to improving the availability of digital education programs.

中文摘要：智能语音助手(IVAs) ，如 Alexa 或 Siri，是基于语音的人工智能系统，用简单的语音命令帮助用户完成各种日常任务。然而，用户往往只是对人工智能(AI)集成到 IVAs 的工作原理有一个肤浅的了解，这就导致了误解和潜在的使用风险。为了促进与个人认可机构的自主互动，发展特定的人工智能相关技能，例如对人工智能的全面了解，是至关重要的。基于学习心理学和媒体教学法的原则，开发了两个在线培训模块，以加深对与个人智能行为有关的人工智能的理解，并实现自主互动。共有99名学员参加了培训。结果表明，培训有助于提高学生对人工智能的理解和认知水平。它还增加了使用 IVAs 的意愿，促进了积极的态度，并增强了自主互动的意愿。此外，培训有助于更现实地评估个人自愿安排的能力，并减少拟人化的认知。总的来说，这项研究强调了具体的人工智能技能的相关性，并显示了有针对性的培训如何有助于提高这些技能。因此，目前的工作有助于提高数字教育计划的可用性。

https://doi.org/10.1016/j.caeo.2024.100176

《Enhancing Teacher AI Literacy and Integration through Different Types of Cases in Teacher Professional Development》

《通过教师专业发展的不同类型案例提高教师人工智能素养与整合》

作者：Ai-Chu Elisha Ding · Lehong Shi · Haitao Yang · Ikseon Choi

英文摘要：Integrating artificial intelligence (AI) into teaching practices is increasingly vital for preparing students for a technology-centric future. This study examined the influence of a case-based AI professional development (PD) program on AI integration strategies and AI literacy among seven middle school science teachers. Employing three distinct case problems, from well-structured to ill-structured, the AI PD program aimed to stimulate teachers’ reflection on AI literacy development and encourage the construction of problem-solving and AI integration strategies within various pedagogical contexts. Analysis of video-recorded case discussions revealed that teachers primarily drew on personal experiences for collaborative problem-solving across the three cases. However, the complexity of the case problems influenced their approach to knowledge co-construction, and dealing with ill-structured problems promoted the application of new knowledge. Through analyzing the survey data, we found a marked increase in teachers’ AI literacy, particularly in the domain of knowing and understanding AI, suggesting a pivotal role for direct instruction that supports AI literacy growth. However, their application of this AI knowledge was limited during the case discussions, while other domains of teacher AI literacy were more frequently employed. The findings highlight the importance of combining direct instruction with case-based discussions in AI-related PD programs to bolster teacher AI literacy effectively. The research has implications for using a case-based learning approach during short-term PD initiatives and advocates the ongoing need for comprehensive AI literacy development to facilitate teachers’ AI integration in subject-specific teaching.

中文摘要：将人工智能(AI)整合到教学实践中，对于帮助学生为以技术为中心的未来做好准备越来越重要。本研究旨在探讨以个案为基础的人工智能专业发展项目对中学科学教师人工智能整合策略及人工智能素养的影响。人工智能发展计划采用了三个不同的案例问题，从结构良好到结构不良，旨在激发教师对人工智能识字发展的反思，并鼓励在不同的教学环境下构建解决问题和人工智能整合策略。对录像讨论的分析显示，教师主要利用个人经验来协作解决三个案例中的问题。然而，案例问题的复杂性影响了他们对知识共建的方法，而对结构不良问题的处理促进了新知识的应用。通过分析调查数据，我们发现教师的人工智能素养显著提高，特别是在了解和理解人工智能领域，这表明直接教学法在支持人工智能素养提高方面发挥着关键作用。然而，在案例讨论中，他们对人工智能知识的应用受到限制，而教师人工智能素养的其他领域则得到更频繁的应用。研究结果强调了在与人工智能相关的帕金森病项目中将直接教学法与基于案例的讨论相结合的重要性，以有效地提高教师的人工智能素养。这项研究对在短期个案发展计划中采用以个案为基础的学习方法有一定的启示，并提倡持续需要全面的人工智能素养发展，以促进教师在专科教学中融入人工智能。

https://doi.org/10.1016/j.caeo.2024.100178

《Moving on from Emergency-Remote-Teaching: A Phenomenographically-Informed Inquiry into University Teachers’ Perceived Challenges of Networked Learning》

《走出应急-远程教学: 高校教师网络学习挑战感知的现象学研究》

作者：Alejandro Acuyo Cespedes

英文摘要：This paper presents part of the findings of a phenomenographically-informed investigation into higher education (HE) teachers’ perceptions of personal learning networks in the context of the recent COVID-19 emergency-remote-teaching (ERT) period, with a specific targeting of perceived challenges. This ERT period has magnified teachers’ use of personal learning networks with an absence of a coherent institutionalized approach to ERT, which has presented itself as a unique opportunity through which to explore how Networked Learning (NL) can be incorporated to help teachers manage the longer term shift towards the technologization of HE. The research therefore aims to explore the perceptions of 18 Academic English teachers at a leading English-instruction university in Kazakhstan that was forced to move online at the beginning of COVID-19. The chapter reports the teachers’ perceived challenges of using their networks for online teaching and learning—particularly for connecting to people and resources online. The results suggest that teachers perceive the challenges of network use in at least five different ways: i) technological tools, ii) technological skills (training), iii) fractious group communication, iv) subdued communicative spontaneity and v) a sense of isolation. The paper concludes by discussing the implications of the results for teachers and how the challenges can be overcome.

中文摘要：本文介绍了一项针对高等教育教师对个人学习网络认知的现象学信息调查的部分结果，该调查结果是在最近的2019冠状病毒疾病紧急远程教学(ERT)阶段的背景下进行的，并针对他们所感知到的挑战进行了具体的调查。这个 ERT 时期放大了教师对个人学习网络的使用，缺乏一个连贯的制度化的 ERT 方法，这本身就是一个独特的机会，通过这个机会来探索如何将网络学习(NL)结合起来，以帮助教师管理向高等教育技术化的长期转变。因此，这项研究旨在探讨哈萨克斯坦一所顶尖英语教学大学的18名学术英语教师的看法。这所大学在2019冠状病毒疾病开始时被迫搬到网上。这一章报告了教师在使用他们的网络进行在线教学时所面临的挑战，特别是在与人和网上资源建立联系方面。结果表明，教师至少以五种不同的方式感知网络使用的挑战: i)技术工具，ii)技术技能(培训) ，iii)难以控制的群体沟通，iv)抑制交流的自发性和 v)孤立感。文章最后讨论了结果对教师的影响，以及如何克服这些挑战。

https://doi.org/10.1016/j.caeo.2024.100217

《Generalizable Evidence that Computer Assisted Learning Improves Student Learning: A Systematic Review of Education Technology in China》

《计算机辅助学习促进学生学习的普遍证据: 我国教育技术的系统综述》

作者：Cody Abbey · Yue Ma · Muizz Akhtar · Dorien Emmers · Robert W. Fairlie · Ning Fang · Hannah Johnstone · Prashant Loyalka · Scott Rozelle · Hao Xue · Xinwu Zhang

英文摘要：Despite the proliferation of education technologies (EdTech) in education, past reviews that examine their effectiveness in the context of low- and middle-income countries are few and rarely seek to include studies published in languages other than English. This systematic review investigates the effectiveness of EdTech on primary and secondary student learning outcomes in China via a systematic search of both English- and Chinese-language databases. Eighteen (18) unique studies in 21 manuscripts on the effectiveness of EdTech innovations in China met the eligibility criteria. The majority of these evaluate computer aided self-led learning software packages designed to improve student learning (computer assisted learning, CAL), while the rest evaluate the use of EdTech to improve classroom instruction (ICI) and remote instruction (RI). The pooled effect size of all included studies indicates a small, positive effect on student learning (0.13 SD, 95% CI [0.10, 0.17]). CAL used a supplement to existing educational inputs – which made up the large majority of positive effect sizes – and RI programs consistently showed positive and significant effects on learning. Our findings indicate no significant differences or impacts on the overall effect based on moderating variables such as the type of implementation approach, contextual setting, or school subject area. Taken together, while there is evidence of the positive impacts of two kinds of EdTech (supplemental computer assisted learning and remote instruction) in China, more evidence is needed to determine the effectiveness of other approaches.

中文摘要：尽管教育技术(EdTech)在教育领域迅速发展，但过去在低收入和中等收入国家检验教育技术有效性的评论很少，而且很少试图包括用英语以外的语言发表的研究。本系统综述透过系统搜寻中英文资料库，探讨教育科技对中小学生学习成效的影响。十八(18)个独特的研究在21个手稿的有效性，教育技术创新在我国符合资格标准。其中大多数评估计算机辅助自主学习软件包旨在改善学生的学习(计算机辅助学习，CAL) ，而其余评估使用教育技术，以改善课堂教学(ICI)和远程教学(RI)。所有纳入研究的汇总效应大小表明对学生学习有小的积极影响(0.13 SD，95% CI [0.10,0.17])。CAL 对现有的教育投入进行了补充——这些投入构成了绝大多数的积极效应量——而且 RI 项目始终显示出对学习的积极和显著的效应。我们的研究结果表明，基于调节变量，如实施方法的类型，背景设置，或学校的学科领域，对整体效果没有显著差异或影响。综上所述，虽然有证据表明两种教育技术(辅助计算机辅助学习和远程教学)在我国产生了积极的影响，但还需要更多的证据来确定其他方法的有效性。

https://doi.org/10.1016/j.caeo.2024.100161

《Performance Increases in Mathematics in K-12 Intelligent Tutoring during Covid-19 Related School Closures》

《学校停课期间提高幼稚园至12年级数学2019冠状病毒疾病的成绩》

作者：Markus Spitzer · Korbinian Moeller

英文摘要：The closure of schools due to COVID-19 disrupted learning routines of thousands of students, resulting in reported performance decreases, especially among lower-performing students. However, some studies on students’ performance within intelligent tutoring systems (ITS) also found significant performance increases for times of school closures as compared to before. However, little is known about students’ longitudinal performance trajectories within ITS. Accordingly, we evaluated longitudinal data from German students (n ≈ 2,700 students; n ≈ 5 million problems) enrolled in an ITS for learning mathematics from January 2017 until the end of May 2021 to investigate the effect of periods of school closures (first and second) on students’ performance within the ITS during, between, and after school closures. We observed significant performance increases for both lower- and higher-performing students during, between, and after COVID-19 related school closures. Importantly, these improvements were more pronounced for lower-performing students compared to higher-performing students. Together, these results suggest that ITS may have helped to maintain mathematics learning, particularly for lower-performing students during COVID-19 related school closures and that these beneficial effects persisted at least for the following months when schools opened again. As such, the use of ITS for learning mathematics seems an appropriate approach for distance learning during times of crisis.

中文摘要：由于2019冠状病毒疾病导致学校关闭，打乱了数千名学生的学习日程，据报导导致成绩下降，尤其是成绩较差的学生。然而，一些关于学生在智能辅导系统(ITS)中的表现的研究也发现，与以前相比，学校关闭时间的表现有显著的提高。然而，对于学生在 ITS 中的纵向表现轨迹却知之甚少。因此，我们评估了从2017年1月至2021年5月底参加 ITS 学习数学的德国学生(n ≈2,700名学生; n ≈500万个问题)的纵向数据，以调查学校关闭期间(第一和第二)对学生在 ITS 内表现的影响学校关闭期间，之间和之后。我们观察到，在与2019冠状病毒疾病有关的学校关闭期间、之间和之后，表现较差和表现较好的学生的成绩都有显著提高。重要的是，这些进步对于表现较差的学生比表现较好的学生更为明显。总之，这些结果表明，智能教育系统可能有助于维持数学学习，特别是在与2019冠状病毒疾病有关的学校关闭期间，表现较差的学生的数学学习，而且这些有利影响至少在随后学校重新开学的几个月内持续存在。因此，在危机时期利用智能教育系统学习数学似乎是一种适当的远程学习方法。

https://doi.org/10.1016/j.caeo.2024.100162

《The becoming of online students’ learning landscapes: The art of balancing studies, work, and private life》

《在线学生学习环境的形成: 平衡学习、工作和私人生活的艺术》

作者：Line Mathisen · Siri Ulfsdatter Søreng

英文摘要：How do online students manage to balance studies, jobs, and private life – and yet succeed with their studies? Online studies typically attract students in jobs who seek to formalize their competence. Based on qualitative research design, this article sheds light on the academic learning of online students who attend a full-time program. Our focus narrows down to the inaugural class of online students enrolled in a Business and Administration bachelor's program. Specifically, our inquiry delves into the dynamic relationship between the academic progression of these students and their spatial and temporal activities. The article suggests that understanding this polycontextuality by using the metaphor of learning landscapes can help practitioners and students reflect on what influences their academic learning, which can help online students develop self-management skills. Self-management skills are essential in online education, and to help students develop such skills, educators must be aware of the individual learning landscapes of online students when designing online courses. In addition, our findings provide knowledge on how to on-board students in perennial online educational courses.

中文摘要：网络学生如何在学习、工作和私人生活之间取得平衡，同时又能在学习上取得成功？在线学习通常会吸引那些希望正式确立自己能力的求职者。基于质性研究设计，本文阐述了参加全日制课程的在线学生的学术学习。我们的重点缩小到在线学生注册的工商管理学士课程的开学班。具体而言，我们的研究探讨了这些学生的学业进展与其时空活动之间的动态关系。文章认为，通过学习景观的隐喻来理解这种多语境性，可以帮助实践者和学生反思什么影响了他们的学习，从而帮助在线学生发展自我管理技能。在线教育中，自我管理技能是必不可少的，为了帮助学生发展这种技能，教育者在设计在线课程时必须了解在线学生的个人学习环境。此外，我们的研究结果提供了关于如何在职学生常年在线教育课程的知识。

https://doi.org/10.1016/j.caeo.2024.100165

《Achievers, Explorers, Wanderers, and Intellectuals: Educational Interaction in a Minecraft Open-World Action-Adventure Game》

《成就者、探险家、流浪者和知识分子: 《我的世界》开放世界动作冒险游戏中的教育互动》

作者：Kim Krappala · Lauri Kemppinen · Eero Kemppinen

英文摘要：A common dilemma in educational game design is identifying the right balance between freedom and structure. Too much structure limits constructive learning and curiosity, while too much freedom diverts focus away from the educational content. How can we create a feeling of freedom while encouraging students to interact with learning material? We argue that a compelling, open-world action-adventure game with a branching storyline could provide just the right balance. To test this idea, we created a single-player custom map action-adventure game, Ulfberht's Sword, using the popular Minecraft game. Our objective was that the game would support prehistory education and we piloted it with 151 students in their history classrooms. To determine how effective our game was for delivering educational material, we collected and analyzed the students' log files in combination with students' Minecraft experience. Our structure discovery revealed four interaction types, (1) intellectuals, (2) wanderers, (3) explorers, and (4) achievers, which reflect the students' interaction with the educational content and perseverance in challenging situations. Ultimately, the game design engaged Minecraft-experienced player types and guided them toward primary educational materials. Less-experienced player types remained curious but would have benefited from more direct in-game scaffolding, demonstrating the importance of players' pre-existing gaming skills and thoughtful choice architecture. In conclusion, the player types provide insight into how we can best support different types of students in the open-world game environment. In turn, this information allows us to identify design challenges and suggest better ways to strike the structure-autonomy balance in realistically heterogeneous classrooms.

中文摘要：在教育游戏设计中，一个常见的困境是如何在自由和结构之间找到正确的平衡。太多的结构限制了建设性的学习和好奇心，而太多的自由转移了对教育内容的关注。我们如何在鼓励学生与学习材料互动的同时创造一种自由的感觉？我们认为，一个引人注目的、具有分支故事情节的开放世界动作冒险游戏可以提供恰到好处的平衡。为了验证这个想法，我们使用流行的 Minecraft 游戏创建了一个单人自定义地图动作冒险游戏——乌尔夫伯特之剑。我们的目标是该游戏将支持史前教育，我们试点了151名学生在他们的历史课堂。为了确定我们的游戏在传递教育材料方面的效果如何，我们收集并分析了学生的日志文件，并结合了学生的 Minecraft 体验。结构发现揭示了四种互动类型: (1)知识分子、(2)流浪者、(3)探索者和(4)成就者，它们反映了学生与教育内容的互动以及在挑战情境中的毅力。最终，游戏设计吸引了《我的世界》经验丰富的玩家类型，并引导他们使用初级教育材料。经验不足的玩家类型仍然好奇，但会受益于更直接的在游戏中的脚手架，证明了玩家的重要性预先存在的游戏技能和周到的选择架构。总之，玩家类型提供了洞察力，我们如何才能最好地支持不同类型的学生在开放世界的游戏环境。反过来，这些信息使我们能够识别设计的挑战，并提出更好的方法来实现结构-自主的平衡，在现实的异构教室。

https://doi.org/10.1016/j.caeo.2024.100172

《Exploring researchers’ perspectives and experiences of digital childhoods research in schools》

《探索研究者在学校数字化童年研究中的视角和经验》

作者：Anna Bunn · Madeleine Dobson

英文摘要：This paper explores issues surrounding children's participation in research relating to digital childhoods, with an emphasis on the process of obtaining ethics approvals and other necessary approvals from Australian education authorities (e.g. Departments of Education), along with associated issues and tensions. It will report on the patterns apparent in existing literature in terms of how much research is being undertaken in independent, government, or Catholic schools, as well as researchers’ experiences working across Australian states and territories. In addition to presenting experiential data, the paper will raise tension points and provocations relating to the challenges faced by researchers and the implications of these for conducting research with children, as well as for children's rights, agency, and voice.

中文摘要：本文探讨了儿童参与数字童年相关研究的问题，重点是从澳大利亚教育当局(如教育部门)获得道德批准和其他必要批准的过程，以及相关问题和紧张局势。它将报告现有文献中明显的研究模式，包括独立学校、政府学校或天主教学校正在进行多少研究，以及研究人员在澳大利亚各州和地区工作的经验。除了提供经验数据，论文还将提出研究人员所面临的挑战的紧张点和挑衅，以及这些挑战对儿童研究的影响，以及对儿童权利、机构和声音的影响。

https://doi.org/10.1016/j.caeo.2024.100186

《Database as method: Exposing ‘data’ about educational technology through a design intervention》

《数据库作为方法: 通过设计干预公开教育技术的“数据”》

作者：Xinyu Zhao · Rebecca Ng · Chris Zomer · Gavin Duffy · Julian Sefton‐Green

英文摘要：Ubiquitous datafication of children and families in educational and everyday settings is both a result of and catalyst for power asymmetries between digital platforms and their users. These platforms seek to know their users by extracting and analysing various streams of personal information, often discreetly. However, the users are rarely equipped to do the same to the platforms as information about these platforms is often obscured, convoluted, or simply unavailable. This article explores the possibilities of reversing such power imbalance via the design intervention of an Australia-focused educational technology (EdTech) database developed by the authors of this article. Employing a design intervention method, the database is a collection of publicly available information about EdTech companies and products that target young children and their parents or educators in Australia. This alternate commentary article presents and discusses the ongoing processes of developing the database to reflect on what it says about the power relations between EdTech providers and their users. It demonstrates how the database works as a pedagogical space where people learn how to critically unpack and think about contemporary EdTech platforms. The database is positioned as a point of convergence for different actors involved in children's digital learning to collectively understand what needs to be done to enact and protect children's digital rights in education.

中文摘要：在教育和日常环境中普遍存在的儿童和家庭数据化既是数字平台及其用户之间权力不对称的结果，也是催化剂。这些平台试图通过提取和分析各种个人信息流(通常是谨慎的)来了解用户。然而，由于关于这些平台的信息通常是模糊的、复杂的或者根本不可用的，因此用户很少能够对这些平台做同样的事情。本文探讨了通过设计干预的澳大利亚为重点的教育技术(EdTech)数据库开发的这种权力不平衡的可能性扭转这篇文章的作者。该数据库采用了一种设计干预方法，收集了有关教育技术公司和产品的公开信息，这些产品针对的是澳大利亚的幼儿及其父母或教育工作者。这篇备选评论文章介绍并讨论了正在进行的开发数据库的过程，以反映它所说的 EdTech 提供商和他们的用户之间的权力关系。它展示了数据库如何作为一个教学空间工作，在这里人们学习如何批判性地解包和思考当代教育技术平台。该数据库被定位为参与儿童数字学习的不同行为者的一个汇合点，以共同理解需要做些什么来制定和保护儿童在教育中的数字权利。

https://doi.org/10.1016/j.caeo.2024.100188

《SCHOOL SOCIAL MEDIA USE AND ITS IMPACT UPON CHILDREN'S RIGHTS TO PRIVACY AND AUTONOMY》

《学校社交媒体的使用及其对儿童隐私权和自主权的影响》

作者：Dr Claire Bessant

英文摘要：The role schools are playing in children's datafication is increasingly recognised. This article explores how school publication of children's images on social media is contributing to children's datafication and how it is negatively impacting upon children's rights more generally. Identifying that schools across the UK, the US, Australia and Europe are now publishing children's images online, it situates the findings of an inquiry into UK practice within wider discussion of school practices worldwide. This article uses practice-based documentary analysis to evaluate guidance provided to schools by local education authorities (LEAs) across England, Scotland and Wales. It identifies that LEAs are failing to recognise children's Article 12 UNCRC right to be heard. LEAs frequently advise schools to seek consent from parents, denying children agency. Online publications which identify children potentially contravene Article 16 UNCRC's requirement not to subject a child to arbitrary or unlawful interference with their privacy and may expose children to harms such as harassment and grooming. Nonetheless the template consent forms provided to parents provide minimal information about such risks. Concerns are raised that online publications are not always in children's best interests, thus contravening Article 3 UNCRC. With similar concerns having been raised in other jurisdictions, this article argues for a new child-rights focused approach. Drawing upon Dimopoulos’ (2021) theory of children's decisional privacy and upon best practice from the UK, it suggests how schools across the globe can ensure children's rights and views inform school decisions to share children's images via social media.

中文摘要：学校在儿童数据化中的作用日益得到认可。本文探讨了学校在社交媒体上发布儿童图像对儿童数据化的影响，以及对儿童权利的负面影响。鉴于英国、美国、澳大利亚和欧洲的学校现在都在网上发布儿童图片，该报告将英国实践调查的结果置于全球学校实践的更广泛讨论之中。本文使用基于实践的文献分析来评估英格兰、苏格兰和威尔士地方教育当局(LEAs)为学校提供的指导。它指出执法机构没有承认儿童享有《联合国儿童权利公约》第12条规定的发表意见的权利。执法部门经常建议学校寻求家长的同意，否认儿童机构。识别儿童身份的网上出版物可能违反《联合国儿童权利公约》第16条的规定，即不得任意或非法干涉儿童的隐私，并可能使儿童受到骚扰和美容等伤害。尽管如此，向家长提供的同意表格模板只提供了有关此类风险的最低限度的信息。有人担心，网上出版物并不总是符合儿童的最佳利益，因此违反了《联合国儿童权利公约》第3条。鉴于其他司法管辖区也提出了类似的担忧，本文主张采取一种新的以儿童权利为中心的方法。根据 Dimopoulos (2021)关于儿童决策隐私的理论以及英国的最佳实践，它建议全球的学校如何确保儿童的权利和观点通过社交媒体分享儿童的图片。

https://doi.org/10.1016/j.caeo.2024.100185

《Computer science and engineering students’ self-directed learning strategies and satisfaction with online learning》

《计算机科学与工程专业学生自主学习策略与网络学习满意度》

作者：Meina Zhu · Sarah Berri · Yaoxian Huang · Sara Masoud

英文摘要：There is an increasing need for computer science and engineering (CSE) online education. This study examined CSE online learners’ perceptions of self-directed learning (SDL) readiness, strategies, and satisfaction. The researchers surveyed 225 students and conducted semi-structured interviews with 15 online CSE students. The quantitative survey data and the qualitative interview data were analyzed using descriptive statistics and thematic analysis, respectively. The findings were as follows: (1) Both extrinsic motivation strategies (e.g., future career development, building a learning routine) and intrinsic motivation strategies (e.g., interest in learning) were utilized; (2) Diverse metacognition strategies (e.g., assignments, quizzes, and tests, discussing with peers, tracking progress, staying in touch with professors and teaching assistants) and cognitive strategies (e.g., watching recorded lectures, taking notes, reading books, seeking out information) were used to monitor learning; (3) Time-management (e.g., priority, checklist, fixed schedule, time-block for study) and resource management strategies (e.g., focused on lectures, textbook reading) were leveraged; (4) Specific designs or instruction promoted students’ SDL skills, such as access to documented learning materials, reminders sent from instructors, availability of the instructor, group interaction, and flexibility, and (5) Student satisfaction depended on the design of the course. The advantages and disadvantages of online learning were identified. The findings indicated that the instruction strategies and online course design are critical for CSE students’ SDL.

中文摘要：计算机科学与工程(CSE)在线教育的需求日益增长。本研究考察了 CSE 在线学习者对自主学习(SDL)准备、策略和满意度的感知。研究人员调查了225名学生，并对15名 CSE 在线学生进行了半结构化访谈。定量调查数据和定性访谈数据分别使用描述统计学和专题分析进行分析。研究结果如下: (1)使用外在动机策略(如未来职业发展，建立学习常规)和内在动机策略(如对学习的兴趣) ; (2)使用多元元认知策略(如作业、测验和测验，与同伴讨论，跟踪进展，与教授和助教保持联系)和认知策略(如观看录音讲座，做笔记，阅读书籍，寻找信息)来监控学习; (3)时间管理(例如，优先次序、清单、固定时间表、学习时间表)利用资源管理策略(例如，专注于讲座，阅读教科书) ;(4)具体的设计或教学促进了学生的 SDL 技能，如获得有记录的学习材料，教师发出的提醒，教师的可用性，小组互动和灵活性，以及(5)学生的满意度取决于课程的设计。网上学习的优点和缺点被确定。研究结果显示，教学策略与网路课程设计是影响 CSE 学生 SDL 的关键因素。

https://doi.org/10.1016/j.caeo.2024.100168

《Zooming in on Self-Regulated Learning in Undergraduate Remote Learning During Extreme Conditions》

《极端条件下大学生远程自主学习的放大研究》

作者：Adar Ben‐Eliyahu · Laura Sarfaty · Eyal Fruchter

英文摘要：Extreme conditions may require students to fine tune their remote online learning requiring knowledge about learning strategies. This form of knowledge may be captured by the term metaprocesses, which is defined as the knowledge and proficiency of cognitive (metacognition), emotional (metaemotion), and behavioral (metabehavior) learning strategies – and are hypothesized to shape learning outcomes. Undergraduate students were queried online during a COVID-19 lockdown (January 2021, N = 343, 62 % female) and again a few months later during a period of missile attacks (May 2021, N = 214, 41 % female). Path models suggest that perceived stress moderated the associations between metaprocesses and achievement outcomes (self-regulated learning, emotions, and engagement) somewhat differently for male and female undergraduate students. Robust findings provided evidence that metaemotion was positively associated with reappraisal emotion regulation of learning and metacognition was positively associated with engagement. For students low on perceived stress, metaprocesses were associated with outcomes, providing evidence that high levels of stress intrudes on coursework. Cumulative effects were found for perceived stress during the lockdown positively associated with negative deactivated emotions during the missile attacks, and negatively associated with cognitive and behavioral strategies for females. Challenges of learning during crisis may be eased when students have knowledge and proficiency about their learning strategies, suggesting potential benefits for resilience-building skills as part of academic learning.

中文摘要：极端的情况可能要求学生微调他们的远程在线学习，需要了解学习策略。这种形式的知识可以被术语元过程所捕获，元过程被定义为认知(元认知) ，情绪(元情绪)和行为(元行为)学习策略的知识和熟练程度，并被假设为形成学习结果。在一次2019冠状病毒疾病封锁期间(2021年1月，N = 343,62% 为女性) ，在几个月后的一次导弹袭击期间(2021年5月，N = 214,41% 为女性) ，本科生接受了在线询问。路径模型表明，对于男女大学生而言，感知压力对元过程和成就结果(自我调节的学习、情绪和参与)之间的关联有所不同。元情绪与学习的重新评价情绪调节呈正相关，元认知与参与呈正相关。对于感知压力较低的学生，元过程与结果相关，提供证据表明高水平的压力侵扰了课程作业。研究发现，封锁期间感知压力的累积效应与导弹攻击期间的消极非激活情绪呈正相关，与女性的认知和行为策略呈负相关。如果学生对自己的学习策略有所了解和熟练掌握，危机期间的学习挑战可能会得到缓解，这表明作为学术学习的一部分，复原力建设技能具有潜在的好处。

https://doi.org/10.1016/j.caeo.2024.100167

《THE SOCIO-DIGITAL ENGAGEMENT OF ADOLESCENTS AND THEIR COGNITIVE – EDUCATIONAL NEEDS A CASE STUDY: SERBIA》

《青少年的社会数字参与及其认知教育需求——以塞尔维亚为例》

作者：Vesna Makitan · Dragana Glušac · Mila Kavalić · Sanja Stanisavljev · Dragana Glušac

英文摘要：This paper presents research on the connection and mutual influence between the socio-digital engagement of adolescents and their cognitive needs as well as attitudes towards learning. Within the socio-digital engagement of adolescents, using digital media for searching and processing information and life on social networks were considered. This research was conducted by examining the opinions of 14–19-year-old adolescents regarding their reading habits, using digital media, the Internet and social networks, their needs for cognition and their attitudes to learning. The results were obtained from 599 questionnaires consisting of 60 relevant questions distributed among a representative, focused sample of adolescents. The sample comprised seventh and eighth grade primary, grammar and high school pupils in the Republic of Serbia. The results of the research showed that there are statistically significant relationships between adolescents’ attitudes to their socio-digital engagement and their need for cognition and learning. This, on the one hand, means that the influence of socio-digital engagement among adolescents represents a useful indicator for the necessary changes in the institutionalised educational process in order to preserve the purpose and meaning of education. On the other hand, the types and characteristics of socio-digital engagement indicate those strategies which could be implemented in modern education, with the same goal.

中文摘要：本文研究了青少年社会数字参与与其认知需求和学习态度之间的联系和相互影响。在青少年的社会数字参与范围内，考虑使用数字媒体搜索和处理信息以及社交网络上的生活。本研究以14-19岁青少年为被试，考察他们对阅读习惯、使用数字媒体、互联网和社交网络、认知需求和学习态度的看法。结果来自599份问卷，其中包括60个相关问题，分布在一个有代表性的、有重点的青少年样本中。样本包括塞尔维亚的七、八年级小学生、文法学生和高中生。研究结果表明，青少年对社会数字参与的态度与其认知和学习需求之间存在显著的统计学关系。这一方面意味着，青少年社会数字参与的影响是一个有用的指标，可用于对制度化教育进程进行必要的改革，以维护教育的目的和意义。另一方面，社会数字参与的类型和特点表明，这些战略可以在现代教育中实施，具有相同的目标。

https://doi.org/10.1016/j.caeo.2024.100170

《Experiment on Extraversion Distribution in Groups Through a Group Formation Algorithm》

《基于群体生成算法的群体外倾分布实验》

作者：Adrienne Müller · Anna Goeddeke · P. Kneip · Johannes Konert · René Röpke · Henrik Bellhäuser

英文摘要：Advances in technology have sparked a surge of interest in systematic group formation in educational contexts. The experimental study investigates group formation by extraversion distributions on group work outcomes, expected to influence group hierarchy. As an initial step in the experimental randomization process, an algorithmic group formation tool ensured an equal partitioning and aligned students into two experimental conditions with either consistent, homogeneous, or varied, heterogeneous, levels of extraversion. Over the course of one semester, a total of 114 students enrolled in several paralleled seminars, were surveyed on both subjective data (satisfaction with group work) and objective data (group performance) to evaluate the effect of the experimental intervention. The formation of extraversion at the group level contributed to the respective outcomes, emphasizing the value of collective social capital for both individuals and groups. Specifically, a homogeneous distribution of extraversion had a positive impact on group performance, as evident in improved grades on course group assignments and increased active participation in group meetings. Findings emphasize considering personality traits at group-level to enhance the success of groups.

中文摘要：科技的进步引发了人们对教育背景下系统性群体形成的兴趣。实验研究通过外倾分布研究团队组建对团队工作结果的影响，期望能够影响团队层次结构。作为实验随机化过程中的第一步，一个算法群组形成工具确保了一个平等的分配和排列的学生进入两个实验条件一致的，同质的，或不同的，异质的，水平的外向性。在一个学期的时间里，共有114名学生参加了几个平行的研讨会，通过主观数据(对小组工作的满意度)和客观数据(小组表现)的调查来评价实验干预的效果。在群体层面形成的外向性有助于各自的结果，强调集体社会资本对个人和群体的价值。具体而言，外向性的均匀分布对小组成绩有积极影响，这一点在课程小组作业成绩提高和积极参加小组会议的人数增加方面表现得很明显。研究结果强调从群体层面考虑人格特质，以提高群体的成功。

https://doi.org/10.1016/j.caeo.2024.100181

《Combining Human and Artificial Intelligence for Enhanced AI Literacy in Higher Education》

《人工智能与人工智能相结合提高高校人工智能素养》

作者：Anastasia Olga Tzirides · Gabriela C. Zapata · Nikoleta Polyxeni Kastania · Akash K. Saini · Valentina Castro · Sakinah Abdul Rahman Ismael · Yu-ling You · Tamara Afonso dos Santos · Duane Searsmith · Casey O'Brien · Bill Cope · Mary Kalantzis

英文摘要：This paper seeks to contribute to the emergent literature on Artificial Intelligence (AI) literacy in higher education. Specifically, this convergent, mixed methods case study explores the impact of employing Generative AI (GenAI) tools and cyber-social teaching methods on the development of higher education students’ AI literacy. Three 8-week courses on advanced digital technologies for education in a graduate program in the College of Education at a mid-western US university served as the study sites. Data were based on 37 participants’ experiences with two different types of GenAI tools–a GenAI reviewer and GenAI image generator platforms. The application of the GenAI review tool relied on precision fine-tuning and transparency in AI-human interactions, while the AI image generation tools facilitated the participants’ reflection on their learning experiences and AI's role in education. Students’ interaction with both tools was designed to foster their learning regarding GenAI's strengths and limitations, and their responsible application in educational contexts. The findings revealed that the participants appeared to feel more comfortable using GenAI tools after their course experiences. The results also point to the students’ enhanced ability to understand and critically assess the value of AI applications in education. This study contributes to existing work on AI in higher education by introducing a novel pedagogical approach for AI literacy development showcasing the synergy between humans and artificial intelligence.

中文摘要：本文旨在为高等教育中人工智能(AI)素养的新兴文献做出贡献。具体来说，这个收敛的，混合方法的案例研究探讨了使用生成性人工智能(GenAI)工具和网络社会教学方法对高等教育学生人工智能素养发展的影响。美国中西部一所大学教育学院的一个研究生项目中有三个为期8周的先进数字技术教育课程作为研究地点。数据基于37名参与者使用两种不同类型的 GenAI 工具的经验——一个 GenAI 审查者和一个 GenAI 图像生成平台。GenAI 审查工具的应用依赖于人工智能与人类互动的精确微调和透明度，而人工智能图像生成工具促进了参与者对其学习经验和人工智能在教育中的作用的反思。学生与这两种工具的互动旨在促进他们对 GenAI 的优势和局限性的学习，以及他们在教育环境中负责任的应用。研究结果显示，参与者在完成课程体验后，似乎对使用 GenAI 工具感到更加自在。研究结果亦显示学生理解及批判性评估人工智能应用于教育的价值的能力有所提升。这项研究有助于现有的人工智能在高等教育中的工作，通过引入一种新的教学方法，人工智能素养发展展示了人类和人工智能之间的协同作用。

https://doi.org/10.1016/j.caeo.2024.100184

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