【SSCI】教育学期刊《Computers & Education》最新论文推送（2）

学术 2024-11-11 00:00 新疆

【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。

《Aligning open educational resources to new taxonomies: How AI technologies can help and in which scenarios》

《将开放教育资源与新的分类法对齐: 人工智能技术如何发挥作用以及在何种情况下发挥作用》

作者：Zhi Li · Zachary A. Pardos · Cheng Ren

英文摘要：Aligning open educational resources (OER) to skill taxonomies is a common task in the education field and helps teachers better locate material that aligns with the standards of their curriculum. When taxonomies change, as they periodically do, re-tagging the increasing mass of open educational resources is needed. The process of manual tagging is, however, exceedingly labor intensive. We propose and evaluate a novel combination of machine learning methods to help automate tagging open educational resources with skills from an existing taxonomy as well as skills from any newly introduced taxonomy. We collected text, image figures, and videos from tens of thousands of educational resources from two major digital learning platforms to answer the research questions of: how effective are machine learning models in automatically updating OER classification to reflect a new taxonomy (RQ1), and which models may be of practical use in different scenarios (RQ2)? Using several taxonomies, including the US Common Core, we find that while full automation is not practically viable, our most generalizable model can reach non-expert human labeling performance requiring only 100 labeled examples and near expert level with 5000. We believe these novel findings may have immediate utility for practitioners and policymakers and better ready the growing landscape of open educational resources for the advent of new taxonomies ahead. We publicly release our pre-trained US Common Core and new taxonomy tagging models, providing guidance on their viability in various real-world scenarios.

中文摘要：将开放教育资源(OER)与技能分类法结合起来是教育领域的一项常见任务，可以帮助教师更好地定位符合其课程标准的材料。当分类法改变时，就像他们周期性地做的那样，需要重新标记不断增加的大量开放教育资源。然而，手工标记的过程是非常劳动密集型的。我们提出并评估了一种新颖的机器学习方法组合，以帮助自动标记来自现有分类法的技能以及来自任何新引入的分类法的开放教育资源。我们从两个主要的数字学习平台收集了成千上万的教育资源的文本，图像和视频，以回答以下研究问题: 机器学习模型在自动更新 OER 分类以反映新的分类法(RQ1)方面的效果如何，以及哪些模型可能在不同的场景(RQ2)中有实际用途？使用几个分类法，包括美国共同核心，我们发现，虽然完全自动化是不实际可行的，我们最普遍的模型可以达到非专家的人类标签性能只需要100个标记的例子，接近专家水平与5000。我们相信这些新的发现可能对从业人员和决策者有直接的效用，并更好地为未来新分类法的出现准备开放教育资源的不断增长的景观。我们公开发布我们预先训练好的美国共同核心和新的分类标记模型，为它们在各种现实场景中的可行性提供指导。

https://doi.org/10.1016/j.compedu.2024.105027

《Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers》

《在网络阅读中变得积极主动: 通过采购组织者促进小学生多模式多文档阅读》

作者：Yuan‐Hsuan Lee · Jing-Ya Jhang · Huang‐Yao Hong

英文摘要：In the AI era, it has become crucial to evaluate information found on the Internet critically. This research aimed to investigate the impact of a sourcing organizer on sixth graders' online multimodal and multiple document reading (MMDR) abilities, focusing on aspects such as source-content link and text integration in relation to reading on the Internet. Cognitive and affective factors associated with MMDR were examined. The study involved 52 sixth-graders (55.77% males) from two typical elementary school classes in the northern region of Taiwan. Two intact classes were randomly assigned to either the experimental or control group with the quasi-experimental design. The experimental group (n = 26) received a pre-outlined sourcing organizer, guiding them to record the article title, author, publication date, website name, and major assertions from six assigned multimodal texts. In contrast, the control group (n = 26) received a regular organizer, prompting them to summarize the main ideas from the same six assigned multimodal texts. The study's findings indicated that employing sourcing organizers positively impacted students' performance in text integration. However, it was observed that both groups, regardless of whether they used regular organizers or sourcing organizers, experienced benefits in terms of source-content links. Furthermore, reading ability emerged as the sole significant predictor for source-content links, whereas both reading ability and the use of sourcing organizers predicted text integration. The implications of these findings were discussed to provide insights into instructional strategies to develop online MMDR competencies in elementary students.

中文摘要：在人工智能时代，批判性地评估在互联网上发现的信息已经变得至关重要。本研究旨在调查采购组织者对六年级学生在线多模式和多文档阅读(MMDR)能力的影响，重点关注与网络阅读相关的源-内容链接和文本整合等方面。检测 MMDR 相关的认知和情感因素。研究对象为台湾北部地区两所典型小学的52名六年级学生(55.77% 为男生)。两个完整的班级被随机分配到实验组或对照组，采用准实验设计。实验组(n = 26)接受了一个预先概述的采购组织者，指导他们记录文章标题、作者、出版日期、网站名称和来自六个指定的多模态文本的主要断言。相比之下，控制组(n = 26)接受了一个固定的组织者，促使他们总结来自相同的六个分配的多模式文本的主要想法。研究结果显示，采购组织者的聘用对学生的文本整合成绩有正向影响。然而，据观察，无论是使用常规组织者还是采购组织者，这两个群体都在源内容链接方面获得了好处。此外，阅读能力成为源-内容链接的唯一重要预测因子，而阅读能力和使用源组织者预测文本整合。本研究旨在探讨小学生网路 MMDR 能力发展的教学策略。

https://doi.org/10.1016/j.compedu.2024.105048

《The impact of school support for professional development on teachers' adoption of student-centered pedagogy, students’ cognitive learning and abilities: A three-level analysis》

《学校支持专业发展对教师采用以学生为中心的教学法、学生认知学习和能力的影响: 三个层次的分析》

作者：Siu Cheung Kong · Yiqing Wang

英文摘要：Student-centered pedagogy (SCP) is highly considered for its potential to facilitate cognitive learning in Computational Thinking (CT) education. However, there is a noticeable gap in understanding its influence on students' cognitive development from a multilevel perspective. This study delves into cognitive learning theories and aims to bridge the existing gap by introducing a three-level conceptual model to illustrate how the influence of SCP on students' cognitive CT abilities is mediated through the cognitive learning processes. This multilevel approach simultaneously explores SCP within the intricate school environment where factors at the school, teacher, and student levels are closely intertwined. Data was collected from 82 programming teachers and their 2433 students across 43 Hong Kong primary schools. Using multilevel modeling, results indicate that the adoption of SCP is significantly anchored by school support on teacher professional development (TPD), which in turn enhances students’ cognitive learning (i.e., active, interactive, constructive, and reflective learning) in class, further contributing to their enhanced cognitive CT abilities. The findings underscore the nuances of SCP adoption in school scenarios, advocating for strategic approaches to maximize student achievements in CT education. Recommendations for future research are discussed.

中文摘要：以学生为中心的教学法(SCP)在促进计算思维教育中的认知学习方面具有很大的潜力。然而，从多层次的角度来理解它对学生认知发展的影响还存在着明显的差距。本研究旨在探讨认知学习理论，透过三个层面的概念模型，阐释 SCP 对学生认知电脑断层扫描能力的影响是如何透过认知学习过程而产生。这种多层次的方法同时探索 SCP 在错综复杂的学校环境中的因素，在学校，教师和学生水平是紧密交织在一起的。数据来自香港43所小学的82名程序设计教师和他们的2433名学生。结果表明，学校对教师专业发展(TPD)的支持对 SCP 的采用具有显著的锚定作用，从而提高了学生在课堂上的认知学习(即主动学习、互动学习、建设性学习和反思性学习) ，进一步提高了学生的认知 CT 能力。研究结果强调了 SCP 在学校情境中应用的细微差别，提倡采用策略性方法使学生在 CT 教育中的成就最大化。讨论了未来研究的建议。

https://doi.org/10.1016/j.compedu.2024.105016

《The impact of virtual technology on students’ creativity: A meta-analysis》

《虚拟技术对学生创造力影响的元分析》

作者：Yubiao Wang · Wenping Liu · Xue Yang · Baomin Li · Qiyun Wang

中文摘要：以学生为中心的教学法(SCP)在促进计算思维教育中的认知学习方面有很大的潜力。然而，从多层次的角度来理解它对学生认知发展的影响还存在着明显的差距。本研究旨在探讨认知学习理论，透过三个层面的概念模型，阐释 SCP 对学生认知电脑断层扫描能力的影响是如何透过认知学习过程而产生。这种多层次的方法同时探索 SCP 在错综复杂的学校环境中的因素，在学校，教师和学生水平是紧密交织在一起的。数据来自香港43所小学的82名程序设计教师和他们的2433名学生。结果表明，学校对教师专业发展(TPD)的支持对 SCP 的采用具有显著的锚定作用，从而提高了学生在课堂上的认知学习(即主动学习、互动学习、建设性学习和反思性学习) ，进一步提高了学生的认知 CT 能力。研究结果强调了 SCP 在学校情境中应用的细微差别，提倡采用策略性方法使学生在 CT 教育中的成就最大化。讨论了未来研究的建议。

https://doi.org/10.1016/j.compedu.2024.105044

《Predicting Problem-Solving Success in an Office Simulation Applying N-Grams and a Random Forest to Behavioral Process Data》

《运用 N-Grams 和随机森林对行为过程数据进行办公室模拟预测问题解决的成功率》

作者：Sabrina Ludwig · Andreas Rausch · Viola Deutscher · Jürgen Seifried

英文摘要：Predicting students' problem-solving success in computer-based simulations at an early stage allows adaptive educational systems to provide learners with personalized support. In this paper, we predict students' problem-solving success by applying a machine-learning model, the random forest, to produce a binary classification (more vs. less successful students). During a business-related problem scenario that lasted 55 min, early behavioral data (during the first 5, 10, and 20 min) such as mouse clicks and keyboard strokes (approx. 29,800 early-window clickstreams and keystrokes during the first 20 min) of 234 trainees were recorded, mirroring the students' problem-solving behavior. We used the n-gram sequence mining technique, which was originally introduced within the emerging disciplines of natural language processing, text mining, and machine learning and has proven to be effective, particularly in the examination of online behavior. We trained the random forest model with training datasets that included all features (bigrams), as well as selected features (the most predictable bigrams explaining inter-group differences). Our results show that early predictions based on the first 10 and 20 min contained sufficient information to accurately predict problem-solving success, while predictions that are too early (based on the first 5 min) do not. As the size of the initial time window expanded, the classification performance improved. Moreover, the selection of the most predictable features improved the models' performance for all three time intervals. The model that was trained with only selected robust features that occurred in the first 20 min achieved the highest ROC AUC score of almost 0.70. This result falls within the range of accuracy scores observed in similar studies. From the instructor's perspective, predictions help in the early identification of weak students and can provide them with personalized learning prompts. For more successful students, tasks can be enriched adaptively.

中文摘要：在早期阶段预测学生在基于计算机的模拟中解决问题的成功率，使得自适应教育系统能够为学习者提供个性化的支持。在本文中，我们预测学生的问题解决成功的应用机器学习模型，随机森林，产生二元分类(更多与不太成功的学生)。在持续55分钟的业务相关问题场景中，记录了234名受训者的早期行为数据(在前5,10和20分钟期间) ，如鼠标点击和键盘敲击(在前20分钟期间约29,800个早期窗口点击流和键盘敲击) ，反映了学生的问题解决行为。我们使用了 n-gram 序列挖掘技术，它最初是在自然语言处理、文本挖掘和机器学习等新兴学科中引入的，并已被证明是有效的，特别是在检查在线行为方面。我们用训练数据集训练随机森林模型，这些数据集包括所有特征(二元图) ，以及选择的特征(解释组间差异的最可预测的二元图)。我们的研究结果表明，基于前10分钟和20分钟的早期预测包含了足够的信息来准确预测解决问题的成功，而过早的预测(基于前5分钟)则不能。随着初始时间窗口的扩大，分类性能得到了改善。此外，选择最可预测的特征提高了模型的性能在所有三个时间间隔。在前20分钟内只用选定的强健特征训练的模型获得了 ROC AUC 评分最高的近0.70分。这个结果属于在类似研究中观察到的准确性得分范围。从教师的角度来看，预测有助于早期识别弱势学生，并可以为他们提供个性化的学习提示。对于更成功的学生，任务可以自适应地丰富。

https://doi.org/10.1016/j.compedu.2024.105093

《Adopt or abandon: Facilitators and barriers of in-service teachers’ integration of game learning analytics in K–12 classrooms?》

《采用还是放弃: 在职教师整合 K-12课堂游戏学习分析的促进因素和障碍？》

作者：Yiming Liu · Jeremy Ng · Xiao Hu · Zhengyang Ma · Xiaoyan Lai

英文摘要：Game learning analytics (GLA) is an emerging technology that facilitates teachers’ evidence-based pedagogical design and assessments. Despite its affordances and potential in K–12 classrooms, teachers’ integration of GLA in teaching practices remains largely unexplored. This study implemented an educational game on collaborative problem solving (CPS) and a GLA system for assisting K–12 teachers in evaluating students’ CPS skills and processes and quest performance and engagement. Based on the integrative model of behavioural prediction, this study aimed to examine 1) the extent to which personal, environmental, and technological factors affected teachers’ usage intention and behaviour towards the GLA system, 2) the effects of moderators on the intention–behaviour relationship, and 3) how the structural model relationships differed across teachers with various individual characteristics. Survey data from 300 in-service teachers from Chinese primary and secondary schools were collected and analysed using partial least squares structural equation modelling. Results indicated that our model demonstrated strong in-sample and out-of-sample predictive power. In particular, teachers’ attitudes, subjective norms, and self-efficacy influenced their behavioural intention, while technological pedagogical content knowledge, school support, and behavioural intention predicted their actual behaviour. In addition, technostress acted as a significant moderator of the intention–behaviour relationship. Moreover, teachers’ gaming preferences, teaching subjects, and years of teaching explained the heterogeneity of their GLA usage. This study contributes to a theoretical understanding of and methodological advancements in studying teachers’ usage intention and behaviour on GLA and yields practical implications for the design and implementation of GLA in K–12 classrooms.

中文摘要：游戏学习分析(GLA)是一项新兴的技术，有利于教师的循证教学设计和评估。尽管 GLA 在 K-12教室中具有启示性和潜力，但教师在教学实践中对 GLA 的整合仍然大部分未被探索。本研究实施了一个关于协作问题解决的教育游戏(CPS)和一个 GLA 系统，以帮助 K-12教师评估学生的 CPS 技能和过程，并寻求表现和参与。基于行为预测整合模型，本研究旨在探讨1)个人、环境和技术因素在多大程度上影响教师对 GLA 系统的使用意向和行为，2)调节因素对意向-行为关系的影响，以及3)结构模型关系在不同个体特征的教师之间的差异。采用偏最小二乘结构方程模型对300名中小学在职教师的调查数据进行统计分析。结果表明，该模型具有较强的样本内和样本外预测能力。特别是教师的态度、主观规范和自我效能感影响其行为意向，而技术教学内容知识、学校支持和行为意向则预测其实际行为。此外，技术压力在意向-行为关系中起着重要的调节作用。此外，教师的游戏偏好、教学科目和教学年限解释了他们使用 GLA 的异质性。本研究有助于理论上理解和方法论上的进步，研究教师的使用意图和行为的 GLA，并产生实际意义的设计和实施的 GLA 在 K-12课堂。

https://doi.org/10.1016/j.compedu.2023.104951

《Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom》

《智能型个人助理与人际交往对英语学习者课外交流意愿影响的比较》

作者：Tzu-Yu Tai

英文摘要：This study explored the effects of out-of-class interactions with intelligent personal assistants (IPAs) versus human interlocutors on EFL learners' willingness to communicate (WTC) in English. A total of 92 first-year college students were recruited to participate in interactive out-of-class activities, which were held in 10-min sessions twice a week for 12 weeks. The participants were divided into three groups: an IPA group, who interacted with Alexa or Google Assistant through a smartphone; an EL1 group, who interacted with L1 English speakers; and an EL2 group, who interacted with L2 English speakers. WTC questionnaires and focus-group interviews were used to evaluate WTC. Significant differences in WTC were discovered between the three groups. The IPA group had greater WTC than did the EL1 or EL2 group. The intergroup differences were attributable to the interaction of contextual (interlocutor and time), individual (L2 self-confidence, anxiety, and proficiency), and sociopolitical (Taiwan's K-12 education) factors. The participants in the IPA group emphasized that the mobility, convenience, interactivity, multifunctionality, and familiarity of IPAs on smartphones enabled them to practice speaking English anywhere, anytime, and at their own pace. IPAs, as supportive and patient learning partners, enhanced the learners' engagement, confidence, and thus WTC.

中文摘要：本研究探讨了英语学习者与智能型个人助理(IPAs)的课外互动对英语交际意愿的影响。共有92名大学一年级学生被招募参加互动课外活动，每周两次，每次10分钟，持续12周。参与者被分成三组: 一个 IPA 组，他们通过智能手机与 Alexa 或 Google Assistant 交流; 一个 EL1组，他们与母语为英语的人交流; 一个 EL2组，他们与母语为英语的人交流。采用问卷调查和焦点小组访谈的方式对世界贸易中心进行评估。三组间 WTC 有显著性差异。IPA 组 WTC 高于 EL1组和 EL2组。群体间差异的原因包括语境(对话者和时间)、个体(L2自信、焦虑和熟练程度)和社会政治(台湾的 K-12教育)因素的相互作用。IPA 小组的参与者强调，智能手机上 IPA 的移动性、方便性、互动性、多功能性和熟悉性使他们能够在任何地方、任何时间以自己的节奏练习说英语。IPA 作为支持和耐心的学习伙伴，增强了学习者的参与度、自信心，从而增强了 WTC。

https://doi.org/10.1016/j.compedu.2023.104965

《“Critical thinking, Communication, Collaboration, Creativity in kindergarten with Educational Robotics”: A scoping review (2012–2023)》

《「幼稚园与教育机器人的批判性思考、沟通、协作、创意」 : 范畴检讨(2012-2023)》

作者：Sophia Rapti · Theodosios Sapounidis

中文摘要：游戏学习分析(GLA)是一项新兴的技术，有利于教师的循证教学设计和评估。尽管 GLA 在 K-12教室中具有启示性和潜力，但教师在教学实践中对 GLA 的整合仍然大部分未被探索。本研究实施了一个关于协作问题解决的教育游戏(CPS)和一个 GLA 系统，以帮助 K-12教师评估学生的 CPS 技能和过程，并寻求表现和参与。基于行为预测整合模型，本研究旨在探讨1)个人、环境和技术因素在多大程度上影响教师对 GLA 系统的使用意向和行为，2)调节因素对意向-行为关系的影响，以及3)结构模型关系在不同个体特征的教师之间的差异。采用偏最小二乘结构方程模型对300名中小学在职教师的调查数据进行统计分析。结果表明，该模型具有较强的样本内和样本外预测能力。特别是教师的态度、主观规范和自我效能感影响其行为意向，而技术教学内容知识、学校支持和行为意向则预测其实际行为。此外，技术压力还是意向-行为关系的重要调节因子。此外，教师的游戏偏好、教学科目和教学年限解释了他们使用 GLA 的异质性。本研究有助于理论上理解和方法论上的进步，研究教师的使用意图和行为的 GLA，并产生实际意义的设计和实施的 GLA 在 K-12课堂。

https://doi.org/10.1016/j.compedu.2023.104968

《Classifying and modeling secondary students’ active learning in a virtual learning environment through generated questions》

《通过生成问题对虚拟学习环境中中学生的主动学习进行分类和建模》

作者：Rebecca Hite · M. Gail Jones · Gina Childers

英文摘要：The present research study investigated students' active learning activities at three time points during the use of a virtual learning environment (VLE) on cardiac anatomy and physiology. Because VLEs are not only immersive but also interactive, the user must engage with the instruction to move the instruction forward; thus, engaging the user in an active (rather than passive) educative experience. What types of active learning is garnered from such educational technologies, among secondary aged science learners, was the focus of the study. By using open-ended questioning and the active learning framework by Chi (2009), this research study collected students' questions they had about the science content which was then categorized inductively and deductively by active processes (activation of prior knowledge), constructive processes (garnering new knowledge), and interactive processes (creating new understandings beyond the scope of the curriculum). Results from coding questions from 151 secondary students (75 in sixth grade and 76 in ninth grade) revealed significance in sixth graders’ abilities to progress from active processes to the higher and more sophisticated learning processes; significant changes were found among ninth graders to progress from active to constructive processes and from constructive to interactive learning processes. The presence of interactive processes suggests that VLEs are immersive, interactive, and able to foster robust science learning.

中文摘要：本研究以心脏解剖学和生理学为研究对象，探讨虚拟学习环境下学生在三个时间点的主动学习行为。因为虚拟学习环境不仅是身临其境的，而且是交互式的，所以用户必须参与到指令中来推动指令的进行; 因此，让用户参与到主动(而不是被动)的教育体验中来。研究的重点是中学年龄段的科学学习者从这些教育技术中获得了哪些类型的主动学习。通过使用开放式提问和 Chi (2009)的主动学习框架，本研究收集了学生关于科学内容的问题，然后通过主动过程(激活先前知识) ，建设性过程(获取新知识)和互动过程(创造课程范围之外的新理解)归纳和演绎分类。151名中学生(六年级75名，九年级76名)的编码问题结果显示，六年级学生从主动学习过程向更高层次和更复杂的学习过程发展的能力有显著差异; 九年级学生从主动学习过程向建设性学习过程发展，以及从建设性学习过程向互动学习过程发展的能力有显著变化。交互式过程的存在表明 VLEs 是身临其境的、交互式的，并且能够培养强大的科学学习。

https://doi.org/10.1016/j.compedu.2023.104940

《Learning analytics and the Universal design for learning (UDL): A clustering approach》

《学习分析与通用学习设计(UDL) : 一种聚类方法》

作者：Marvin Roski · Ratan Sebastian · Ralph Ewerth · Anett Hoppe · Andreas Nehring

英文摘要：In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th graders in a web-based learning platform called I3Learn.

中文摘要：在包容性教育的背景下，通用学习设计(UDL)是一个在世界范围内使用的框架，用于创造所有学习者都能获得的学习机会。尽管很多研究集中在设计和学生对基于 UDL 的学习环境的认知上，但是对于学生在 UDL 引导元素中的使用模式，特别是在数字环境中的使用模式的研究仍然很少。因此，我们在一个名为 I3Learning 的网络学习平台上分析和聚类了九年级和十年级学生的使用模式。

https://doi.org/10.1016/j.compedu.2024.105028

《The learning analytics of computational scientific modeling with self-explanation for subgoals and demonstration scaffolding》

《子目标自我解释与示范支架的计算科学建模学习分析》

作者：Cai‐Ting Wen · Chen‐Chung Liu · C. Li · Ming-Hua Chang · Shih‐Hsun Fan Chiang · Hung‐Ming Lin · Fu-Kwun Hwang · Gautam Biswas

英文摘要：The emphasis of using computing tools in scientific practice has called for new forms of scientific modeling. Therefore, researchers are paying increasing attention to computational scientific modeling in which students use the computational power of computers to model and learn about science phenomena. However, computational scientific modeling is challenging since it involves not only scientific concepts but also uses computational representations to model the science concepts. This study hypothesizes that prompting students to self-explain critical subgoals of computational scientific modeling before taking part in the construction of models would help them construct correct computational models. This study recruited 65 10th grade students in a 6-week program. They were randomly assigned to a self-explanation group (n = 29) where students learned with the self-explanation for subgoals of computational scientific modeling, and a demonstration group (n = 36) where the teacher directly demonstrated the modeling process before students took part in the modeling activity. This study collected the students' performance in a paper-based and hands-on modeling test, and also their modeling actions in the hands-on test to understand the impact of the self-explanation scaffolding on their computational scientific modeling. The results showed that the two groups demonstrated similar levels of improvements in the paper-based test, suggesting that both types of scaffolding are helpful for computational scientific modeling learning. However, the self-explanation group demonstrated significantly better modeling quality in the hands-on test. Furthermore, the spotlight analysis found the moderation effect of the modeling actions on the relation between the two treatments and the model quality. The self-explanation group constructed high quality models if they took only a low number of modeling actions. Conversely, frequent modeling actions are necessary for the demonstration group to construct quality scientific models. The results suggest that the self-explanation scaffolding is more effective since students did not simply rely on the trial-and-error strategy, but adopted a strategic approach to constructing scientific models.

中文摘要：在科学实践中使用计算工具的重点要求科学建模的新形式。因此，计算科学建模越来越受到研究人员的重视，学生利用计算机的计算能力来建模和学习科学现象。然而，计算科学建模是具有挑战性的，因为它不仅涉及科学概念，而且使用计算表示来模拟科学概念。本研究假设在参与模型构建之前，鼓励学生自我解释计算科学建模的关键子目标将有助于他们构建正确的计算模型。这项研究招募了65名10年级学生参加为期6周的项目。他们被随机分配到一个自我解释小组(n = 29) ，在这个小组中，学生学习计算科学建模子目标的自我解释，以及一个演示小组(n = 36) ，在学生参加建模活动之前，老师直接演示建模过程。本研究收集了学生在纸质模型和动手模型测试中的表现，以及他们在动手测试中的建模行为，以了解自我解释支架对他们计算科学建模的影响。结果表明，两组在纸质测试中表现出相似的改善水平，表明两种类型的支架对计算科学建模学习都有帮助。然而，自我解释组在实践测试中表现出明显更好的建模质量。聚束分析发现，造型作用对两种处理方式与造型质量的关系有调节作用。自我解释小组建立高质量的模型，如果他们只采取少量的建模行动。反之，为了建立高质量的科学模型，示范小组需要频繁的建模行动。结果表明，自我解释支架教学更有效，因为学生不是简单地依赖于试错策略，而是采用策略性的方法来构建科学的模型。

https://doi.org/10.1016/j.compedu.2024.105043

《Investigating the effects of different levels of students' regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning》

《不同水平的学生自我调节支持对学习过程和结果的影响: 寻找自我调节学习的最佳支持水平》

作者：Slaviša Radović · Niels Seidel · Dennis Menze · Regina Kasakowskij

英文摘要：Students in higher education who actively manage and control their own learning processes have better learning outcomes, more efficient learning progress, and other non-academic benefits than those who do not. However, students often have poor self-regulation practices, lack reflective thinking, and fail to monitor their learning against defined goals. Therefore, a variety of advanced learning technologies and features have been developed to support students with regulation. Nevertheless, the optimal level of regulation support and the most effective combination of these features remain unestablished in the existing research literature. Therefore, this study employs quantitative research to examine the effectiveness of two learning environments with different levels of self-regulation support (less and more) on students' learning academic outcomes, learning process, and satisfaction. Both variants combine the elements of learning dashboards, goal-setting activity, self-assessment task, reflection support, and personal recommendation, with differences in the level of supporting students' regulation. Our findings reveal that students who received higher levels of self-regulation support tended to be more active readers and visited online learning materials and course overviews more frequently. While they outperformed students in the control group, it's noteworthy that these students did not necessarily outperform their peers who received less support, particularly in the context of self-assessment tasks. This study has also highlighted the need for further research in this area (e.g., self-assessment accuracy), including the development of an instrument that can objectively measure and evaluate the level of self-regulated learning support.

中文摘要：高等教育中积极管理和控制自己学习过程的学生比那些不积极管理和控制自己学习过程的学生有更好的学习结果，更有效的学习进程，以及其他非学术利益。然而，学生往往缺乏自我调节的实践，缺乏反思性思维，不能监控他们的学习与既定的目标。因此，各种先进的学习技术和功能已经开发出来，以支持学生与规范。然而，在现有的研究文献中，监管支持的最佳水平和这些特征的最有效组合仍然没有建立起来。因此，本研究采用定量研究方法，探讨两种不同自我调节支持水平(越来越少)的学习环境对学生学习成果、学习过程和满意度的影响。这两种变体结合了学习仪表板、目标设定活动、自我评估任务、反思支持和个人推荐等要素，在支持学生调节的水平上存在差异。我们的研究结果表明，接受较高水平的自我调节支持的学生往往是更积极的读者和访问在线学习材料和课程概述更频繁。虽然他们的表现优于对照组的学生，但值得注意的是，这些学生并不一定优于那些得到较少支持的同龄人，特别是在自我评估任务的背景下。这项研究也强调了在这一领域进一步研究的必要性(例如，自我评估的准确性) ，包括开发一种能够客观测量和评估自我调节学习支持水平的工具。

https://doi.org/10.1016/j.compedu.2024.105041

《Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes》

《探讨经济学本科课程的在线机机器学习、学习者与内容的互动及学生表现》

作者：Olubunmi Ipinnaiye · Ángélica Risquez

英文摘要：This study explores the pedagogical use of adaptive learning to foster learner-content interaction, and its subsequent impact on student performance in a large first year Macroeconomics course in an Irish University. To increase student-content interaction, an adaptive learning tool (LearnSmart) is employed to create five weekly adaptive reading assignments, over a six-week period. We include two separate indicators of learner-content interaction (the amount of time spent and number of completed adaptive assignments) in our analysis. Results indicate that student performance is enhanced by the number of completed adaptive assignments, which captures learner-content interaction and adaptive learning. However, the amount of time spent studying was negatively associated with performance. This surprising result comes as a novel contribution, which extends our knowledge of how adaptive learning technology can be potentially used to drive learner-content interaction and student performance. Pedagogically, our findings suggest the need for more intentional design and personalisation of learning activities to enhance student-content interaction and subsequent performance.

中文摘要：这项研究探讨了在教学中使用在线机机器学习来促进学习者与内容之间的互动，以及随后在爱尔兰大学宏观经济学大型第一年课程中对学生表现的影响。为了增加学生与内容的互动，一个在线机机器学习工具(LearnSmart)被用来创建每周五次的适应性阅读作业，为期六周。在我们的分析中，我们包括了学习者与内容互动的两个独立指标(花费的时间和完成的适应性作业的数量)。研究结果显示，完成适应性习作的数目可提高学生的表现，这些习作能捕捉学生与内容之间的互动和在线机机器学习。然而，花在学习上的时间与学习成绩呈负相关。这个令人惊讶的结果是一个新的贡献，它扩展了我们对在线机机器学习技术如何潜在地用于驱动学习者-内容互动和学生表现的知识。在教学方面，我们的研究结果表明，需要更有意识地设计和个性化的学习活动，以加强学生内容的互动和随后的表现。

https://doi.org/10.1016/j.compedu.2024.105047

《Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling》

《提升青少年学生的计算思维: 小学早期有系统课程的调查》

作者：Garry Falloon

英文摘要：In recent years, the development of computational thinking (CT) has become integral to many school curricula worldwide. This has been associated with calls for computational thinking to be considered a ‘21St Century’ competency, valuable to all students as a transferable process for solving problems and building understanding of human behaviour and systems. However, while computational thinking is a focus of most secondary school computer science curricula, proponents such as Jeanette Wing argue its relevance for younger students, indicating more work must be done investigating its development in early years' education. This study used a structured, problem-based curriculum supported by guided inquiry pedagogy, to explore 6 year old students' learning of basic computational thinking concepts and practices while coding programmable floor robots (Blue-bots and an iPad app). Results indicated improvement across the seven lessons in students' sequencing/algorithm authoring, error correction, and pattern recognition. Furthermore, they revealed evidence of higher order thinking such as identifying patterns in code, and how these can be transferred to help solve problems of different designs. While currently play-based approaches are used to introduce computational thinking concepts and practices in early years' education, results from this study suggest that more structured, problem-based methods should be seriously considered. Results challenge commonly understood developmental theories about what young children can and can't do, contextualised within the field of computer science, and hold implications for early years' teachers' professional knowledge and pedagogy if they are to promote their students' learning in this increasingly important area. Given rapid technological advancements such as artificial intelligence (AI) and increasingly earlier exposure of young children to digitally-mediated information, this study provides support for the earlier and more systematic introduction of basic digital literacy knowledge and skills in early years' education.

中文摘要：近年来，计算思维的发展已成为世界各地许多学校课程不可或缺的一部分。这与要求将计算思维视为“21世纪”能力的呼声有关，这种能力对于所有学生来说都是有价值的，因为它是解决问题和建立对人类行为和系统理解的可转移过程。然而，尽管计算思维是大多数中学计算机科学课程的重点，但珍妮特•温(Jeanette Wing)等支持者辩称，计算机科学与年轻学生有关，他们指出，必须开展更多工作，调查计算机科学在早期教育中的发展。本研究以问题为基础，结合探究式教学法，探讨6岁学生在编写可编程地板机器人(蓝色机器人和 iPad 应用程式)时，对基本计算思维概念和实践的学习情况。结果显示，七节课的学生在排序/算法创作、错误纠正和模式识别方面均有改善。此外，他们还揭示了更高层次思维的证据，比如识别代码中的模式，以及如何将这些模式转化为帮助解决不同设计的问题。虽然目前以游戏为基础的方法被用来在早期教育中引入计算思维的概念和实践，但这项研究的结果表明，应该认真考虑更有条理、以问题为基础的方法。研究结果挑战了关于幼儿能做什么和不能做什么的普遍理解的发展理论，将其置于计算机科学领域的背景之下，并对早年教师的专业知识和教学法有所启示，如果他们要在这个日益重要的领域促进学生的学习。由于科技日新月异，例如人工智能(AI)的发展日新月异，加上幼儿越来越早接触数码媒介的资讯，这项研究为早年教育更早及更有系统地引入基本数位素养知识和技能提供支援。

https://doi.org/10.1016/j.compedu.2024.105045

《Collaborative Activities in Hybrid Learning Environments: Exploring Teacher Orchestration Load and Students’ Perceptions》

《混合学习环境下的协作活动: 教师编排负荷与学生感知的研究》

作者：Alejandro Ortega‐Arranz · Ishari Amarasinghe · Alejandra Martínez‐Monés · Juan I. Asensio‐Pérez · Yannis Dimitriadis · Mario Corrales-Astorgano · Davinia Hernández‐Leo

英文摘要：The recent Covid-19 pandemic made universities rethink their traditional educational models, shifting, in some cases, to pure online or hybrid models. Hybrid settings usually involve onsite (i.e., in the classroom) and online (e.g., in a different classroom, at home) students simultaneously under the instruction of the same teacher. However, while these models provide more flexibility to students, hybridity poses additional challenges for the specific case of collaborative learning, likely increasing the teachers' orchestration load and potentially hampering fruitful interactions among learners. In order to gather empirical evidence on the impact of hybridity in collaborative learning, this paper reports a study conducted in a hybrid classroom where a Jigsaw collaborative pattern was implemented with the Engageli software. The study involved 2 teachers and 67 students enrolled in a computer science undergraduate course. Teachers' post-interviews, questionnaires and an epistemic network analysis (ENA) were used to produce study findings. Results show that teachers reported a medium-to-high orchestration load for implementing and setting up the collaborative activities in the hybrid classroom. Among the factors that contributed most to such load, teachers highlighted the creation and live management of groups and collaborative documents. Additionally, the ENA showed that teachers put much effort on monitoring group interactions and solving technical issues. Finally, we observed relevant differences on students' perceptions (e.g., satisfaction with the attention received by the teachers) based on the cohort sizes and on the students’ attendance modality (onsite vs. online).

中文摘要：最近的2019冠状病毒疾病疫情让大学重新思考传统的教育模式，在某些情况下，转向纯在线或混合模式。混合设置通常涉及现场(例如，在教室)和在线(例如，在不同的教室，在家里)学生同时在同一个老师的指导下。然而，尽管这些模式为学生提供了更大的灵活性，但混杂性对特定的合作学习提出了额外的挑战，可能会增加教师的编配负担，并可能妨碍学习者之间富有成效的互动。为了收集经验证明合作学习杂交的影响，本文报告了一项在混合式教室中进行的研究，在这个教室中使用 Engageli 软件实现了一个拼图协作模式。这项研究涉及2名教师和67名学生在计算机科学本科课程注册。采用教师事后访谈、问卷调查和认知网络分析(ENA)等方法进行研究。研究结果显示，在混合式教室中，教师对实施及建立协作活动的编配负荷处于中等至高等水平。在导致这种负荷的因素中，教师强调了小组和协作文件的创建和实时管理。此外，ENA 表明，教师在监测小组互动和解决技术问题上付出了很多努力。最后，我们根据队列规模和学生出勤方式(现场与在线)观察学生的感知(例如，对教师受到的关注的满意度)的相关差异。

https://doi.org/10.1016/j.compedu.2024.105105

《Personality, Strategies and Game Moves Linked to Prosocial Behaviors: A Statistical Discourse Analysis》

《与亲社会行为相关的个性、策略和博弈行为: 一个统计篇章分析》

作者：Ju‐Ling Shih · Ming Ming Chiu · Chang-Hsin Lin

中文摘要：由于目前还没有研究系统地对游戏学习中学生合作行为的生态模型进行理论分析和实证检验，因此本研究尝试通过建立游戏学习中学生亲社会行为前因的多层次模型来实现这一目标。具体来说，我们提出了一个关于玩家个性、玩家个性构成以及最近一系列策略或游戏动作如何影响谈话中 panhandlers 可能性的理论模型。然后，我们通过统计篇章分析对17名青少年在8场面对面游戏中的8432次话轮进行了实证测试。

https://doi.org/10.1016/j.compedu.2024.105072

《Impact of pre-knowledge and engagement in robot-supported collaborative learning through using the ICAPB model》

《通过使用 ICAPB 模型预先知识和参与机器人支持的合作学习的影响》

作者：Jia‐Hua Zhao · Qifan Yang · Li-Wen Lian · Xianyong Wu

英文摘要：Several challenges exist in computer-supported collaborative learning environments, such as the potential for distraction and student boredom and isolation, which may adversely affect the quality of collaborative learning and knowledge construction. On the other hand, as an innovative learning tool, physical robots are seen as successful collaborative learning facilitators that can raise student engagement, strengthen social presence, and boost learning results. Meanwhile, tasks designed based on Bloom's taxonomy further ensure students' attention and cognitive growth in robot-supported collaborative learning (RSCL) environments. Although some researchers have explored how to maintain engagement in previous studies on robots, it is still difficult due to the lack of a commonly employed annotation method for evaluating engagement. Therefore, this study proposed the interactive, constructive, active, passive, and behavioral (ICAPB) engagement coding model, combining cognitive and behavioral engagement, to comprehensively analyze the relationship between pre-knowledge, student engagement, and learning achievement in the RSCL environment. An experiment was conducted in a first-aid course at a university to evaluate the effectiveness of this approach. The study involved a total of 36 students using a collaborative robotic system with Bloom's taxonomy. The results showed that pre-knowledge, whether at a high or low level, did not significantly affect students' posttest scores. Instead, student engagement significantly positively impacted their learning achievement.

中文摘要：在电脑支援协作学习环境中存在一些挑战，比如分心的可能性、学生的无聊和孤立，这可能会对合作学习和知识构建的质量产生不利影响。另一方面，作为一种创新的学习工具，物理机器人被视为成功的合作学习促进者，可以提高学生的参与度，加强社会存在感，并提高学习效果。与此同时，根据 Bloom 的分类法设计的任务进一步确保了学生在机器人支持的合作学习环境中的注意力和认知能力的增长。虽然一些研究人员已经探索了如何在以往的机器人研究中保持参与度，但由于缺乏一种常用的评估参与度的注释方法，这仍然是困难的。因此，本研究提出了交互式、建构式、主动式、被动式和行为式(ICAPB)参与编码模型，结合认知参与和行为参与，全面分析了 RSCL 环境下学前知识、学生参与和学习成绩之间的关系。在一所大学的急救课程中进行了一项实验，以评估这种方法的有效性。这项研究共有36名学生参与，他们使用了一个采用布鲁姆分类法的协作机器人系统。结果表明，学前知识无论在高水平还是低水平上，都不会对学生的后测成绩产生显著影响。相反，学生参与显著正向影响他们的学习成绩。

https://doi.org/10.1016/j.compedu.2024.105069

《Pathways to digital reading literacy among secondary school students: A multilevel analysis using data from 31 economies》

《中学生数字阅读素养的途径: 使用来自31个经济体的数据的多层次分析》

作者：Xueliang Chen · Ya Xiao

英文摘要：In our technology-driven society, digital reading literacy has emerged as a valuable skill as people increasingly read on digital devices rather than from print sources. Using an internationally representative sample (N = 211,899) across 31 economies, this study employed the opportunity-propensity framework to comprehensively investigate the role and relative contribution of opportunity, propensity, and antecedent factors in adolescent students' digital reading literacy. Hierarchical linear modeling and dominance analysis were performed. The results showed that although all three groups of factors contributed to adolescents' digital reading performance, the relative contribution of these factors differed. Propensity factors made the greatest contribution to digital reading performance, most notably metacognitive reading strategies and reading self-concept. While opportunity and antecedent factors such as schools’ support in ICT resources and socioeconomic background also played a role, their contributions were relatively limited. These findings have significant implications for advancing current theories of digital reading and for guiding digital reading instruction in secondary education.

中文摘要：在我们这个技术驱动的社会，随着人们越来越多地通过数字设备而不是印刷品来阅读，数字阅读素养已经成为一种有价值的技能。本研究以31个经济体的国际代表性样本(N = 211,899)为研究样本，采用机会-倾向框架，全面考察了机会、倾向和前因素在青少年学生数字阅读素养中的作用和相对贡献。进行了分层线性建模和优势分析。结果表明，尽管三组因素对青少年数字阅读成绩均有贡献，但三组因素的相对贡献不同。倾向性因素对数字阅读成绩的影响最大，元认知阅读策略和阅读自我概念的影响最为显著。虽然机会和先行因素，如学校在信息和通信技术资源和社会经济背景的支持也发挥了作用，他们的贡献相对有限。这些发现对于推进当前数字阅读理论的发展和指导中学数字阅读教学具有重要意义。

https://doi.org/10.1016/j.compedu.2024.105090

《Peers turning on cameras promotes learning in video conferencing》

《同龄人打开摄像头促进视频会议中的学习》

作者：Zhongling Pi · L. Zhang · Xin Zhao · Xiying Li

英文摘要：The current study examined the influence of teacher and peer camera usage on the attention and learning performance of primary school students in video conferencing. The study further investigated the interplay between peer camera usage and various forms of social comparison, assessing their impact on the learning of primary school students in video conferencing. Consequently, the study designed two experiments, recruiting a total of 74 primary school students in Experiment 1 and 41 students in Experiment 2. Consistent with our hypothesis, Experiment 1 demonstrated that peers turning on their cameras in video conferencing enhanced student learning performance. Moreover, Experiment 2 revealed that when employing upward and parallel social comparison strategies, students showed similar learning performance regardless of peer camera usage; whereas when employing downward social comparison strategies, students showed better learning performance in the peers-cameras-on condition than in the peers-cameras-off condition. This suggests that the introduction of upward and parallel social comparison strategies can effectively counterbalance the negative impact on student learning resulting from peers turning off their cameras. The main results of the present study have significant implications for camera use in video conferencing. First, students are advised to turn on cameras during video conferencing. Second, teachers are encouraged to design an environment conducive to upward and parallel comparison in video conferencing when peers turn off their cameras.

中文摘要：本研究考察了教师和同伴摄像机的使用对小学生视频会议注意和学习成绩的影响。本研究进一步调查了同伴摄像机的使用与各种形式的社会比较之间的相互作用，评估了它们对小学生在视频会议中学习的影响。因此，本研究设计了两个实验，实验一共招募了74名小学生，实验二共招募了41名学生。与我们的假设一致的是，实验1证明了同伴在视频会议中打开他们的摄像头可以提高学生的学习成绩。此外，实验二发现，在使用向上和平行的社会比较策略时，学生的学习表现与使用同伴相机的情况相似; 而在使用向下的社会比较策略时，学生在有相机的情况下比没有相机的情况下表现出更好的学习表现。这表明，引入向上和平行的社会比较策略，可以有效地抵消学生学习的负面影响，由同伴关闭他们的照相机。本研究的主要结果对视频会议中摄像机的使用具有重要意义。首先，建议学生在视频会议期间打开摄像机。第二，鼓励教师设计一个有利于在视频会议中同学关闭摄像机时进行向上和平行比较的环境。

https://doi.org/10.1016/j.compedu.2023.104986

《Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective》

《利用 MALL 应用程序提供的启示，提高英语学习者的口语技能、外语享受和语言特有的毅力: 一个微观遗传学的观点》

作者：Gwo‐Jen Hwang · Masoud Rahimi · Jalil Fathi

英文摘要：As no study has systematically theorized and empirically tested an ecological model of students' cooperative behaviors during game-based learning, this study moves toward doing so by modeling multiple levels of antecedents of students' prosocial behaviors during game play. Specifically, we propose a theoretical model of how player personality, players’ personality composition, and recent sequences of strategies or game moves affect the likelihood of prosocial behavior in each turn of talk. Then, we empirically tested our model on 8432 turns of talk by 17 adolescents in eight face to face games via statistical discourse analysis. Players who were agreeable, conscientious, and patient showed prosocial behaviors more often. Meanwhile groups with only one agreeable person, only one extrovert, or only one conformist showed fewer prosocial behaviors. Furthermore, recent strategies such as advise, lend resources, or consent were more likely to precede a prosocial behavior. By contrast, recent aggressive moves reduced the likelihood of an immediate prosocial behavior. For example, a sequence of consecutive attacks sharply reduced the likelihood of a prosocial behavior. Furthermore, interactions among these attributes also affected the likelihood of prosocial behaviors. These results contribute to and help integrate social identity theory and social learning theory by moving toward an ecological explanatory model with player personalities, player composition, sequences of strategies and game moves, and their interactions. These insights (a) help bridge the gap in our understanding of how students act and react in strategic activities, and (b) inform game design and instructional practices seeking to foster prosocial behaviors and environments.

中文摘要：由于目前还没有研究系统地对游戏学习中学生合作行为的生态模型进行理论和实证检验，因此本研究尝试通过建立游戏学习中学生亲社会行为前因的多层次模型来实现这一目标。具体来说，我们提出了一个关于玩家个性、玩家个性构成以及最近一系列策略或游戏动作如何影响谈话中 panhandlers 可能性的理论模型。然后，我们通过统计篇章分析对17名青少年在8场面对面游戏中的8432次话轮进行了实证测试。和蔼可亲、认真负责、有耐心的运动员更容易表现出亲社会的行为。同时，只有一个合群的人、一个外向的人或一个墨守成规的人的群体表现出较少的亲社会行为。此外，建议、贷款资源或同意等近期策略更有可能先于 panhandlers。相比之下，近期的激进举措降低了立即出现 panhandlers 的可能性。例如，一系列连续的攻击大大降低了 panhandlers 的可能性。此外，这些属性之间的相互作用也影响亲社会行为的可能性。这些结果有助于整合社会认同理论和社会学习理论，通过走向一个生态解释模型的球员个性，球员组成，战略和游戏动作的序列，及其相互作用。这些见解(a)有助于弥合我们对学生在战略活动中如何行动和反应的理解差距，(b)为寻求培养亲社会行为和环境的游戏设计和教学实践提供信息。

https://doi.org/10.1016/j.compedu.2024.105015

《Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos》

《心不在焉、观众互动和教育视频有意义结构之间的联系》

作者：Gerrit Anders · Jürgen Buder · Martin Merkt · E Egger · Markus Huff

英文摘要：Over the last years, and especially in the context of the COVID-19 pandemic, online videos have become an integral part of education. Therefore, it is essential to understand how to design such videos to provide an efficient and engaging learning experience for the viewers. Regarding learning success, the occurrence of mind wandering is of particular relevance. Thus, this preregistered research investigates the perception of online videos by analyzing the relationship between viewer behavior (such as pause button presses), mind wandering, and event segmentation by employing logfiles of a large German online video platform for educational videos combined with data collected in two online studies. Contrary to our expectations, we found a significant positive correlation between pausing, seek and resume viewer behavior, and mind wandering. Furthermore, replicating previous research, we identified a significant positive correlation between pausing behavior and meaningful event boundaries in the video. Additionally, a significant positive correlation between perceived event boundaries and mind wandering was shown. The triangulation of three data sources suggests that mind-wandering co-occurs with perceived event boundaries and observable, logged behavior (e.g., pressing the pause button). Given that the overall mind-wandering occurrence was also positively related to self-reported learning, a possible interpretation of the data is that event boundaries may trigger task-related mind-wandering that might even be conducive to learning.

中文摘要：在过去几年里，尤其是在2019冠状病毒疾病大流行的背景下，在线视频已经成为教育的一个组成部分。因此，有必要了解如何设计这样的视频，以便为观众提供一个有效和吸引人的学习体验。关于学习的成功，心不在焉的发生是特别相关的。因此，这项预先注册的研究通过分析观众行为(如按下暂停按钮) ，思维漫游和事件分割之间的关系来调查在线视频的感知，该研究使用了一个大型德国在线视频平台的日志文件，结合在两个在线研究中收集的数据。与我们的预期相反，我们发现暂停、寻找和简历浏览者行为与心不在焉之间存在显著的正相关。此外，重复以前的研究，我们发现在视频中的暂停行为和有意义的事件边界之间存在显著的正相关。此外，知觉事件边界与走神显著正相关。对三个数据源的三角测量表明，心不在焉与感知到的事件边界和可观察到的、记录在案的行为(例如，按下暂停按钮)共同发生。考虑到整体的心不在焉的发生也与自我报告的学习正相关，数据的一个可能的解释是，事件边界可能会触发任务相关的心不在焉，甚至可能有利于学习。

https://doi.org/10.1016/j.compedu.2024.104996

《A systematic review of Drone integrated STEM education at secondary schools (2005–2023): Trends, pedagogies, and learning outcomes》

《中学综合 STEM 教育系统综述(2005-2023) : 趋势、教学法和学习成果》

作者：Roseanne O. Yeung · Chi Ho Yeung · Daner Sun · Chee‐Kit Looi

英文摘要：As the prominence of drone technology continues to captivate interest for its myriad applications in education, an understanding of the current status of drone-integrated education becomes imperative. This systematic review endeavors to furnish an updated and comprehensive analysis of the drone education studies across academic levels, with a specific emphasis on secondary education settings. To accomplish this objective, a review study with 181 publications was conducted, with a particular focus on 41 publications explicitly addressing the integration of drones in secondary STEM education. Employing a systematic approach, this review identifies, analyzes, and synthesizes pertinent literature, ensuring a thorough comprehension of the current state of the field. The key findings of this review can be summarized as follows: 1) Among the diverse array of subjects incorporating drones, STEM disciplines emerge as the most prominently featured. 2) Experiential and project-based learning stand out as the most commonly adopted pedagogical methods in drone-integrated STEM education. The incorporation of teamwork and hands-on activities is frequently cited as instructional strategies aimed at enhancing drone-integrated STEM learning experiences. 3) Beyond the acquisition of drone-related technical skills, the reported learning outcomes encompass a spectrum of aspects, including heightened STEM career awareness, increased engagement and learning interest, and collaborative problem-solving abilities. The findings underscore the potential of drones to ignite passion for STEM subjects among secondary students, achieved through interdisciplinary, hands-on applications that foster problem-solving and design competencies.

中文摘要：随着无人机技术在教育领域的无数应用继续引起人们的兴趣，理解无人机综合教育的现状变得势在必行。本系统综述旨在就不同学术层面的无人机教育研究提供最新及全面的分析，并特别强调中学教育环境。为实现这一目标，进行了一项审查研究，发表了181份出版物，特别侧重于41份明确涉及将无人机纳入中等科学、技术、工程和数学教育的出版物。本综述采用系统的方法，识别、分析和综合相关文献，确保对该领域的现状有一个透彻的理解。这篇综述的主要发现可以总结如下: 1)在包含无人机的各种学科中，STEM 学科成为最突出的特征。2)经验和专题研习是无人机综合 STEM 教育中最常用的教学方法。团队合作和实践活动的结合经常被认为是旨在增强无人机综合科学、技术、工程、数学学习经验的教学战略。3)除了获得与无人机相关的技术技能外，报告的学习成果还包括一系列方面，包括提高 STEM 职业意识、增加参与度和学习兴趣以及协作解决问题的能力。研究结果强调了无人机的潜力，激发中学生对 STEM 科目的热情，通过跨学科的实践应用，培养解决问题和设计能力。

https://doi.org/10.1016/j.compedu.2024.104999

《Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east》

《基于游戏的语言学习是一般性的还是特定性的？探索移动虚拟现实技术在中东医学英语教学中的应用》

作者：Ali Derakhshan · Timothy Teo · Saeed Khazaie

英文摘要：Although Virtual Reality with simulation and 360-video scenes has been recognized as an educational game for improving general English communication in daily life, scant attention has been paid to specific language needs in applying the game to English programs of post-secondary education. Even less emphasis has been devoted to the applicability of multi-touch mobile Virtual Reality to general English and English for Medical and Academic Purposes education to support students in addressing their language needs in academia and the medical fields. This quasi-experimental study, through a parallel design, employed different treatments to explore the applicability of mobile Virtual Reality to learning general English and English for Medical and Academic Purposes productive skills. In 16-week English courses in a Middle Eastern medical university, 235 five-member cadres of students were semi-randomly assigned to two control and experimental groups to learn medical English speaking and writing through online tasks or mobile Virtual Realities. The findings indicated that the simulated three-dimensional environment of mobile Virtual Reality is a robust communication vehicle for learning English for Medical and Academic Purposes. However, non-concrete features of daily life related to general English productive skills were underrepresented in multi-touch stages of online tasks and mobile Virtual Realities. The future scope of the research in Virtual Reality-based language learning is elaborated.

中文摘要：尽管具有模拟和360视频场景的虚拟现实已经被认为是一个教育游戏，可以改善日常生活中的一般英语交流，但是在将游戏应用到英语高等教育节目中时，却很少注意到特定的语言需求。对于多点触摸移动虚拟现实技术在普通英语和医学和学术英语教育中的适用性的重视甚至更少，以支持学生满足他们在学术界和医学领域的语言需求。本研究采用平行设计的准实验方法，探讨移动虚拟现实技术对医学英语和学术英语生产技能学习的适用性。在一所中东医科大学为期16周的英语课程中，235名五人干部学生被半随机分配到两个对照组和实验组，通过在线任务或移动虚拟现实学习医学英语口语和写作。研究结果表明，移动虚拟现实的模拟三维环境是一个健壮的交流工具学习医学和学术英语的目的。然而，在线任务和移动虚拟现实的多点触摸阶段，与一般英语生产技能相关的日常生活的非具体特征并没有得到充分的体现。阐述了基于虚拟现实的语言学习研究的未来范围。

https://doi.org/10.1016/j.compedu.2024.105013

《Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation》

《揭示联合注意力动力学: 在沉浸式协作天文学模拟中检验多模态参与》

作者：Jina Kang · Yiqiu Zhou · Robin Jephthah Rajarathinam · Yuanru Tan · David Williamson Shaffer

英文摘要：Numerous computer-based collaborative learning environments have been developed to support collaborative problem-solving. Yet, understanding the complexity and dynamic nature of the collaboration process remains a challenge. This is particularly true in open-ended immersive learning environments, where students navigate both physical and virtual spaces, pursuing diverse paths to solve problems. In response, we aimed to unpack these complex collaborative learning processes by investigating 16 groups of college students (n = 77) who utilized an immersive astronomy simulation in their introductory astronomy course. Our specific focus is on joint attention as a multi-level indicator to index collaboration. To examine the interplay between joint attention and other multimodal traces (conceptual discussions and gestures) in students' interactions with peers and the simulation, we employed a multi-granular approach. This approach encompasses macro-level correlations, meso-level network trends, and micro-level qualitative insights from vignettes to capture nuances at different levels. Distinct multimodal engagement patterns emerged between low- and high-achieving groups, evolving over time across a series of tasks. Our findings contribute to the understanding of the notion of timely joint attention and emphasize the importance of individual exploration during the early stages of collaborative problem-solving, demonstrating its contribution to productive knowledge co-construction. This research overall provides valuable insights into the complexities of collaboration dynamics within and beyond digital space. The empirical evidence we present in our study lays a strong foundation for developing instructional designs aimed at fostering productive collaboration in immersive learning environments.

中文摘要：许多基于计算机的合作学习环境已经开发出来，以支持协作解决问题。然而，理解协作过程的复杂性和动态性仍然是一个挑战。在开放式沉浸式学习环境中尤其如此，在这种环境中，学生既可以在物理空间中导航，也可以在虚拟空间中导航，追求不同的解决问题的途径。作为回应，我们的目标是通过调查16组大学生(n = 77)来解开这些复杂的合作学习过程，这些大学生在他们的天文学入门课程中使用了沉浸式天文学模拟。我们的具体重点是共同关注，将其作为指数协作的多层次指标。为了检验联合注意与其他多模态轨迹(概念讨论和手势)在学生与同伴交往和模拟中的相互作用，我们采用了多粒度方法。这种方法包括宏观层面的相关性，中观层面的网络趋势，以及微观层面的定性见解，以捕捉不同层面的细微差别。不同的多模式参与模式出现在低成就组和高成就组之间，随着时间的推移在一系列任务中不断演变。我们的研究结果有助于理解及时共同关注的概念，并强调个人探索在协作解决问题的早期阶段的重要性，表明其对生产性知识共建的贡献。这项研究总体上提供了对数字空间内外协作动态的复杂性的有价值的见解。我们在研究中提出的经验证明为开发旨在促进沉浸式学习环境中高效协作的教学设计奠定了坚实的基础。

https://doi.org/10.1016/j.compedu.2024.105002

《More I-talk in student teachers’ written reflections indicates higher stress during VR teaching》

《在虚拟现实教学过程中，教师书面反思中的“我说”越多，压力越大》

作者：Andrea Westphal · Eric Richter · Rebecca Lazarides · Yizhen Huang

英文摘要：Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits “self-focused attention,” which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns (“I,” “me,” “my”) in written reflections by, for instance, student teachers. What is unclear is whether student teachers' use of these first-person singular pronouns in their written reflections is linked to and predicts their negative affective experiences during teaching. For the present study, a fully immersive virtual reality (VR) classroom was implemented in which student teachers taught a lesson, provided written reflections on their teaching, and then taught a second lesson. We measured N = 59 student teachers' self-reported stress and heartrate responses while teaching in the VR classroom and determined the percentage of first-person singular pronouns in their written reflections. Firstly, our results showed that the use of first-person singular pronouns provides incremental information on manual ratings of student teachers' foci in their written reflections. Secondly, student teachers' heartrates during instruction—a measure of physiological stress—were associated with the use of first-person singular pronouns in subsequent written reflections. Thirdly, the use of first-person singular pronouns predicted the increase in physiological stress from the first to the second round of VR teaching. We discuss implications for automated feedback and for designing reflective tasks.

中文摘要：基于视频的教学反思是教师教育的重要工具。当学生教师对负面课堂事件进行反思时，会引发“自我关注”，这与更强烈的负面情绪有关。自我关注可以通过第一人称单数代词(“我”、“我”、“我的”)在书面反思中被定量地捕捉，例如，学生教师。目前尚不清楚的是，学生教师在书面反思中使用第一人称单数代词是否与其教学中的负面情感体验有关，是否能够预测其教学中的负面情感体验。在本研究中，我们设计了一个完全沉浸式虚拟现实教室，在这个教室中，学生教师上一节课，提供对他们教学的书面反思，然后再上第二节课。我们测量了 N = 59名学生教师在虚拟现实课堂教学中自我报告的压力和心率反应，并确定了他们书面反应中第一人称单数代词的百分比。首先，我们的研究结果表明，第一人称单数代词的使用提供了增量信息的手动评分的重点，学生教师在他们的书面反思。其次，实习教师在教学过程中的心率(一种测量生理压力的方法)与随后的书面反思中第一人称单数代词的使用有关。第三，第一人称单数代词的使用预测了第一轮到第二轮虚拟现实教学中生理应激的增加。我们讨论自动反馈和设计反思任务的含义。

https://doi.org/10.1016/j.compedu.2024.104987

《The cognitive effects of computational thinking: A systematic review and meta-analytic study》

《计算思维的认知效应: 一项系统综述和元分析研究》

作者：Chiara Montuori · Filippo Gambarota · Gianmarco Altoè · Barbara Arfé

英文摘要：In this paper, we review and meta-analyze the findings of experimental studies published between 2006 and 2022 that examined the effects of coding and programming interventions on children's core and higher order executive functions (response inhibition, working memory, cognitive flexibility, planning and problem solving). The systematic review and meta-analysis aimed to address three research questions: 1) Which executive functions are most impacted by the teaching of CT? 2) Which instructional modality (educational robotics/virtual coding/unplugged coding) is most effective in enhancing executive function skills in learners aged 4–16 years? and 3) Does the cognitive effectiveness of coding vary with children's age? A total of 19 studies with 1523 participants met the selection criteria for the systematic review. The meta-analysis included 11 of those studies. The results reveal beneficial effects of structured virtual and tangible coding (educational robotics) activities for preschoolers and first graders, and significant effects of more unstructured virtual coding activities (e.g., Scratch-based) for older students. A multivariate fixed-effects model meta-analysis shows that the teaching of coding significantly improves problem-solving with the highest effect (dppc2 = 0.89), but also planning (dppc2 = 0.36), and inhibition and working memory with lower effects (dppc2 = 0.17, dppc2 = 0.20).

中文摘要：本文回顾和荟萃分析了2006年至2022年期间发表的实验研究结果，研究了编码和编程干预对儿童核心和高阶执行功能(反应抑制，工作记忆，认知灵活性，计划和问题解决)的影响。系统综述和荟萃分析旨在解决三个研究问题: 1)哪些执行功能受到 CT 教学的影响最大？2)哪种教学模式(教育机器人/虚拟编码/不插入编码)对于提高4-16岁学习者的执行功能技能最为有效？3)编码的认知效果是否随着儿童的年龄而变化？共有19项研究，1523名参与者符合系统综述的甄选标准。荟萃分析包括其中的11项研究。研究结果显示结构化虚拟及有形编码(教育机器人)活动对学前儿童及一年级学生的有益影响，以及对高年级学生的非结构化虚拟编码活动(例如基于 Scratch)的显著影响。多变量固定效应模型荟萃分析显示，编码教学显着提高了效果最高的问题解决(dppc2 = 0.89) ，还有计划(dppc2 = 0.36) ，抑制和工作记忆效果较低(dppc2 = 0.17，dppc2 = 0.20)。

https://doi.org/10.1016/j.compedu.2023.104961

《Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents》

《教育数字化不平等: 青少年数字设备使用与学习成绩关系的元分析》

作者：Fang Fang Wang · Xiaoli Ni · Mengzhu Zhang · Jingjie Zhang

英文摘要：Using Comprehensive Meta-Analysis 3.0 (CMA 3.0), this paper systematically reviews and analyzes 48 empirical studies on the relationship between digital device use and academic performance among adolescents, conducted between 2001 and 2022. It focuses on the types and modes of digital device use (such as categories of device, and location, duration, and purpose of use), and takes into account the inherent variations therein. Overall, it finds a positive correlation between digital device use and adolescent academic performance (r = 0.25). Further, when used for educational purposes, the former is positively correlated with the latter (r = 0.12), but when used for entertainment and socializing, or for gaming, the correlation is negative (r = −0.10; r = −0.16). The longer the duration of digital device use, the lower the academic performance (r = −0.10). Moderating effects reveal that factors such as gender, age, grade level, nationality, data sources, and academic performance measurement tools play a significant influencing role in this relationship.

中文摘要：本文采用综合元分析3.0(CMA 3.0) ，系统回顾和分析了2001-2022年间48项关于青少年数字设备使用与学习成绩关系的实证研究。它侧重于数字设备使用的类型和模式(如设备的种类、位置、持续时间和使用目的) ，并考虑到其固有的变化。总的来说，它发现数字设备的使用与青少年的学习成绩呈正相关(r = 0.25)。此外，当用于教育目的时，前者与后者正相关(r = 0.12) ，但当用于娱乐和社交或游戏时，相关性为负(r = -0.10; r = -0.16)。数字设备使用时间越长，学习成绩越差(r = -0.10)。调节效应显示，性别、年龄、年级、民族、资料来源、学业成绩测量工具等因素对这种关系有显著影响。

https://doi.org/10.1016/j.compedu.2024.105003

《Repeated mistakes in app-based language learning: Persistence and relation to learning gains》

《应用程序语言学习中的重复错误: 持续性与学习收益的关系》

作者：Jarl Kleppe Kristensen · Janne von Koss Torkildsen · Björn Andersson

英文摘要：Over the past decade, there has been an enormous upsurge in the use of educational apps in primary schools. However, few studies have examined how children interact with these apps and how their interaction patterns relate to learning outcomes. An interaction pattern that is potentially detrimental to learning is repeated mistakes, defined as making the same mistake more than once when answering a task. With interaction data from an eight-week digital vocabulary intervention, we examined 1) whether the propensity to make repeated mistakes changes across app sessions, and 2) how repeated mistakes relate to children's prior knowledge and their learning gains from the intervention. Our sample consisted of 363 Norwegian second graders who worked with the vocabulary app in a randomized controlled trial. Using growth curve modeling and confirmatory factor analyses, we found that the propensity to repeat mistakes remained stable over time. Furthermore, a structural equation model showed that repeated mistakes related negatively to both pre-test and post-test scores. A substantial proportion of the total effect of prior knowledge on learning gains was mediated by the propensity to repeat mistakes. Children who made more repeated mistakes had lower expected learning gains across all levels of prior knowledge. We suggest that the propensity to repeat mistakes may pose a double threat to learning by diminishing exposure to relevant content, and amplifying the exposure to incorrect input. Considering the stability of mistake repetition, it is crucial to identify students with a high propensity to repeat mistakes and help them break the pattern to support learning. App developers can help this process by implementing automatic detection and feedback.

中文摘要：在过去的十年中，小学教育应用程序的使用出现了巨大的增长。然而，很少有研究调查儿童如何与这些应用程序互动，以及他们的互动模式如何与学习结果相关。对学习有潜在危害的交互模式是重复性错误，定义为在回答任务时不止一次地犯同样的错误。通过8周的数字词汇干预的交互数据，我们检查了1)在应用程序会话中重复犯错的倾向是否发生变化，以及2)重复犯错如何与儿童的先前知识和他们从干预中获得的学习收益相关。我们的样本由363名挪威二年级学生组成，他们在一个随机对照试验中使用词汇应用程序。使用生长曲线模型和验证性因素分析，我们发现重复错误的倾向随着时间的推移保持稳定。此外，结构方程模型显示，重复错误与测试前和测试后的分数负相关。在先前知识对学习收益的总体影响中，很大一部分是由重复错误的倾向所调节的。重复错误越多的儿童在所有先前知识水平上的预期学习收益越低。我们认为，重复错误的倾向可能对学习造成双重威胁，因为它减少了接触相关内容的机会，放大了接触不正确输入的机会。考虑到错误重复的稳定性，识别出有重复错误倾向的学生并帮助他们打破错误重复的模式来支持学习是至关重要的。应用程序开发人员可以通过实现自动检测和反馈来帮助这一过程。

https://doi.org/10.1016/j.compedu.2023.104966

《Teachers’ perceptions of the barriers and drivers for the integration of Informatics in primary education》

《教师对小学信息学整合障碍与驱动因素的认识》

作者：Gabrielė Stupurienė · Margarida Lucas · Pedro Bem-Haja

英文摘要：A growing trend of integrating and teaching Informatics and Computational Thinking (CT) skills at primary education levels poses different challenges for teachers. Research demonstrates that it is challenging to introduce Informatics in schools without well-prepared teachers. In this paper, we examine Lithuanian teachers' perceptions of the barriers and drivers to integrate the renewed Informatics curricula in primary education and the relation between them. Fifteen semi-structured interviews were conducted with primary school teachers, and a mixed-methods approach was employed to analyze them. The results show that explicit guidelines for renewed curricula and motivation to learn Informatics are both identified as the main barriers and drivers for integrating Informatics. The study further highlights the critical role of resources, appropriate tools, and guidelines in facilitating the successful implementation of Informatics. The study provides knowledge that could, for instance, benefit teacher training programmes and help better understand how teachers can be better supported to meet current and future challenges.

中文摘要：在小学教育层面整合和教授信息学和计算思维技能的趋势日益增长，这对教师提出了不同的挑战。研究表明，在没有准备充分的教师的学校引入信息学是具有挑战性的。在本文中，我们审查立陶宛教师的看法，障碍和驱动因素，以整合更新的信息学课程在小学教育和它们之间的关系。本研究共进行了十五次半结构式访谈，访谈对象为小学教师，并采用混合方法进行分析。结果表明，明确的指导方针更新课程和动机学习信息学都被确定为主要障碍和驱动因素，整合信息学。该研究进一步强调了资源、适当的工具和指导方针在促进信息学成功实施中的关键作用。这项研究提供的知识可以，例如，有利于教师培训方案，并有助于更好地了解如何更好地支持教师应对当前和未来的挑战。

https://doi.org/10.1016/j.compedu.2023.104939

《Approaches and game elements used to tailor digital gamification for learning: A systematic literature review》

《为学习量身定制数字游戏化的方法和游戏元素: 一个系统的文献综述》

作者：Yan-Zhu Hong · Nadira Saab · Wilfried Admiraal

英文摘要：The systematic review examined research on tailored digital gamification for learning based on 43 peer-reviewed articles published between 2013 and 2022. The study aimed to investigate tailored approaches and game elements, contributing to the use of tailored digital gamification in educational settings. The tailored approaches were categorized as personalization, adaptation, and recommendation, with user modeling as their basis. Five clusters of game elements were employed when using these tailored approaches in digital gamified classes. The findings imply that most of the articles in this review were still in the stage of class preparation and focused on what information can be used to tailor. More empirical studies need to be conducted to examine the motivating effects of tailored digital gamifying classes, using the approaches of personalization, adaptation, and recommendation. Additionally, twenty-three game elements were found in this review study, among which reward was the most often used. Then these game elements were grouped into five clusters based on their functions, that is, performance, personal, social, ecological, and fictional cluster. A variety of game element clusters reflect multiple aspects of gamification. The use of them in each tailored approach might contribute to a better understanding and selection of game elements when tailoring digital gamification. These findings provide a holistic picture of common approaches and related game elements in tailored digital gamifying classes. Teachers and curriculum designers can benefit from this study by considering appropriate approaches and game elements.

中文摘要：该系统综述根据2013年至2022年间发表的43篇同行评议文章，对量身定制的数字游戏化学习进行了研究。这项研究旨在调查量身定制的方法和游戏元素，有助于在教育环境中使用量身定制的数字游戏化。定制的方法分为个性化、适应性和推荐，以用户建模为基础。在数字化游戏化课堂中使用这些量身定制的方法时，采用了五组游戏元素。研究结果显示，本研究的大部分文章仍处于课堂准备阶段，主要探讨可以利用哪些资讯进行修订。需要进行更多的实证研究来检验量身定制的数字游戏课程的激励效果，使用个性化、适应性和推荐的方法。此外，本研究还发现了23个游戏元素，其中奖励是最常用的。然后根据这些游戏要素的功能，将它们分为五个类群，即表演类、个人类、社会类、生态类和虚构类。各种各样的游戏元素集群反映了游戏化的多个方面。在每种量身定做的方法中使用它们可能有助于在量身定制数字游戏时更好地理解和选择游戏元素。这些发现提供了一个在量身定制的数字游戏课程中常见的方法和相关游戏元素的整体图景。教师和课程设计者可以通过考虑适当的方法和游戏元素从这项研究中受益。

https://doi.org/10.1016/j.compedu.2024.105000

《Enhancing elementary school students' computational thinking and programming learning with graphic organizers》

《利用图形编辑器加强小学生的计算思维和程式设计学习》

作者：Tzu-Chi Yang · Zhang Lin

英文摘要：Computational thinking is widely recognized as an essential skill for adapting to the current era, with programming learning being the most effective means to develop it. It is recommended that computational thinking and learning programming be introduced as early as elementary school. However, elementary school students often possess limited prior knowledge of programming, posing challenges in their learning process. The graphic organizers (GOs) may serve as a bridge between students’ existing knowledge and new learning, facilitating a deeper processing of the overall information and thereby enhancing the learning process. This can be particularly advantageous for early-stage learners when grappling with difficult subjects. Consequently, this study employed GOs to assist elementary school students in their computational thinking and programming learning, employing a quasi-experiment design to evaluate their effectiveness. The results showed that although all students demonstrated awareness of applying computational thinking to solve problems, those exposed to GO-based instruction exhibited higher levels of computational thinking, programming skills, and flow experiences.

中文摘要：计算思维学习被广泛认为是适应当今时代的一项基本技能，而编程学习是发展它的最有效手段。我们建议计算思维及学习程式应尽早于小学推行。然而，小学生往往拥有有限的编程知识，在他们的学习过程中提出了挑战。图形组织者(GOs)可以作为学生现有知识和新学习之间的桥梁，促进对整体信息的深入处理，从而加强学习过程。这对早期学习者应付困难科目尤其有利。因此，这项研究使用了机构来帮助小学生学习计算思维和程序设计，使用了准实验设计来评估他们的有效性。研究结果显示，虽然所有学生都表现出运用计算思维解决问题的意识，但那些接受 GO 教学的学生在计算思维、编程技巧和心流体验方面都表现出较高的水平。

https://doi.org/10.1016/j.compedu.2023.104962

《Impact of AI assistance on student agency》

《人工智能辅助对学生代理的影响》

作者：Ali Darvishi · Hassan Khosravi · Shazia Sadiq · Dragan Gašević · George Siemens

英文摘要：AI-powered learning technologies are increasingly being used to automate and scaffold learning activities (e.g., personalised reminders for completing tasks, automated real-time feedback for improving writing, or recommendations for when and what to study). While the prevailing view is that these technologies generally have a positive effect on student learning, their impact on students’ agency and ability to self-regulate their learning is under-explored. Do students learn from the regular, detailed and personalised feedback provided by AI systems, and will they continue to exhibit similar behaviour in the absence of assistance? Or do they instead continue to rely on AI assistance without learning from it? To contribute to filling this research gap, we conducted a randomised controlled experiment that explored the impact of AI assistance on student agency in the context of peer feedback. With 1625 students across 10 courses, an experiment was conducted using peer review. During the initial four-week period, students were guided by AI features that utilised techniques such as rule-based suggestion detection, semantic similarity, and comparison with previous comments made by the reviewer to enhance their submissions if the feedback provided was deemed insufficiently detailed or general in nature. Over the following four weeks, students were divided into four different groups: control (AI) received prompts, (NR) received no prompts, (SR) received self-monitoring checklists in place of AI prompts, and (SAI) had access to both AI prompts and self-monitoring checklists. Results of the experiment suggest that students tended to rely on rather than learn from AI assistance. If AI assistance was removed, self-regulated strategies could help fill the gap but were not as effective as AI assistance. Results also showed that hybrid human-AI approaches that complement AI assistance with self-regulated strategies (SAI) were not more effective than AI assistance on its own. We conclude by discussing the broader benefits, challenges and implications of relying on AI assistance in relation to student agency in a world where we learn, live and work with AI.

中文摘要：人工智能驱动的学习技术越来越多地被用于自动化和脚手架式的学习活动(例如，完成任务的个性化提醒，改进写作的自动实时反馈，或者学习时间和学习内容的建议)。虽然普遍的看法是，这些技术一般对学生的学习有积极的影响，但它们对学生的能动性和自我调节学习的能力的影响尚未得到充分探讨。学生是否从人工智能系统提供的定期、详细和个性化的反馈中学习，以及在没有辅助的情况下，他们是否会继续表现出类似的行为？还是他们继续依赖人工智能援助而不从中学习？为了填补这一研究空白，我们进行了一项随机对照实验，探讨了在同伴反馈的背景下，人工智能援助对学生代理的影响。对10门课程的1625名学生进行了同行评议实验。在最初的四个星期期间，学生被指导的人工智能功能，利用技术，如基于规则的建议检测，语义相似性，和比较以前的意见，由审查人员提供的意见，以加强他们的意见，如果所提供的反馈被认为不够详细或一般性质。在接下来的四周内，学生被分成四个不同的组: 对照组(AI)接受提示，(NR)没有接受提示，(SR)接受自我监控检查表取代 AI 提示，(SAI)可以访问 AI 提示和自我监控检查表。实验结果表明，学生倾向于依赖而不是学习人工智能的帮助。如果取消人工智能援助，自我监管的战略可以帮助填补空白，但不如人工智能援助有效。结果还表明，人工智能与自我调节策略(SAI)相辅相成的混合方法并不比人工智能本身更有效。最后，我们讨论了在一个我们学习、生活和与人工智能一起工作的世界中，依赖人工智能援助与学生机构相关的更广泛的益处、挑战和影响。

https://doi.org/10.1016/j.compedu.2023.104967

《Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension》

《探索入门编程中表现优秀和表现差的学生在自我调节学习策略使用上的差异: 来自程式理解的眼球追踪和回顾性有声思维数据分析》

作者：Gary Cheng · Di Zou · Haoran Xie · Fu Lee Wang

英文摘要：Previous studies have reported mixed results regarding the relationship between students’ use of self-regulated learning (SRL) strategies and their performance in introductory programming courses. These studies were constrained by their reliance on self-report questionnaires as a means of collecting and analysing data. To address this limitation, this study aimed to employ eye-tracking and retrospective think-aloud techniques to identify differences in SRL strategy use for program comprehension tasks between high-performing students (N = 31) and low-performing students (N = 31) in an undergraduate programming course. All participants attended individual eye-tracking sessions to comprehend two Python program codes with different constructs. Their eye-tracking data and video-recalled retrospective think-aloud data were captured and recorded for analysis. The findings reveal that higher-order cognitive skills, such as elaboration and critical thinking, were mostly adopted by high-performing students, while basic cognitive and resource management strategy, such as rehearsal and help-seeking, were mostly employed by low-performing students when comprehending the program codes. This study not only demonstrates the design of combining eye-tracking and retrospective think-aloud data to explore students’ use of SRL strategies but also provides evidence to support the notion that program comprehension is a complex process that cannot be effectively addressed by employing merely rudimentary strategies, such as repetitively reading the same code segment. In the future, researchers could explore the possibility of using a webcam to monitor and assess students’ online programming processes and provide feedback based on their eye movements. They could also examine the effects of SRL strategies training on students’ motivation, engagement, and performance in various types of programming activities.

中文摘要：以往的研究报道，关于学生使用自我调节学习(SRL)策略与他们在编程入门课程中的表现之间的关系，结果喜忧参半。这些研究因依赖自我报告调查表作为收集和分析数据的手段而受到限制。为了解决这一局限性，本研究旨在使用眼球追踪和回顾性有声思维技术，以确定在本科编程课程中，高水平学生(n = 31)和低水平学生(n = 31)在程式理解任务中 SRL 策略使用的差异。所有参与者都参加了单独的眼球追踪课程，以理解两个具有不同结构的 Python 程序代码。他们的眼球追踪数据和视频回顾有声思考数据被捕获并记录下来进行分析。研究结果表明，高层次的认知技能，如阐述和批判性思维，大多被高成绩学生采用，而基本的认知和资源管理策略，如排练和求助，大多被低成绩学生在理解程序代码时采用。这项研究不仅展示了结合眼球追踪和回顾性有声思维数据来探索学生使用 SRL 策略的设计，而且还提供了证据来支持这样一个观点，即程式理解是一个复杂的过程，仅仅使用基本策略是无法有效解决的，例如重复阅读同一段代码。未来，研究人员可以探索使用网络摄像头监视和评估学生在线编程过程的可能性，并根据他们的眼球运动提供反馈。他们还可以检查 SRL 策略培训对学生的动机，参与度和各种类型的编程活动的表现的影响。

https://doi.org/10.1016/j.compedu.2023.104948

《Enhancing English writing and higher-order thinking skills through computational thinking》

《透过计算思维提升英文写作及高阶思考能力》

作者：Ting‐Ting Wu · Lusia Maryani Silitonga · Astrid Tiara Murti

英文摘要：Efforts to incorporate computational thinking (CT) into academic courses have been gaining popularity. CT is a problem-solving skill that is crucial in the 21st century. CT may be used to support language education. Courses in English as a foreign language often need an effective writing component that includes writing organization and language use, as demonstrated by the poor writing samples often generated by students of these courses. To address the problems, CT, which is a higher-order mode of problem-solving and knowledge acquisition optimization, was used. The experimental group was instructed using the CT teaching model based on CT's essential components (decomposition, generalization, ion, algorithm, and evaluation), whereas the control group was taught using the conventional method. In total, 58 undergraduate students divided into two groups participated in this study. A combination of writing, CT skills, surveys, and interviews were used to collect data according to an experimental design. The collected quantitative data were analyzed through analysis of covariance and structural equation modeling, and the MAXQDA 2022software was used to analyze the collected qualitative data. The results of this study indicate that incorporating CT into an English writing course enhances the writing and higher-order thinking skills of students. The CT concepts helps students develop critical thinking skills by evaluating the text and identifying potential issues or improvements. Additionally, it allows students to use their skills to create unique writing solutions, which can boost English writing creativity.

中文摘要：将计算思维融入学术课程的努力越来越受欢迎。CT 是一种解决问题的技能，在21世纪是至关重要的。CT 可以用来支持语言教育。英语作为一门外语的课程往往需要一个有效的写作组成部分，包括写作组织和语言使用，这表现在这些课程的学生经常产生糟糕的写作样本。为了解决这些问题，我们采用了 CT，这是一种高阶的问题解决和知识获取优化模式。实验组采用基于 CT 基本组成部分(分解、概括、离子、算法和评价)的 CT 教学模式，对照组采用常规教学方法。本研究共有58名大学生参加，分为两组。根据实验设计，结合写作、 CT 技巧、问卷调查和访谈收集数据。通过协方差分析和结构方程建模对收集到的定量数据进行分析，并利用 MAXQDA 2022软件对收集到的定性数据进行分析。本研究结果表明，在英语写作课程中引入计算机语言学能够提高学生的写作能力和高阶思维能力。计算机辅助教学的概念有助于学生发展批判性思维的技能，评估文本和确定潜在的问题或改进。此外，它允许学生使用他们的技能创造独特的写作解决方案，这可以提高英语写作的创造力。

https://doi.org/10.1016/j.compedu.2024.105012

《Predictors of middle school students’ perceptions of automated writing evaluation》

《中学生对自动化写作评价认知的预测因素》

作者：Joshua Wilson · Fan Zhang · Corey Palermo · Tania Cruz Cordero · Matthew C. Myers · Halley Eacker · Andrew Potter · Jessica Coles

英文摘要：This study examined middle school students' perceptions of an automated writing evaluation (AWE) system, MI Write. We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as predictors of students' perceptions. Controlling for districts, students reporting more optimal classroom climate also reported higher usability, usefulness, and desirability for MI Write. Also, model results revealed that eighth graders, students with limited English proficiency, and students of lower socioeconomic status perceived MI Write relatively more useable; students with lower socioeconomic status also perceived MI Write relatively more useful and desirable. Students who liked writing more and more strongly believed that writing is a recursive process viewed MI Write as more useable, useful, and desirable. Students with greater writing proficiency viewed MI Write as less useable and useful; writing proficiency was not related to desirability perceptions. We conclude with a discussion of implications and future directions.

中文摘要：本研究考察了中学生对自动写作评价系统(AWE) MI Write 的感知。我们从数量和质量两方面总结了学生对 MI 写作的可用性、有用性和可取性的认识。然后，我们估计考虑到地区背景、课堂气氛、人口统计因素(即性别、特殊教育状况、有限的英语水平状况、社会经济地位、年级)、学生与写作相关的信念和情感以及学生的写作水平作为学生感知的预测因素的分层进入回归模型。控制地区，学生报告更优化的课堂气氛也报告更高的可用性，实用性和可取性的 MI 写作。此外，模型结果显示，八年级学生、英语水平有限的学生和社会经济地位较低的学生认为多元智能写作相对更有用，社会经济地位较低的学生也认为多元智能写作相对更有用和更可取。越来越喜欢写作的学生认为写作是一种递归过程，认为 MI Write 更有用、更有用、更可取。写作熟练程度较高的学生认为多元智能写作的可用性和有用性较低; 写作熟练程度与期望感知无关。最后，我们将讨论其含义和未来的发展方向。

https://doi.org/10.1016/j.compedu.2023.104985

《False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning》

《虚假确定性: 计算机在线搜索和内容学习中知识获取的副作用》

作者：Johannes von Hoyer · Joachim Kimmerle · Ulrike Creß · Peter Holtz

英文摘要：Previous research has shown that learners’ subjective certainty in the assumed correctness of their false answers to a knowledge test increased after online learning. It is unclear, however, 1) whether this False Certainty Effect (FaCE) results from online learning per se, or 2) whether a FaCE results from people confusing their own knowledge with information available on the internet while searching the internet, and 3) whether any topic-directed activity can result in a FaCE, even if it is not obviously topic related. We conducted two computer-based experiments to answer these questions. In Experiment 1, participants (N = 135) were randomly assigned to either an online-search learning condition, a computer-based content-learning condition with pre-selected learning material, or a computer-based topic-exploration condition with no learning-relevant information. Across all conditions, there was an increase in false certainty after the activity. The FaCE was equally strong in the two learning conditions (online search and content learning) and minimal in the non-learning condition. In Experiment 2 (N = 87), we replicated the FaCE for a learning activity with pre-selected materials but did not find a spill-over effect to an unrelated topic. These results indicate that the FaCE is primarily an unwanted side effect of the knowledge acquisition that arises from brief computer-based learning activities.

中文摘要：以往的研究表明，在线学习后，学习者对知识测试错误答案的主观确定性增加。然而，目前还不清楚，1)这种错误确定性效应(faCE)是否源于在线学习本身，或者2)人们在搜索互联网时将自己的知识与互联网上可获得的信息混淆，是否会导致 faCE，以及3)任何主题导向的活动是否会导致 faCE，即使它并不明显与主题相关。我们进行了两个基于计算机的实验来回答这些问题。在实验1中，参与者(N = 135)被随机分配到一个在线搜索学习条件，一个基于计算机的内容学习条件与预先选择的学习材料，或基于计算机的主题探索条件没有学习相关的信息。在所有条件下，活动之后虚假确定性的增加。在两种学习条件下(在线搜索和内容学习) ，FACE 同样强，在非学习条件下最小。在实验2(N = 87)中，我们用预先选择的材料复制了学习活动的 FaCE，但没有发现对不相关主题的溢出效应。这些结果表明，面对面教学主要是一个不必要的副作用的知识获取，产生了简单的计算机为基础的学习活动。

https://doi.org/10.1016/j.compedu.2023.104930

《Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK)》

《循环往复: 科技教学内容知识检讨系统综述(TPACK)》

作者：M. Schmid · Eliana Brianza · Sog Yee Mok · Dominik Petko

英文摘要：Extensive research exists on the Technological Pedagogical Content Knowledge (TPACK) model and has led to a substantial number of systematic reviews and meta-analyses. These publications vary greatly in their focus and provide overviews of specific aspects of TPACK research. This paper aims to consolidate these insights and investigate the following research questions: What do systematic literature reviews and meta-analyses reveal about the current state of the art of TPACK research? What is the methodological quality of systematic reviews and meta-analyses of TPACK? This study identified 21 systematic reviews and 2 meta-analyses eligible for analysis. Overall, the review of the reviews revealed that many of the recurring theoretical or methodological issues of the TPACK framework remain unresolved. To address these issues, research on TPACK needs to simultaneously account for the complex, situated, and dynamic nature of TPACK and clarify the concept of professional knowledge. The review engenders several directions for future research, including a better operationalization of knowledge, more experimental and longitudinal studies, and a more comprehensive measurement and integration of student learning as a dependent variable in research on TPACK.

中文摘要：对技术教学内容知识(TPACK)模型的广泛研究已经导致了大量的系统评价和元分析。这些出版物的重点差异很大，并提供了 TPACK 研究的具体方面的概述。本文旨在巩固这些见解，并调查以下研究问题: 系统的文献综述和荟萃分析揭示了什么现状的 TPACK 研究的艺术？TPACK 的系统评价和荟萃分析的方法学质量是什么？本研究确定了21个系统评价和2个荟萃分析符合分析条件。总体而言，对审查的审查表明，TPACK 框架中许多反复出现的理论或方法问题仍然没有得到解决。为了解决这些问题，对 TPACK 的研究需要同时考虑到 TPACK 的复杂性、位置性和动态性，并澄清专业知识的概念。这次检讨为未来的研究提出了几个方向，包括更好的知识操作主义、更多的实验和纵向研究，以及更全面地衡量和综合学生学习作为 TPACK 研究中的一个因变量的情况。

https://doi.org/10.1016/j.compedu.2024.105024

《Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments》

《解开 TPACK: 使用基于测试的工具从特定主题的角度研究 TPACK 的固有结构》

作者：Armin Fabian · Tim Fütterer · Iris Backfisch · Erika Lunowa · Walther Paravicini · Nicolas Hübner · Andreas Lachner

英文摘要：Against the backdrop of digitalization, it is imperative to provide pre-service teachers with adequate training opportunities to foster their professional knowledge regarding technology integration in teaching-learning scenarios. However, to date, only limited insights into the empirical nature of such knowledge – often subsumed under the term Technological Pedagogical and Content Knowledge (i.e., TPCK) – are possible given the heterogeneity of prior research investigating the empirical relationship between different knowledge components. This heterogeneity is likely due to the predominant use of self-reports in previous studies. Against this background, the present study pursued two goals. The first goal was to investigate the empirical nature of TPCK among pre-service teachers, utilizing test-based instruments to explore TPCK's nature from a subject-specific angle, that is, its relationship with Pedagogical Content Knowledge (PCK) and Technological Knowledge (TK). Given the widespread use of self-reports, the study's second goal was to examine the relationship between test-based and self-reported TPCK, exploring possible associated factors (e.g., pre-service teachers' gender, prior experience in teaching with technologies in school, or metacognitive accuracy) that may explain why both measures are linked only weakly. Findings reveal that both PCK and TK statistically predicted TPCK to a similar extent highlighting the integrated nature of TPCK. The relationship between test-based and self-reported TPCK was moderated by pre-service teachers' metacognitive accuracy, but not by their gender or prior experience. Together, these insights offer valuable guidance for refining teacher training regarding effective technology integration by indicating the need to target not only PCK and TK but also TPCK.

中文摘要：在数字化的背景下，必须为职前教师提供充分的培训机会，以培养他们在教学情境中的技术整合方面的专业知识。然而，到目前为止，只有有限的洞察这些知识的经验性质-往往包含在术语技术教学和内容知识(即 TPCK)-是可能的，因为先前的研究调查不同知识组成部分之间的经验关系的异质性。这种异质性可能是由于在以前的研究中自我报告的主要使用。在此背景下，本研究追求两个目标。第一个目标是调查职前教师 TPCK 的实证性质，利用基于测验的工具，从学科特定的角度探讨 TPCK 的性质，即它与教学内容知识(PCK)和技术知识(TK)的关系。鉴于自我报告的广泛使用，该研究的第二个目标是检查基于测试和自我报告的 TPCK 之间的关系，探索可能的相关因素(例如，职前教师的性别，以前在学校教授技术的经验，或元认知准确性) ，这可能解释为什么这两个措施之间的联系只是微弱的。研究结果表明，PCK 和 TK 对 TPCK 的预测具有相似的统计学意义，突出了 TPCK 的综合性质。教师的元认知准确度调节了考试型和自我报告型 TPCK 之间的关系，但不受性别或以往经验的影响。总之，这些见解提供了宝贵的指导完善教师培训关于有效的技术整合，指出需要不仅针对 PCK 和传统知识，而且 TPCK。

https://doi.org/10.1016/j.compedu.2024.105040

《Listen closely: Prosodic signals in podcast support learning》

《仔细听: 播客中的韵律信号支持学习》

作者：Juliette C. Désiron · Sascha Schneider

英文摘要：Based on the assumptions of Cognitive Load Theory and its derived signaling principle, previous research on instructional material has mainly investigated the effect of including visual cues to support the processing and integration of information. In the context of the renewed interest in commented videos and podcasts as instructional materials, the present study investigates the influence of prosodic signals on learning with digital media. An online experiment was conducted with 102 German students using an audio podcast as digital learning material. The audio recording was varied following the prosody of human language in terms of a 2 (volume: regular vs. higher) × 2 (pace: regular vs. slower) between-subject design to examine signaling key concepts. The results showed a positive effect of both prosodic cues manipulations (main effects) on learning outcomes and the most substantial impact when cumulated. This aligns with previous research on visual cues and thus extends findings on the signaling effect to the auditory modality. However, the picture is not so clear-cut. Indeed, higher learning outcome was also associated with higher mental effort and load with higher volume and no difference in effort but a lower load for a slower pace. Further, the presence of signals was also paired with an underestimation of learning. Overall, this could indicate a difficulty in processing the prosodic cues and integrating the signaled elements in the mental model, with an unknown effect on longer-term learning. Future research could further investigate additional possibilities of prosody (e.g., neutral vs. euphoric tone) as prosodic cues and characteristics linked to the speaker (e.g., age, gender) in podcasts and multimedia documents.

中文摘要：基于认知负荷理论及其信号传递原理的假设，以往的教学材料研究主要探讨了视觉线索对信息加工和整合的支持作用。在评论视频和播客作为教学材料重新引起人们兴趣的背景下，本研究调查了韵律信号对数字媒体学习的影响。在线实验中，102名德国学生使用音频播客作为数字学习材料。音频记录根据人类语言的韵律在2(音量: 正常与较高) × 2(速度: 正常与较慢)主题之间的设计方面进行变化，以检查信号的关键概念。结果表明，韵律线索操作(主要效果)对学习结果的积极影响和最实质性的影响时，累积。这与先前对视觉线索的研究结果一致，从而将信号效应的研究结果扩展到了听觉模式。然而，情况并不那么明朗。事实上，较高的学习成果也与较高的心理努力和负荷量较高，没有差异的努力，但较低的负荷较慢的步伐。此外，信号的存在也伴随着对学习的低估。总的来说，这可能表明在处理韵律线索和整合心理模型中的信号元素方面存在困难，对长期学习有未知的影响。未来的研究可以进一步调查韵律(例如，中性与欣快的语气)作为韵律线索和特征与说话人(例如，年龄，性别)在播客和多媒体文件中的其他可能性。

https://doi.org/10.1016/j.compedu.2024.105051

《Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy》

《在青少年社会媒体素养的经验性学习干预中检验学习者的参与模式和知识结果》

作者：Wenting Zou · Amanda Purington Drake · Philipp K. Masur · Janis Whitlock · Natalya N. Bazarova

英文摘要：Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment (“data from the classroom”), and 2) n = 3552 participants on the internet (“data in the wild”). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning.

中文摘要：社交媒体已经成为年轻人日常生活中不可或缺的一部分。虽然网络暴力带来很多好处，例如创造性的自我表达，以及社会联系和支持的机会，但研究显示，接触网络欺凌、错误信息和虚假信息，或网络钓鱼和诈骗对青少年的心理健康和长期发展构成巨大风险。目前并不缺乏旨在教授青年媒体素养的教育项目，但很少有项目提供体验式学习环境来支持青年发展社会媒体素养。青少年学习者的参与模式和在这样的环境中的学习结果仍然是未知的。本研究旨在通过考察学习者的参与模式如何在体现体验式学习核心组成部分的模拟环境中预测学习结果(社交媒体素养)来填补这一空白。收集两种类型的数据: 1) n = 150名受控环境中的青年参与者(“来自教室的数据”)和2) n = 3552名互联网参与者(“野外数据”)。研究结果揭示了学习者在体验学习的不同阶段的参与模式(例如，花费的时间，完成动作的速度等) ，并强调了主动参与(采取推荐的行动而不是被动观看课程内容)在预测更好的学习结果中的重要性。这项研究有助于理解学习者在体验式学习环境中的参与模式与他们在社交媒体素养中的知识结果之间的关系，并为改善教学设计提高体验式学习提供了实际意义。

https://doi.org/10.1016/j.compedu.2024.105046

《The influence of LinkedIn group community on postgraduate student experience, satisfaction and grades》

《LinkedIn 群体社区对研究生体验、满意度和成绩的影响》

作者：Joe Hazzam · Stephen Wilkins · Carol Southall · Blend Ibrahim

英文摘要：Social media platforms represent an opportunity for higher education institutions to complement and enhance classroom teaching and learning. The purpose of this research is to investigate the influence of a LinkedIn group community on student experience, satisfaction and grades. A total of 118 students from three postgraduate programmes at a university in the United Kingdom were randomly assigned during the second week of the semester to either an experimental group representing the LinkedIn group community or to the control group, where students attended the classroom sessions but were not included in a LinkedIn group. In week twelve of the semester, 40 students in the experimental group and 42 in the control group voluntarily completed the Postgraduate Taught Experience Survey questionnaire. The results of independent t-tests indicate that students in the experimental group scored significantly higher than the control group on engagement, satisfaction and grades, and the behavioural engagement within the LinkedIn group community contributes to satisfaction. Analysis of the learning activities reveals that the interactive content produces a higher engagement rate than the informative content. International students who had previous experience with LinkedIn show higher levels of engagement within the experimental LinkedIn group. The research contributes to the educational use of LinkedIn and explains that the effective planning of learning activities in an online group community, which includes the consideration of individual characteristics and content types, may influence positively students’ levels of engagement, satisfaction and grades.

中文摘要：社交媒体平台为高等教育机构提供了一个补充和加强课堂教学的机会。本研究旨在探讨 LinkedIn 群组社群对学生经验、满意度及成绩的影响。在学期的第二周，来自联合王国一所大学三个研究生项目的共118名学生被随机分配到代表领英群体社区的实验组或对照组，在对照组中，学生参加了课堂会议，但没有被纳入领英群体。在学期的第十二周，实验组的40名学生和对照组的42名学生自愿完成了研究生教学经验调查问卷。独立 t 检验的结果表明，实验组学生在敬业度、满意度和成绩上的得分显著高于对照组，LinkedIn 群体社区内的行为敬业度对满意度有贡献。对学习活动的分析表明，互动内容比信息内容产生更高的参与率。曾经使用过 LinkedIn 的国际学生在实验性 LinkedIn 小组中表现出更高的参与度。这项研究有助于 LinkedIn 的教育应用，并解释了在线小组社区学习活动的有效规划，包括考虑个人特征和内容类型，可能会对学生的参与度、满意度和成绩产生积极影响。

https://doi.org/10.1016/j.compedu.2024.105052

《Students’ active cognitive engagement with instructional videos predicts STEM learning.》

《学生对教学视频的主动认知参与预测 STEM 学习。》

作者：Shelbi Kuhlmann · Robert D. Plumley · Zoe Evans · Matthew L. Bernacki · Jeffrey A. Greene · Kelly A. Hogan · Michael Berro · Kathleen M. Gates · A. T. Panter

英文摘要：The efficacy of well-designed instructional videos for STEM learning is largely reliant on how actively students cognitively engage with them. Students' ability to actively engage with videos likely depends upon individual characteristics like their prior knowledge. In this study, we investigated how digital trace data could be used as indicators of students' cognitive engagement with instructional videos, how such engagement predicted learning, and how prior knowledge moderated that relationship. One hundred twenty-eight biology undergraduate students learned with a series of instructional videos and took a biology unit exam one week later. We conducted sequence mining on the digital events of students' video-watching behaviors to capture the most commonly occurring sequences. Twenty-six sequences emerged and were aggregated into four groups indicative of cognitive engagement: repeated scrubbing, speed watching, extended scrubbing, and rewinding. Results indicated more active engagement via speed watching and rewinding behaviors positively predicted unit exam scores, but only for students with lower prior knowledge. These findings suggest that the ways students cognitively engage with videos predict how they will learn from them, that these relations are dependent upon their prior knowledge, and that researchers can measure students’ cognitive engagement with instructional videos via mining digital log data. This research emphasizes the importance of active cognitive engagement with video interface tools and the need for students to accurately calibrate their learning behaviors in relation to their prior knowledge when learning from videos.

中文摘要：精心设计的 STEM 学习教学视频的有效性在很大程度上取决于学生如何积极地参与其中。学生积极参与视频的能力很可能取决于个人特征，比如他们先前的知识。在这项研究中，我们调查了如何使用数字跟踪数据作为学生与教学视频认知参与的指标，这种参与如何预测学习，以及如何先验知识调节这种关系。一百二十八名生物学本科生通过一系列教学录像学习，并在一周后参加了生物单元考试。我们对学生视频观看行为的数字事件进行序列挖掘，以捕获最常见的序列。出现了26个序列，并聚集成四组指示认知参与: 反复擦洗，速度观察，延长擦洗和倒带。结果表明，通过速度观察和倒带行为更积极的参与对单元考试成绩有正向预测作用，但只对先验知识较低的学生有效。这些发现表明，学生参与视频的认知方式预测了他们将如何从视频中学习，这些关系依赖于他们之前的知识，研究人员可以通过挖掘数字日志数据来衡量学生参与教学视频的认知程度。本研究强调了视频接口工具的主动认知参与的重要性，以及学生在学习视频时准确校准其学习行为与先前知识的关系的需要。

https://doi.org/10.1016/j.compedu.2024.105050

《Fail or Pass? Investigating Learning Experiences and Interactive Roles in MOOC Discussion Board》

《失败还是通过? 在 MOOC 讨论板中调查学习经历和互动角色》

作者：Xiaoyang Wei · Y. X. Chen · Jian Shen · Zhenkai Liang

英文摘要：In massive open online course (MOOC) discussion board, students' learning experience, reflecting implicit cognitive and affective states, is related to their learning outcomes and course's completion rates. The majority of researches about learning experience identification in MOOCs depend on post-hoc questionnaires, which may encounter issues such as personal biases, hazy memories, or time constraints, and distribution difficulty in MOOCs. Moreover, learning experience is influenced by students' interactions during learning but their relationship has not been thoroughly explored. This study aimed to address these issues. Firstly, it proposed an artificial intelligence-based text analysis approach for automatically identifying patterns of learning experiences from the large-scale students' posts in MOOC discussion board. It had performance advantage in terms of accuracy when compared with the other competing approaches. Secondly, this study defined students' interactive roles from both social relations and interaction behaviors in MOOC discussion board, and analyzed learning experiences corresponding to the different interactive roles. For students with high participation and low influence in interactions, flow and boredom were prone to happen, while for students with low participation and high influence in interactions, anxiety and apathy were easy to generate. Finally, this study revealed the effect of learning experience on learning achievement with respect to interactive role. For students with high participation characteristics, their learning achievements were less affected by learning experience, while for students less active in interaction, flow was related with good learning achievements. In summary, this study had significant methodological implications for automated learning experience identification. Moreover, this study revealed importance of interactive role in describing the interplay between learning experience and learning achievement, and provided suggestions for the improvement of MOOCs.

中文摘要：在大规模开放式网络课程讨论板中，学生的学习体验反映了内隐认知和情感状态，与学习成绩和课程完成率有关。网络公开课学习经验识别的研究大多依赖于事后问卷调查，而事后问卷调查可能会遇到个人偏见、模糊记忆、时间约束、分布困难等问题。此外，学生在学习过程中的互动影响着学习体验，但学习体验与学习体验之间的关系尚未得到充分的探讨。这项研究旨在解决这些问题。首先，提出了一种基于人工智能的文本分析方法，用于自动识别大规模学生在 MOOC 讨论板上发布的学习经验模式。与其他竞争方法相比，它在准确性方面具有性能优势。其次，本研究从社会关系和互动行为两个方面界定了学生在 MOOC 讨论板中的互动角色，并分析了不同互动角色对应的学习经验。参与度高、影响度低的学生容易产生心流和厌倦情绪，而参与度低、影响度高的学生容易产生焦虑和冷漠情绪。最后，本研究从互动角度揭示了学习经验对学习成绩的影响。参与特征高的学生学习成绩受学习经验的影响较小，互动活跃度低的学生学习成绩与流畅度相关。总之，本研究对自动学习经验识别具有重要的方法学意义。此外，本研究揭示了互动作用在描述学习经验与学习成绩之间的相互作用方面的重要性，并为网络公开课的改进提供了建议。

https://doi.org/10.1016/j.compedu.2024.105073

《Online collaborative problem-solving as a tangible outcome of digital skills in technical and vocational higher education》

《在线协作解决问题作为技术和职业高等教育中数字技能的实际成果》

作者：Daniela Luengo-Aravena · Silvana Arriagada Anabalón · Beatriz Rodriguez-Milhomens Bachino

英文摘要：In today's world, specific skills are essential for success in work and life. Educators, governments, and industry leaders recognize collaborative problem-solving (CPS) and digital skills as necessary for the 21st century. However, our current understanding of these skills' interconnection and development within technical and vocational higher education remains limited. This study aims to achieve two main objectives. First, we want to examine the level of digital skills among technical and vocational higher education students in Chile and how it relates to their socioeconomic background. Second, we aim to investigate how students' different levels of digital skills influence their satisfaction with online collaboration and their assessment of group processes after completing an online CPS task. The study identified three distinct groups of students based on their digital skills: high-skilled, medium-skilled, and low-skilled. The low-skilled group faced more socioeconomic disadvantages compared to the other two groups. Moreover, students with low digital skills reported lower satisfaction with online group work and a poorer self-evaluation of the group processes involved in the collaborative online task. Insights for technical and vocational higher education institutions to foster targeted support of digital skills development for their student body are discussed.

中文摘要：在当今世界，具体的技能对于工作和生活的成功至关重要。教育工作者、政府和行业领导人认识到协作解决问题(CPS)和数字技能是21世纪的必要条件。然而，我们目前对这些技能的相互联系和发展的技术和职业高等教育仍然有限。这项研究旨在达到两个主要目标。首先，我们想研究智利技术和职业高等教育学生的数字技能水平，以及它与他们的社会经济背景之间的关系。其次，我们旨在研究学生不同水平的数字技能如何影响他们对在线协作的满意度以及他们在完成在线 CPS 任务后对小组过程的评估。该研究根据学生的数字技能确定了三个不同的学生群体: 高技能、中技能和低技能。与其他两个群体相比，低技能群体面临更多的社会经济劣势。此外，数字技能较低的学生对在线小组工作的满意度较低，对参与在线协作任务的小组过程的自我评价较差。讨论了技术和职业高等教育机构促进为其学生群体提供有针对性的数字技能发展支持的见解。

https://doi.org/10.1016/j.compedu.2024.105079

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