【SSCI】教育学期刊《Smart Learning Environments》最新论文推送（2024年10月）

《Smart Learning Environments》共47篇，祝大家阅读愉快。

《Sequence analysis and process mining perspectives to goal setting: What distinguishes business students with high and low self-efficacy beliefs?》

《目标设定的序列分析和过程挖掘视角: 是什么区分了高自我效能和低自我效能的商学院学生？》

作者：Sami Heikkinen · Tudor Cristea · Mohammed Saqr · Jonna Malmberg · Ad Kleingeld · Chris Snijders · Uwe Matzat · Matti Tedre

英文摘要：This study investigates the relationship between students' self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial goal-setting and final grades. Four learning tactics were identified, with significant differences observed between students with high and low self-efficacy beliefs. High self-efficacy students demonstrated more varied and adaptive tactics, including greater use of quizzes and project-focused activities. In contrast, low self-efficacy students and those who didn't set goals showed less engagement and fewer monitoring activities. The project-focused tactic had the strongest correlation with final grades and goal achievement. Goal-setting at the course's start was linked to more effective learning behaviors and better outcomes. The study reveals how students' online learning behavior changes based on initial goal-setting and subsequent reflection. These findings contribute to research on self-regulated learning in online environments and offer practical implications for designing online courses and learning analytics interventions. Understanding these differences enables the development of targeted interventions to improve learning tactics and self-efficacy beliefs among students, ultimately enhancing their ability to achieve learning goals in online educational settings.

中文摘要：本研究旨在探讨在线商务课程中学生的自我效能信念、目标设定与学习策略之间的关系。利用序列分析和过程挖掘技术，我们分析了209名学生的日志数据，从最初的目标设定和最终的成绩推断出不同的学习策略及其与自我效能信念的关系。研究发现四种学习策略在自我效能感高低的学生之间存在显著差异。高自我效能的学生表现出更多样化和适应性的策略，包括更多地使用测验和以项目为中心的活动。相比之下，自我效能低的学生和那些没有设定目标的学生表现出较少的参与和较少的监督活动。项目聚焦策略与最终成绩和目标实现的相关性最强。课程开始时的目标设定与更有效的学习行为和更好的结果相关。研究揭示了学生在线学习行为是如何基于最初的目标设定和随后的反思而发生变化的。这些发现有助于研究在线环境中的自我调节学习，并为设计在线课程和学习分析干预提供实际意义。了解这些差异可以制定有针对性的干预措施，以改善学生的学习策略和自我效能信念，最终提高他们在线教育环境中实现学习目标的能力。

https://doi.org/10.1186/s40561-024-00327-4

《Investigation of students' use of online information in higher education using eye tracking》

《基于眼动跟踪的高校学生网络信息使用情况调查》

作者：Ann-Kathrin Kunz · Olga Zlatkin‐Troitschanskaia · Susanne Schmidt · Marie-Theres Nagel · Sebastian Brückner

英文摘要：To successfully learn using freely available (and non-curated) Internet resources, university students need to search for, critically evaluate and select online information, and verify sources (defined as Critical Online Reasoning, COR). Recent research indicates substantial deficits in COR skills among higher education students. To support students in learning how to critically use online information for their learning, it is necessary to better understand the strategies and practices that might elicit less critically-reflective judgments about online information and thus account for such deficits. To this end, using eye tracking data, we investigate how the COR behaviors of students who critically-reflectively evaluate the credibility of online information (‘high performers’) differ from those of students who do not critically-reflectively evaluate it (‘low performers’): 19 students were divided into high and low performers according to their performance in the newly developed Critical Online Reasoning Assessment (CORA). The fixation and dwell times of both groups during CORA task processing were compared regarding time spent on the different processing steps and eye movements on the visited web pages. The results show noticeable differences between the two groups, indicating that low performers indeed approached the task rather heuristically than systematically, and that COR skills require targeted and effective training in higher education.

中文摘要：为了成功地学习使用免费可用(和非策划)的互联网资源，大学生需要搜索，批判性评估和选择在线信息，并验证来源(定义为关键在线推理，COR)。最近的研究表明，高等教育学生在 COR 技能方面存在严重缺陷。为了支持学生学习如何批判性地使用在线信息来学习，有必要更好地理解可能引起对在线信息的批判性反思较少的判断的策略和做法，从而解释这种缺陷。为此，利用眼动数据，我们调查了批判性反思性评价网络信息可信度的学生(“高绩效”)与不批判性反思性评价网络信息可信度的学生(“低绩效”)的 COR 行为有何不同: 19名学生根据他们在新开发的批判性在线推理评估(CORA)中的表现分为高绩效和低绩效。比较两组在 CORA 任务处理过程中的注视和停留时间，以及在不同处理步骤上花费的时间和访问过的网页上的眼球运动。结果显示，两组之间存在显著差异，表明表现不佳者的确是启发性地而不是系统性地接受任务，COR 技能需要在高等教育中进行有针对性和有效的培训。

https://doi.org/10.1186/s40561-024-00333-6

《Combining virtual reality with asymmetric collaborative learning: a case study in chemistry education》

《结合虚拟现实与非对称合作学习: 化学教育案例研究》

作者：Federico De Lorenzis · Alessandro Visconti · S. Restivo · Francesca Mazzini · Serena Esposito · Silvia Fraterrigo Garofalo · Luca Marmo · Debora Fino · Fabrizio Lamberti

英文摘要：The use of Virtual Reality (VR) in education is getting more and more common, especially when hands-on learning experiences have to be delivered. With VR it becomes possible, e.g., to simulate dangerous or costly procedures that could hardly be implemented in real settings. However, engaging large classes in immersive laboratory activities may be difficult, since VR kits are still rather expensive for quantity purchases and may require powerful PCs as well as proper spaces to work. A possible way to deal with these issues could be to combine VR with so-called asymmetric Collaborative Learning (CL). CL is a particularly interesting pedagogical approach, as it make learners work in team to achieve a common educational goal, promoting critical thinking and active learning. In asymmetric CL, in particular, learners use different technologies to interact. When combined with VR, asymmetric CL could be used, e.g., to let some learners get immersed in a virtual environment, while some others actively participate in the experience using a desktop interface. This configuration could allow, in principle, to involve more learners in the same amount of time and with the same number of VR kits, while also letting them benefit of the advantages of CL. Based on these considerations, this paper investigates the impact of CL on VR-based education by leveraging an immersive virtual environment designed to support a laboratory experience in a Chemistry course. A user study was conducted by involving 46 university students enrolled in the course. Objective and subjective metrics were used to compare two education methods, i.e. one in which the students experienced the VR environment in isolation, another one in which pairs of students collaborated with an asymmetric approach. Students’ knowledge acquisition was assessed by means of theoretical quizzes, whereas practical performance was automatically measured during the VR experience. The experimental results showed that trading off VR-based, individual learning for CL may have positive effects on the acquisition of theoretical knowledge, but may be detrimental to the achievement of practical abilities if sufficient exposure to technology cannot be guaranteed.

中文摘要：虚拟现实(VR)在教育中的应用越来越普遍，尤其是在需要提供实践学习经验的情况下。有了虚拟现实技术，就可以模拟在真实环境中难以实现的危险或昂贵的过程。然而，参与沉浸式实验室活动的大班可能是困难的，因为虚拟现实工具包仍然相当昂贵的数量购买，可能需要强大的个人电脑以及适当的空间工作。处理这些问题的一个可能方法是将虚拟现实与所谓的不对称合作学习(CL)结合起来。合作学习是一种特别有趣的教学方法，因为它使学习者在团队中工作，以实现一个共同的教育目标，促进批判性思维和积极的学习。特别是在非对称 CL 中，学习者使用不同的技术进行交互。当与虚拟现实技术结合使用时，非对称 CL 可以被使用，例如，让一些学习者沉浸在虚拟环境中，而另一些人则积极参与使用桌面界面的体验。这种配置原则上可以让更多的学习者在相同的时间内使用相同数量的 VR 工具包，同时也让他们受益于 CL 的优势。基于这些考虑，本文利用一个沉浸式虚拟环境来支持化学课程中的实验室体验，探讨了 CL 对基于虚拟现实的教学的影响。对46名大学生进行了用户调查。采用客观和主观指标对两种教育方法进行比较，即一种方法是学生独立体验虚拟现实环境，另一种方法是两对学生采用非对称方法进行协作。学生的知识获取通过理论测验进行评估，而实际表现则在虚拟现实体验中自动测量。实验结果表明，以虚拟现实为基础的个体化学习对于理论知识的获得具有积极的影响，但是如果不能保证足够的技术接触，则可能不利于实践能力的获得。

https://doi.org/10.1186/s40561-024-00331-8

《An inquiry on the psychological well-being of the university students during emergency remote teaching: application of the EMPATHICS model》

《应急远程教学中大学生心理健康状况调查—— EMPATHICS 模型的应用》

作者：Aleyna Üzmez · Nurdan Kavaklı

英文摘要：The current study investigated university students’ well-being during Emergency Remote Teaching (ERT) via EMPATHICS framework in the aftermath of an earthquake that struck the Eastern part of Türkiye. The study had a mixed-methods research design, where quantitative data were analyzed through descriptives of the participants’ overall happiness indices, and qualitative data were analyzed through thematic analysis of those of narrations. Gathered through convenience sampling, the participants were constituted by 18 university students recruited from the department of Foreign Language Education at a state university in Türkiye. The results scrutinized that the participants did not exhibit elevated levels of well-being within the context of ERT. Additionally, the dimensions of the EMPHATICS framework were elaborated in detail to reveal their psychological well-being during ERT, which could also provide pedagogical implications for student well-being and suggestions for further research.

中文摘要：目前的研究通过 EMPaTHICS 框架调查了土耳其东部地震后大学生在紧急远程教学(ERT)期间的幸福感。本研究采用混合研究方法，通过描述参与者的总体幸福指数来分析定量数据，通过叙述者的主题分析来分析定性数据。研究人员从土耳其一所州立大学的外语教育系招募了18名大学生，通过方便抽样的方式收集了参与者。审查结果表明，在专家审评组的背景下，参与者的幸福感没有提高。此外，本文还详细阐述了 EMPHATICS 框架的各个方面，以揭示他们在 ERT 期间的心理健康状况，这也可以为学生的健康状况提供教学启示，并为进一步的研究提供建议。

https://doi.org/10.1186/s40561-024-00302-z

《The impact of mobile-assisted project-based learning on developing EFL students' speaking skills》

《流动辅助专题研习对发展外语学生口语技巧的影响》

作者：Hassane Benlaghrissi · L. Meriem Ouahidi

英文摘要：Combining mobile-assisted language learning (MALL) with project-based learning (PBL) might be the potential framework for enhancing EFL learners' speaking skills. However, only a few studies have scrutinised the impact of modern technologies on project work. More importantly, investigating how MALL, as a new field within ICT with unique pedagogical affordances, and PBL can enhance learners' speaking skills is still lacking in the literature. Accordingly, this study examines how integrating MALL through mobile phones and PBL, defined as mobile-assisted project-based learning or mobile-assisted projects, improves Moroccan secondary school students’ speaking performance. A true experimental study was conducted with 91 students assigned randomly to one experimental group and two control groups. The experimental group received instruction through mobile-assisted projects over one semester. In contrast, participants in the first control group taught speaking through project-based learning, and participants in the second control group received traditional teaching. Two instruments were employed to collect data: a speaking pre- and post-test to evaluate the three groups’ oral proficiency and a 5-Likert scale survey to detect the experimental group participants’ experience and attitudes toward the implementation. Based on independent sample t tests and paired sample t tests (SPSS-26), it was found that instruction through mobile-assisted projects was considerably more effective than project-based learning and conventional teaching in enhancing learners’ overall speaking performance and sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Further, the results of the attitude post-questionnaire demonstrated a very high positive perception of the participants toward the implementation. As a result, these findings confirm the pedagogical role of combining MALL with PBL as an innovative mode of instruction in enhancing EFL learners’ speaking performance.

中文摘要：移动辅助语言学习(mALL)与专题研习学习(PBL)的结合可能是提高英语学习者口语技能的潜在框架。然而，只有少数研究仔细审查了现代技术对项目工作的影响。更重要的是，研究 MALL，作为一个新的领域，在 ICT 具有独特的教学启示，PBL 可以提高学习者的口语技能仍然缺乏文献。因此，本研究旨在探讨摩洛哥中学生如何透过手机与 PBL (定义为手机辅助专题研习或手机辅助项目)整合 MALL，以提升他们的口语表达能力。一项真实的实验研究，91名学生被随机分配到一个实验组和两个对照组。实验组在一个学期内接受移动辅助项目的指导。相比之下，第一个对照组的参与者通过专题研习教授口语，第二个对照组的参与者接受传统的教学。采用口语测试前后评价三组口语水平和5-李克特量表调查实验组参与者对口语测试的经验和态度。通过独立样本 t 检验和配对样本 t 检验(SPSS-26)发现，手机辅助项目教学在提高学习者的整体口语表现和其他技能(流利性和连贯性、词汇资源、语法范围和准确性以及发音)方面比专题研习和传统教学有效得多。此外，问卷调查后的态度结果显示，参与者对实施有非常高的正面认知。因此，这些研究结果证实了 MALL 和 PBL 相结合的教学模式在提高英语学习者口语表达能力方面的教学作用。

https://doi.org/10.1186/s40561-024-00303-y

《An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning》

《学校扩增实境游戏的具体视角: 学生身体对学习的体验》

作者：Odd Rune Stalheim · Hege Merete Somby

英文摘要：There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils’ experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils’ learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils’ motivation, engagement and learning processes. More specifically, AR facilitated learners’ engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils’ joy of learning. Additionally, the pupils expressed that they enjoyed the application’s variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future.

中文摘要：长期以来，人们越来越重视并投资于学校中的数字技术，以提高教育质量。虽然数字工具已经进入教学领域，但身体活动一直被忽视，因为学生往往从事的活动需要最低限度的身体活动。在这篇文章中，我们讨论了学生通过基于扩增实境(AR)的游戏应用程序学习的经验，并解释了这个应用程序如何支持体验式学习。数字化工具，包括游戏，可以补充传统的活动，激发儿童成为身体活动，并提高他们的学习经验。将科技与体育活动结合起来，可以创造一个更多样化、更有意义、更有活力的学校日，积极支持学生的学习过程。与本研究相关的 AR 游戏通过移动设备应用促进了身体活动和学习体验。研究的实证材料包括对参加数学 AR 游戏的小学生的访谈。研究结果显示，参与 AR 游戏可以促进体现性学习，并对学生的学习动机、参与度和学习过程产生正向影响。更具体而言，认知行为促进学习者参与学习过程，透过身体和社交协作，鼓励他们积极参与，并增加学生的学习乐趣。此外，学生表示他们喜欢应用程式的变化，以及配合作业的经验。此外，他们通常发现 AR 游戏的物理和协作组件令人兴奋，并且在学术上有激励作用。关于 AR 游戏和技术的研究侧重于在教育中使用 AR 游戏的机会和教学基础，在这个不稳定的时代具有现实意义。事实上，需要更多的知识，了解在技术学习环境中产生的创造性和灵活的学习过程如何影响体现的学习，这些知识对于设计技术未来的教学和学习至关重要。

https://doi.org/10.1186/s40561-024-00308-7

《Investigating the impact of gamification components on online learners’ engagement》

《游戏化成分对在线学习者参与度的影响研究》

作者：C.M. Meng · Mengyuan Zhao · Zilong Pan · Qianqian Pan · Curtis J. Bonk

英文摘要：As online learning and teaching are becoming an educational trend, online students’ engagement will directly impact the learning and teaching effects and outcomes. A scientific application of gamification in online learning, teaching, and online course design will improve online learners’ learning experience and help build a better virtual learning context for online learners worldwide. This study focuses on how gamification can engage online students from skills, emotional, participation, and performance perspectives. The gamification components investigated in this study are Points (also called Anar Seeds in the context of this study) and Badges, the most widely used components in gamification design in education, and online instructors have primarily used them to motivate students’ learning and acknowledge their achievements by timely rewarding specific learning behavior or performance. A mixed method has been applied to explore further the relationships between gamification components and online students’ engagement and how online students perceive the impacts of gamification on their online learning experience. The findings show a significant correlation between Points and online students’ skills, emotional, participation, and performance engagement, while it exists only between Badges and online students’ participation engagement. The findings also reveal mixed perceptions of online students towards gamification. Study limitations regarding lack of age criterion, limited measurement indicators, and oversimplification of survey responses have also been discussed. It is suggested that future research can be conducted from either the instructors’ or the gamification designers’ perspectives to determine any other factors that might contribute to the implementation of gamification in the online learning context.

中文摘要：随着网络教学成为一种教育趋势，网络学生的参与程度将直接影响到网络教学的效果和结果。将游戏化技术科学地应用于在线学习、教学和网络课程设计，将有助于改善网络学习者的学习体验，为全球网络学习者建立更好的虚拟学习环境。这项研究的重点是如何游戏化可以从技能，情感，参与和表现的角度参与在线学生。本研究中调查的游戏化成分是 Point (在本研究中也称为 Anar Seeds)和 Badges，它们是教育中游戏化设计中使用最广泛的成分，在线教师主要使用它们来激励学生的学习，并通过及时奖励特定的学习行为或表现来承认他们的成就。采用混合方法进一步探讨了游戏化因素与在线学生参与程度之间的关系，以及在线学生如何看待游戏化对其在线学习体验的影响。结果表明，积分与在线学生的技能、情绪、参与度和表现参与度之间存在显著的相关关系，而徽章与在线学生的参与度之间存在显著的相关关系。研究结果还揭示了在线学生对游戏化的不同看法。还讨论了缺乏年龄标准、衡量指标有限和调查答复过于简单化等研究局限性。建议未来的研究可以从教师或游戏化设计者的角度来确定任何其他可能有助于在线学习环境中实施游戏化的因素。

https://doi.org/10.1186/s40561-024-00336-3

《I see you: teacher analytics with GPT-4 vision-powered observational assessment》

《我看到你: 教师分析与 GPT-4视觉驱动的观察性评估》

作者：Unggi Lee · Yeil Jeong · Junbo Koh · Gyuri Byun · Yunseo Lee · H. K. Lee · Seunmin Eun · Jewoong Moon · Cheolil Lim · Hyeoncheol Kim

英文摘要：This preliminary study explores how GPT-4 Vision (GPT-4V) technology can be integrated into teacher analytics through observational assessment, aiming to improve reflective teaching practice. Our study develops a Video-based Automatic Assessment System (VidAAS) powered by GPT-4V. This approach uses Generative Artificial Intelligence (GenAI) to provide detailed insights into classroom dynamics. Our study encompasses various methods with multiple steps: a comprehensive literature review, prototype development of the VidAAS, and usability testing with in-service teachers. The study findings reveal that VidAAS demonstrates high accuracy in evaluating skills in the behavioral (psychomotor) domain and offers comprehensive explanations for each assessment. While showing promise in these areas, the system also indicates potential for further enhancement in processing speed and refinement in assessing cognitive and affective domains. We discuss how VidAAS supports teachers’ reflection-in-action and reflection-on-action, emphasizing the need to balance AI-driven insights and human judgment. Our study findings also guide future research avenues for VidAAS design, implementation, and integration in teacher analytics, underscoring GPT-4V’s potential for real-time, scalable feedback and a deeper classroom understanding.

中文摘要：本研究旨在探讨如何透过观察性评估，将 GPT-4视觉(GPT-4V)技术整合到教师分析中，以改善反思性教学实践。我们的研究开发了一个基于 GPT-4V 的视频自动评估系统(VidAAS)。这种方法使用生成性人工智能(GenAI)来提供课堂动态的详细见解。我们的研究包括多个步骤的各种方法: 全面的文献综述，VidaAS 的原型开发，以及与在职教师的可用性测试。研究结果显示，VidAAS 在评估行为(精神运动)领域的技能方面具有很高的准确性，并为每项评估提供了全面的解释。虽然该系统在这些领域显示出希望，但也显示出在评估认知和情感领域方面进一步提高处理速度和改进的潜力。我们讨论 VidAAS 如何支持教师的行动反思和行动反思，强调需要平衡人工智能驱动的见解和人类判断。我们的研究结果还指导了 VidAAS 设计、实施和整合教师分析的未来研究途径，强调了 GPT-4V 在实时、可扩展反馈和更深入的课堂理解方面的潜力。

https://doi.org/10.1186/s40561-024-00335-4

《Scaffolding-informed design of open educational resources in Chinese secondary school mathematics: insights from multi-cycle formative evaluation》

《中学数学开放教育资源的支架式知情设计——来自多循环形成性评价的启示》

作者：Xiaowei Huang · Chung Kwan Lo · HE Jia-ju · Simin Xu · Kinshuk

英文摘要：In the post-pandemic world, open educational resources (OER) have the potential to ensure educational equity by providing all students with access to learning materials and by supporting teachers’ instructional practices through readily available, adaptable resources. However, the quality of OER continues to be a concern. Therefore, this study explored the use of (1) GeoGebra and scaffolding strategies to develop OER for secondary school mathematics teaching and (2) formative evaluation techniques to enhance the quality of the OER. A GeoGebra expert and a total of 40 frontline teachers participated in three review cycles of the OER development in the project. The feedback from each cycle informed the application of scaffolding strategies in the development of OER for the subsequent cycles. In Cycles 2 and 3, teachers rated the OER and provided feedback through surveys for further improvement. The results indicated that teacher ratings were significantly higher in Cycle 3 (n = 40, Mdn = 5) than in the previous cycle (n = 21, Mdn = 4) regarding the appropriateness of the OER for students with different learning preferences, z = − 2.87, p < 0.05. The results of the project-end satisfaction survey further revealed that all of the teacher participants were satisfied with the OER, which also enhanced their teaching practices. The results of the study offer a theoretical foundation that OER developers can ground upon to enhance their OER design. They also provide practical insights into the application of formative evaluation in the OER development that OER developers can adopt to create resources that are finely attuned to the needs of frontline teachers.

中文摘要：在大流行后的世界，开放教育资源(OER)有潜力通过向所有学生提供学习材料和通过现成的、可适应的资源支持教师的教学实践来确保教育公平。然而，开放教育资源的质量仍然是一个问题。因此，本研究探讨了运用(1) GeoGebra 与支架策略开发中学数学教学开放教育资源及(2)形成性评估技术提升中学数学教学开放教育资源质量。一名 GeoGebra 专家和40名一线教师参加了该项目开放教育资源开发的三个评审周期。来自每个周期的反馈信息支架策略的应用在开放教育资源的发展为随后的周期。在第二及第三阶段，教师评核开放教育资源，并透过问卷调查提供意见以作进一步改善。结果表明，第3周期(n = 40，Mdn = 5)的教师评分显著高于前一周期(n = 21，Mdn = 4) ，关于开放教育资源对不同学习偏好学生的适用性，z = -2.87，p < 0.05。项目结束满意度调查的结果进一步显示，所有的教师参与者都对开放教育资源感到满意，这也加强了他们的教学实践。研究结果为开放教育资源开发人员提高开放教育资源设计水平提供了理论依据。他们还提供了实际的见解，形成性评价的应用在开放教育资源的发展，开放教育资源开发人员可以采用创造资源，是完美地调谐到一线教师的需要。

https://doi.org/10.1186/s40561-024-00337-2

《Multi-agent system-based framework for an intelligent management of competency building》

《基于多智能体系统的能力建设智能管理框架》

作者：Fatma Outay · Sherali Zeadally · Fahmi Bellalouna · Tasnim Al Hamzi

英文摘要：To measure the effectiveness of learning activities, intensive research works have focused on the process of competency building through the identification of learning stages as well as the setup of related key performance indictors to measure the attainment of specific learning objectives. To organize the learning activities as per the background and skills of each learner, individual learning styles have been identified and measured by several researchers. Despite their importance in personalizing the learning activities, these styles are difficult to implement for large groups of learners. They have also been rarely correlated with each specific learning stage. New approaches are, therefore, needed to intelligently coordinate all the learning activities while self-adapting to the ongoing progress of learning as well as to the specific requirements and backgrounds of learners. To address these issues, we propose in this paper a new framework for an intelligent management of the competency building process during learning. Our framework is based on a recursive spiral Assess-Predict-Oversee-Transit model that is orchestrated by a multi-agent system. This system is particularly responsible of enabling smart transitions between learning stages. It is also responsible of assessing and predicting the process of competency building of the learner and, then, making the right decisions about the learning progress, accordingly. Results of our solution were demonstrated via an Augmented Reality app that we created using the Unity3D engine to train learners on Air Conditioner maintenance.

中文摘要：为了衡量学习活动的成效，深入的研究工作集中在能力建设的过程中，通过确定学习阶段，以及建立相关的主要业绩指标，以衡量达到具体的学习目标。为了组织学习活动，根据每个学习者的背景和技能，个别学习风格已确定和测量的几个研究人员。尽管这些风格在个性化学习活动中非常重要，但是对于大量的学习者来说，这些风格很难实现。它们也很少与每个特定的学习阶段相关联。因此，需要采取新的方法来明智地协调所有的学习活动，同时自我调整以适应正在进行的学习以及学习者的具体要求和背景。为了解决这些问题，我们提出了一个新的框架，智能管理的能力建设过程中的学习。我们的框架是基于递归螺旋式的评估-预测-监督-交通模型，该模型由一个多智能体系统精心编排。该系统尤其负责在学习阶段之间实现智能过渡。它还负责评估和预测学习者的能力建设的过程，然后，作出正确的决定，学习的进展，相应。我们的解决方案的结果是通过一个扩增实境应用程序演示的，我们使用 Unity3D 引擎创建这个应用程序来培训空调维护学习者。

https://doi.org/10.1186/s40561-024-00328-3

《Effectiveness of facial anthropomorphism design for improving multimedia learning outcomes: systematic review and meta-analysis》

《面部拟人论设计对改善多媒体学习效果的有效性: 系统综述和荟萃分析》

作者：Kaifeng Liu · Su Pengbo

英文摘要：A systematic review and meta-analysis were conducted to examine the effectiveness of facial anthropomorphism of learning material design in improving learning and other relevant outcomes. We searched Web of Science, PsycInfo, and PsycArticle for studies published before February 2023. Learning outcomes included transfer, retention, and comprehension. Other relevant outcomes included affective-motivational, effort, and experience outcomes. Outcomes that were reported in at least five independent experiments were meta-analyzed; otherwise, a narrative synthesis was performed. Subgroup analysis by participants’ age and material type was employed for learning outcomes. A total of 33 independent experiments from 13 research articles were identified and analyzed. For learning outcomes, facial anthropomorphism yielded significant improvements in transfer (standardized mean difference [SMD] 0.28, 95% CI 0.15 to 0.40, p < 0.001), retention (SMD 0.31, 95% CI 0.14 to 0.48, p < 0.001), and comprehension (SMD 0.46, 95% CI 0.27 to 0.64, p < 0.001). Anthropomorphism yielded stronger effect in retention among juvenile students and for static learning materials. Additionally, anthropomorphism design achieved significantly positive effects in positive affect, intrinsic motivation, intrinsic motivation change, perceived difficulty, intrinsic cognitive load, germane cognitive load, perceived learning outcome, aesthetics, and enjoyment. Nineteen outcomes were narratively analyzed and mixed results were found. Facial anthropomorphism design of multimedia learning materials can induce positive emotions in learners and improve their intrinsic motivation that in turn facilitates learners’ transfer, retention, and comprehension performance. The study provides valuable insights that can guide educators and multimedia designers in applying facial anthropomorphism with learning materials to facilitate learning outcomes.

中文摘要：系统综述和荟萃分析研究了面部拟人论的学习材料设计在改善学习和其他相关结果方面的有效性。我们在 Web of Science，PsycInfo 和 PsycArticle 上搜索了2023年2月之前发表的研究。学习成果包括迁移、保留和理解。其他相关结果包括情感动机、努力和经验结果。在至少五个独立实验中报告的结果被荟萃分析; 否则，进行叙述性综合。根据参与者的年龄和材料类型对学习结果进行亚组分析。对来自13篇研究论文的33个独立实验进行了鉴定和分析。在学习结果方面，面部拟人论在转移(标准化平均差[ SMD ]0.28,95% CI 0.15至0.40，p < 0.001) ，保留(SMD 0.31,95% CI 0.14至0.48，p < 0.001)和理解(SMD 0.46,95% CI 0.27至0.64，p < 0.001)。拟人论对青少年学生及静态学习材料的保留效果较佳。此外，拟人论设计在积极情感、内在动机、内在动机变化、感知困难、内在认知负荷、相关认知负荷、感知学习结果、美学和享受方面取得了显著的积极效果。对十九个结果进行了叙述性分析，发现结果喜忧参半。多媒体学习材料的面部拟人论设计可以激发学习者的积极情绪，提高他们的内在动机，从而促进学习者的迁移、记忆和理解能力。这项研究提供了宝贵的见解，可以指导教育工作者和多媒体设计师应用面部拟人论和学习材料，以促进学习成果。

https://doi.org/10.1186/s40561-024-00332-7

《Cultivating writing skills: the role of ChatGPT as a learning assistant—a case study》

《写作技能的培养: ChatGPT 作为学习助手的作用ーー个案研究》

作者：Nermin Punar Özçelik · Gonca Yangın Ekşi

英文摘要：Artificial intelligence (AI) has garnered considerable interest in the field of language education in recent times; however, limited research has focused on the role of AI in the specific context of register knowledge learning during English language writing. This study aims to address this research gap by examining the impact of ChatGPT, an AI-powered chatbot, on the acquisition of register knowledge across various writing tasks. The research design employed a one-case shot pre-experimental design, with 11 voluntary participants selected through convenience sampling. Preliminary results indicate that students found ChatGPT beneficial for acquiring formal register knowledge but perceived it as unnecessary for informal writing. Additionally, the effectiveness of ChatGPT in teaching neutral register was questioned by the participants. This research contributes to the existing literature by shedding new light on the effects of AI-generated chatbots in register learning during the writing process, offering insights into their potential as learning assistants. Further investigation is warranted to explore the broader implications and applications of AI in language learning contexts.

中文摘要：近年来，人工智能在语言教育领域引起了广泛的关注，但对人工智能在英语写作语域知识学习中的作用的研究却很有限。本研究旨在通过研究 ChatGPT (一种人工智能驱动的聊天机器人)在不同写作任务中对语域知识获取的影响来弥补这一研究空白。研究设计采用一次性前实验设计，通过方便抽样选取11名自愿参与者。初步结果表明，学生发现 ChatGPT 有利于获得正式语域知识，但认为它对非正式写作是不必要的。此外，ChatGPT 在中性语域教学中的有效性也受到了参与者的质疑。这项研究有助于现有的文献，揭示了人工智能生成的聊天机器人在语域学习过程中的作用，提供了洞察其作为学习助手的潜力。进一步探讨人工智能在语言学习环境中的广泛意义和应用是有必要的。

https://doi.org/10.1186/s40561-024-00296-8

《Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach》

《使用在线机机器学习工具改善学生在网上和面对面教育中的表现和满意度，以便采用更个性化的方法》

作者：Monica F. Contrino · Maribell Reyes-Millán · Patricia Vázquez-Villegas · Jorge Membrillo-Hernández

英文摘要：It is becoming increasingly clear that not all students require the same education, and the requirement of personalized education is increasingly in demand. The incorporation of adaptive learning (AL) has increased in recent years. However, research on this subject is still evolving at the university level. In this study, we investigated the impact of integrating an AL tool (CogBooks®) in a university course (statistics for decision making) taught in an innovative online modality called FIT (flexible, interactive, and with technology), in which the course is designed in the CANVAS® platform and uses Zoom® as a means of communication with students. Learning outcomes were compared between the FIT courses with or without AL and between AL strategies in online and face-to-face courses. It was clear that AL improved the students’ achievement regardless of the modality. In addition, we conclude that students achieve better in AL courses in the classroom than in distance courses. Satisfaction surveys favor a preference for FIT courses with AL over classroom classes with AL. Our results suggest that AL is a solid strategy for teaching undergraduate courses.

中文摘要：越来越清楚的是，并非所有的学生都需要同样的教育，对个性化教育的需求也越来越大。近年，在线机机器学习成立为法团的数目有所增加。然而，关于这个课题的研究仍然在大学层面上不断发展。在这项研究中，我们调查了将 AL 工具(CogBooks)整合到大学课程(决策统计)中的影响，该课程采用创新的在线模式，称为 FIT (灵活，交互式和技术) ，其中课程设计在 CANVAS 平台上，并使用 Zoom 作为与学生沟通的手段。比较有或无 AL 的 FIT 课程与在线和面对面课程中 AL 策略之间的学习结果。结果表明，无论采用何种方式，高年级学生的学习成绩都有明显的提高。此外，我们得出的结论是，学生在英语课堂上取得的成绩优于在远程课程。满意度调查结果显示，学习英语的学生比学习英语的学生更喜欢 FIT 课程。我们的研究结果表明，AL 是一个坚实的战略教学本科课程。

https://doi.org/10.1186/s40561-024-00292-y

《In their own voices: a nationwide study of students’ attitudes towards the implementation of smart learning environments in UAE schools》

《在他们自己的声音: 一个全国性的研究，学生的态度对实施智能学习环境在阿联酋学校》

作者：Maria Efstratopoulou · Maxwell Peprah Opoku · Aizhan Shomotova · Christina Davison · Abdulrafi Jaffarul · Aalya Mesmar

英文摘要：A smart learning environment (SLE) encompasses the use of advanced technology and smart pedagogical teaching skills tailored to suit students with diverse learning needs. In recent years, some countries, such as the United Arab Emirates (UAE), have formulated policies to implement SLE in their education systems. Since students are the intended beneficiaries of SLE policy, it is crucial to explore their perceptions of its implementation in a novel context. Therefore, this study explored the attitudes of students towards the implementation of SLE in the UAE. To conduct this investigation, 1857 secondary school students (grades 7 and 12) were recruited nationwide. A newly developed instrument was employed to collect data, which were then subjected to exploratory and confirmatory factor analyses to understand its dimensions and validate the factor structure, respectively. Subsequently, the mean scores were calculated and multivariate variance analysis, structural equation modelling, and moderation analysis were conducted to test three specific hypotheses. The results identified ambivalence among students regarding the implementation of SLE and significant differences between them based on their school location and study grade. Additionally, this study discussed the need for nationwide stakeholder engagement to deliberate on the scope, innovation of technological devices and necessary teacher development for efficient SLE implementation.

中文摘要：智能学习环境包括运用先进科技和灵活的教学技巧，以切合不同学习需要的学生。近年，一些国家，例如阿联酋，已制定政策，在其教育体系中实施阿拉伯联合酋长国教育。由于学生是 SLE 政策的预期受益者，在一个新的背景下探索他们对其实施的看法是至关重要的。因此，本研究探讨阿联酋学生对实施系统性的态度。为了进行这项调查，我们在全国范围内招募了1857名中学生(7年级和12年级)。采用新开发的工具收集数据，然后进行探索性和验证性因素分析，以了解其维度和验证因素结构分别。随后，计算平均得分，并进行多变量方差分析、结构方程模型和调节分析，以检验三个具体假设。结果发现，学生对 SLE 的实施存在矛盾心理，并且根据学校所在地和学习年级，学生之间存在显著差异。此外，本研究讨论了全国利益相关者参与的必要性，以审议的范围，技术装置的创新和必要的教师发展有效实施系统教育。

https://doi.org/10.1186/s40561-024-00291-z

《Improving the learning-teaching process through adaptive learning strategy》

《透过在线机机器学习策略改善学与教的过程》

作者：Elvira G. Rincón-Flores · Leticia Castano · S. Lynneth Solis · Omar Olmos Lopez · Carlos Felipe Rodríguez Hernández · L. Lara · P. Valdés

英文摘要：Much has been written about Adaptive Learning, but does its implementation alone guarantee success? We have found that integrating an Adaptive Learning Strategy with diverse didactic techniques gives better results. The objectives of this exploratory study were to know the impact of the Adaptive Learning Strategy on students’ learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Platform in the School of Engineering and Sciences at Tecnologico de Monterrey. The assessment of the students’ and professors’ experience with an Adaptive Learning Strategy evaluated platform’s usability, teaching, learning, and engagement. The study employed a mixed methodological approach, sequential Quant- > Qual, and was quasi-experimental, with control and experimental groups. The courses that participated in the intervention were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that implementing an innovation like Adaptive Learning positively impacts students’ learning and improvement when integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an Adaptive Learning Strategy. The authors also propose an Implementation Model of the Adaptive Learning Strategy that has been designed by the university, implemented, and evaluated successfully.

中文摘要：关于在线机机器学习的文章已经写了很多，但是仅仅实施它就能保证成功吗？我们发现，将在线机机器学习策略与多样化的教学技巧结合起来，效果会更好。这项探索性研究的目的，是了解在线机机器学习策略对学生在 Tecnologico de Monterrey 工程及科学学院「适应平台」支援的课程中学习及达致学科及横向次级能力的影响。评估学生和教授在在线机机器学习策略方面的经验，评估平台的可用性、教学、学习和参与程度。该研究采用了混合的方法学方法，序贯量化-> 量化，并且是准实验的，对照组和实验组。参与干预的课程包括计算思维、物理 I、物理 II 和基础数学建模。研究结果显示，推行在线机机器学习等创新措施，对学生把翻转课堂、自主学习和微型学习的元素融入在线机机器学习学习策略，有正面的影响。作者还提出了一个在线机机器学习战略的实施模型，该模型是由大学设计、实施并成功评估的。

https://doi.org/10.1186/s40561-024-00314-9

《The effects of over-reliance on AI dialogue systems on students' cognitive abilities: a systematic review》

《过度依赖人工智能对话系统对学生认知能力的影响: 一个系统综述》

作者：Chunpeng Zhai · Santoso Wibowo · Lily D. Li

英文摘要：The growing integration of artificial intelligence (AI) dialogue systems within educational and research settings highlights the importance of learning aids. Despite examination of the ethical concerns associated with these technologies, there is a noticeable gap in investigations on how these ethical issues of AI contribute to students’ over-reliance on AI dialogue systems, and how such over-reliance affects students’ cognitive abilities. Overreliance on AI occurs when users accept AI-generated recommendations without question, leading to errors in task performance in the context of decision-making. This typically arises when individuals struggle to assess the reliability of AI or how much trust to place in its suggestions. This systematic review investigates how students’ over-reliance on AI dialogue systems, particularly those embedded with generative models for academic research and learning, affects their critical cognitive capabilities including decision-making, critical thinking, and analytical reasoning. By using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, our systematic review evaluated a body of literature addressing the contributing factors and effects of such over-reliance within educational and research contexts. The comprehensive literature review spanned 14 articles retrieved from four distinguished databases: ProQuest, IEEE Xplore, ScienceDirect, and Web of Science. Our findings indicate that over-reliance stemming from ethical issues of AI impacts cognitive abilities, as individuals increasingly favor fast and optimal solutions over slow ones constrained by practicality. This tendency explains why users prefer efficient cognitive shortcuts, or heuristics, even amidst the ethical issues presented by AI technologies.

中文摘要：人工智能(AI)对话系统在教育和研究环境中的日益整合突出了学习辅助工具的重要性。尽管对与这些技术相关的伦理问题进行了审查，但在调查这些人工智能的伦理问题如何导致学生过度依赖人工智能对话系统以及这种过度依赖如何影响学生的认知能力方面存在明显的差距。当用户毫无疑问地接受人工智能生成的建议时，就会过度依赖人工智能，从而导致在决策过程中出现任务执行错误。这通常发生在个人努力评估人工智能的可靠性或对其建议有多少信任的时候。本系统综述探讨学生过度依赖人工智能对话系统，尤其是那些嵌入了学术研究和学习生成模型的系统，如何影响他们的关键认知能力，包括决策、批判性思维和分析推理。通过使用系统评价和元分析的首选报告项目(PRISMA)指南，我们的系统综述评估了一系列文献，这些文献探讨了在教育和研究背景下这种过度依赖的促成因素和影响。全面的文献综述涵盖了从四个著名的数据库中检索到的14篇文章: ProQuest、 IEEE Xplore、 ScienceDirect 和 Web of Science。我们的研究结果表明，由人工智能的伦理问题引起的过度依赖会影响认知能力，因为个体越来越倾向于快速和最优的解决方案，而不是受实用性约束的缓慢解决方案。这种趋势解释了为什么用户喜欢有效的认知捷径，或启发式，甚至在人工智能技术提出的道德问题。

https://doi.org/10.1186/s40561-024-00316-7

《Online peer editing: the influence of comments, tracked changes and perception of participation on students’ writing performance》

《在线同伴编辑: 评论、跟踪变化和参与感知对学生写作成绩的影响》

作者：Galina Shulgina · Jamie Costley · Ирина Щеглова · Han Zhang · Natalya S. Sedova

英文摘要：While peer-editing is considered an important part of developing students’ academic writing, questions remain about how different types of peer-editing affect subsequent student performance. The present study looked at a group of university students (N = 149) engaged in peer editing of one another’s essays in an online security studies course. The analysis was conducted from two perspectives: feedback givers and feedback receivers. More specifically, the relationships between the giving of comments and tracking changes in peer’s work and writing score on essays were explored. The results showed that there was a positive correlation between the total number of received comments and the student's writing score, whereas there was no correlation for the number of tracked changes (neither words deleted, nor words added). Surprisingly, students who assume that peers provide high quality tracked changes demonstrate worse writing performance. This research shows the importance of nuance in understanding peer editing types and their influence on students’ performance, as well as highlighting potential complexities of the interplay between students’ collaborative activities, their performance, and their attitudes.

中文摘要：虽然同伴编辑被认为是发展学生学术写作的重要组成部分，但不同类型的同伴编辑如何影响后续学生的表现仍然是个问题。本研究调查了一组大学生(N = 149) ，他们在网络安全研究课程中互相编辑论文。分析从两个角度进行: 反馈提供者和反馈接收者。更具体地说，本研究探讨了评论与跟踪同伴作业变化和论文写作成绩之间的关系。结果表明，收到的评论总数和学生的写作成绩之间存在正相关关系，而跟踪变化的数量没有相关关系(既没有删除的单词，也没有添加的单词)。令人惊讶的是，那些认为同龄人提供高质量跟踪变化的学生表现出更差的写作表现。本研究揭示了同伴编辑类型及其对学生成绩影响的重要性，同时强调了学生合作活动、成绩和态度之间相互作用的潜在复杂性。

https://doi.org/10.1186/s40561-024-00315-8

《Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology》

《使用可扩展的眼球追踪方法评估计算机科学专业学生对教育性多媒体增强文本的阅读理解》

作者：Milan Turčáni · Zoltán Balogh · Michal Kohútek

英文摘要：In this research, a mixed-method approach was employed to conduct large-scale eye-tracking measurements, traditionally associated with high costs and extensive time commitments. Utilizing consumer-grade webcams in conjunction with open-source software, data was collected from an expansive cohort of students, thereby demonstrating the scalability and cost-effectiveness of this innovative methodology. The primary objective of this research was to discern the disparities in reading behaviour when students were presented with standard text accompanied by illustrations, compared to the same text with highlighted key terms. The participants, comprised of first-year university students, completed a questionnaire and an introductory test to ascertain their knowledge level. Subsequently, they were segregated into two groups and participated in two reading sessions, during which their ocular movements were recorded. The amassed data underwent both qualitative analyses, facilitated by visualizations, and quantitative analysis, employing statistical measures on the data and test results. Notably, no significant difference was observed in the gaze patterns or test results between the experimental and control groups. However, a significant divergence in gaze patterns was identified between high-achieving students and those experiencing difficulties, as evidenced by the averaged composite heatmaps generated from the data. The findings underscore two pivotal points. Firstly, the feasibility of conducting large-scale eye-tracking experiments is demonstrated. Traditional studies in this field often employ small population samples due to the time and financial constraints associated with methods that utilize specialized eye-tracking hardware. In contrast, our methodology is scalable, relying on low-end hardware and enabling students to record data on their personal devices. Secondly, while eye-tracking may not provide substantial benefits for fine-tuning text already optimized for readability, it could serve as a valuable tool for identifying and assisting learners who are struggling. This mixed-method approach holds significant potential to revolutionize the conduct and interpretation of eye-tracking studies within educational settings.

中文摘要：在这项研究中，一个混合的方法被用来进行大规模的眼球追踪测量，传统上与高成本和大量的时间承诺有关。利用消费级网络摄像头和开源软件，从广泛的学生群体中收集数据，从而证明了这种创新方法的可扩展性和成本效益。本研究的主要目的是了解当学生阅读标准文本并附有插图时，他们在阅读行为上的差异，以及与同一文本中突出显示的关键词相比的差异。参与者由大学一年级学生组成，他们完成了一份问卷和一个入门测试来确定他们的知识水平。随后，他们被分成两组，并参加两个阅读会议，在这期间他们的眼球运动被记录下来。收集到的数据经过定性分析、可视化分析和定量分析，采用数据和测试结果的统计测量。值得注意的是，实验组和对照组在凝视模式或测试结果上没有显著差异。然而，高分学生和那些有困难的学生之间的注视模式存在显著差异，数据生成的平均复合热图证明了这一点。这些发现强调了两个关键点。首先，论证了进行大规模眼球跟踪实验的可行性。这一领域的传统研究往往采用小样本人口，由于时间和财政的限制与方法，利用专门的眼球跟踪硬件。相比之下，我们的方法是可扩展的，依赖于低端硬件，并使学生能够在他们的个人设备上记录数据。其次，虽然眼球追踪可能不会对已经优化为可读性的文本进行微调提供实质性的好处，但它可以作为一种有价值的工具，用于识别和帮助正在努力学习的学习者。这种混合方法的方法具有重大的潜力，革命性的行为和解释眼球追踪研究的教育背景。

https://doi.org/10.1186/s40561-024-00318-5

《Causal relationships between baseball-team participation and academic performance among students》

《学生棒球队参与度与学业成绩的因果关系》

作者：Hongze Lin · Kelly Huang · Ching-Chih Tsai

英文摘要：The understanding that students on varsity baseball teams exhibit lower academic performance amid the growth of baseball in Taiwan is well established. However, some studies have indicated a positive correlation between sports participation and academic achievement. Therefore, this study delved into the causal relationships between baseball-team participation and academic performance among ninth-grade students in Taiwan. It further explored the influence of various background factors based on the three facets of family capital on their academic performance. Data collected from an education longitudinal survey of secondary school students. Through bivariate analysis, factor analysis, and multiple regression analysis, the following findings emerged: (a) Baseball-team students exhibited 47.5 points lower academic performance than non-baseball-team ones. (b)The low academic performance was not exclusively a result of the poorer academic performance of indigenous students. (c)The hypothesis that three dimensions of family capital impact on academic performance was supported. (d) Baseball-team participation contributed to the low academic performance, which was not caused by the low eighth-grade results of the students. They exhibited low BCT scores after their 8th-grade results was controlled.

中文摘要：随著棒球在台湾的发展，棒球代表队的学生学习成绩下降的理解已经确立。然而，一些研究表明，运动参与与学业成绩呈正相关。因此，本研究探讨台湾九年级学生棒球队参与与学业成绩之因果关系。进一步从家庭资本的三个方面探讨了各种背景因素对学生学习成绩的影响。从中学生教育纵向调查中收集的数据。通过双变量分析、因子分析和多回归分析分析，得出以下结论: (a)棒球队学生的学习成绩比非棒球队学生低47.5分。(b)学业成绩偏低，并不完全是因为原居学生的学业成绩较差。(c)家庭资本对学业成绩影响的三个维度的假设得到了支持。(d)棒球队的参与导致学业成绩偏低，而不是学生八年级成绩偏低所致。在八年级的成绩被控制后，他们的 BCT 得分较低。

https://doi.org/10.1186/s40561-024-00326-5

《Adoption of smart watches as wearable technology in TESOL education among university students》

《智能手表在大学生 TESOL 教育中的应用》

作者：Saja Wardat · Mohammed Akour

英文摘要：This research explores the key motivating factors that influence student engagement with wearable technology (WT) in teaching English to speakers of other languages (TESOL) education. The study employs a novel, integrated framework that merges elements from the established technology acceptance model (TAM), Flow Theory, and additional factors pivotal to WT's efficacy, namely content richness and personal innovativeness. TAM and Flow Theory are utilized to identify the variables that drive WT adoption. Data for the research was gathered through an online survey comprising 23 questions, distributed among students in the KSA, with a total of 468 participants. Analysis of the data was conducted using Smart PLS Software to evaluate the research model, constructs, and hypotheses. The findings reveal varying contributions of the model's main constructs to WT acceptance. Specifically, content richness and innovativeness significantly enhance the perceived usefulness of WT. Additionally, perceived ease of use is a strong predictor of perceived usefulness and behavioral intention. The results underscore a growing demand for WT in TESOL Education, highlighting its role in streamlining information exchange among students. The study underscores the significance of certain external factors in technology acceptance, offering a fresh perspective by incorporating a framework that links TAM's perceived usefulness and ease of use with user satisfaction, content richness, and innovativeness. Moreover, the inclusion of Flow Theory adds a unique dimension by assessing engagement and control over WT. The research contributes to understanding the underlying motivations for employing WT in TESOL Education, primarily aimed at enhancing the effectiveness of both instructors and students. A limitation of this study is its focused application of TAM and Flow Theory within a specific educational context, which may not fully capture the complex societal, psychological, and gender-specific factors influencing WT adoption across diverse settings.

中文摘要：本研究探讨了影响学生使用可穿戴技术(WT)进行外语教学(TESOL)的关键动机因素。该研究采用了一个新颖的、整合的框架，将已建立的技术接受模型(TAM)、流理论以及与小组效能相关的其他因素，即内容丰富性和个人创新性融合在一起。TAM 和流理论被用来识别驱动 WT 采用的变量。这项研究的数据是通过在线调查收集的，共有23个问题，分布在沙特阿拉伯的学生中，共有468名参与者。数据分析使用智能 PLS 软件进行评估的研究模型，构建和假设。这些发现揭示了模型的主要结构对小波变换接受度的不同贡献。具体来说，内容丰富性和创新性显著增强了 WT 的感知有用性。此外，易用性是感知有用性和行为意图的有力预测指标。研究结果强调了在 TESOL 教育中对 WT 的需求日益增长，突出了它在简化学生之间的信息交流方面的作用。研究强调了某些外部因素在技术接受度中的重要性，通过将 TAM 的感知有用性和易用性与用户满意度、内容丰富性和创新性联系起来的框架，提供了一个新的视角。此外，包括流理论增加了一个独特的维度，通过评估参与和控制的 WT。本研究有助于理解在 TESOL 教育中使用 WT 的潜在动机，主要目的是提高教师和学生的有效性。这项研究的一个局限性是其在特定教育背景下重点应用 TAM 和流动理论，这可能不能完全捕捉影响 WT 在不同环境中采用的复杂的社会，心理和性别特定因素。

https://doi.org/10.1186/s40561-024-00323-8

《How understanding the limitations and risks of using ChatGPT can contribute to willingness to use》

《如何理解使用 ChatGPT 的局限性和风险可以促进使用意愿》

作者：Ghadah Al Murshidi · Galina Shulgina · Anastasia Kapuza · Jamie Costley

英文摘要：Generative Artificial Intelligence (GAI) holds promise for enhancing the educational experience by providing personalized feedback and interactive simulations. While its integration into classrooms would improve education, concerns about how students may use AI in the class has prompted research on the perceptions related to the intention to implement GAI, such as perceived benefits, limitations and associated risks in teaching and learning practices. This study examines the perceptions of GAI among 366 students in the United Arab Emirates based on survey results. To do that, initially factor analysis was utilized to identify the relevant scales, followed by comparing the mean values for each scale based on the extent of agreement with the statement regarding students' willingness to use ChatGPT. The study revealed a high awareness among respondents regarding the benefits, limitations, and risks of using ChatGPT. The research confirms that awareness of potential benefits is related to the intention to use ChatGPT in the future. Contrary to expectations, a positive relationship was found between awareness of limitations and the intention to use ChatGPT, challenging traditional views that limitations act as barriers. Similarly, awareness of risks is positively related to the willingness to use ChatGPT, suggesting a nuanced relationship between risk perception and technology adoption in education.The current study provides new insights into the importance of informing individuals about the limitations and risks of ChatGPT, in addition to its benefits, as these factors are closely related to making a positive decision regarding its further usage.

中文摘要：生成性人工智能(GAI)有望通过提供个性化的反馈和交互式模拟来提高教育体验。虽然将其纳入课堂将改善教育，但对学生在课堂上如何使用人工智能的关切促使人们研究与实施人工智能的意图有关的看法，例如在教学和学习实践中感知到的好处、局限性和相关风险。本研究以问卷调查结果为基础，探讨366名阿拉伯联合酋长国学生对「性别认同感」的认知。为此，首先使用因子分析来确定相关量表，然后比较每个量表的平均值，这些平均值基于学生使用 ChatGPT 意愿的一致程度。研究显示，受访者对使用 ChatGPT 的好处、局限性和风险有很高的认识。研究证实，对潜在益处的认识与未来使用 ChatGPT 的意图有关。与预期相反，在限制意识和使用 ChatGPT 的意图之间发现了积极的关系，挑战了限制作为障碍的传统观点。同样，风险意识与使用 ChatGPT 的意愿呈正相关，表明风险意识与教育中技术采用之间存在微妙的关系。目前的研究提供了新的见解，告知个人有关 ChatGPT 的局限性和风险的重要性，以及它的好处，因为这些因素与对其进一步使用作出积极的决定密切相关。

https://doi.org/10.1186/s40561-024-00322-9

《Development and validation of a secondary vocational school students’ digital learning competence scale》

《中学专科学校学生数码学习能力量表的编制及验证》

作者：Xuezhi Tan · Lin Xu · Rongxia Zhuang

英文摘要：The rapid advancement of digital technology has not only affected the world of work but also students' learning. Digital learning competence (DLC) is one of the essential skills students need for effective learning in a digital environment. Despite the significant presence of secondary vocational school students in China, constituting one-third of the high school demographic, research on their digital learning needs remains sparse. Addressing this gap, this paper attempted to propose the elements and structural model of digital learning competence for secondary vocational school students (V-DLC). A corresponding questionnaire was compiled, and an analysis was carried out with 872 valid survey data of secondary vocational school students achieved by convenient sampling. A five-factor model for the V-DLC was established through exploratory and confirmatory factor analyses, cross-validity, and criterion validity tests. This paper suggests that evaluating students' digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students' learning experiences in school and other fields. Given the global focus on digital learning competence, this framework will pave the way for empirical research on digital learning and guide the enhancement of student learning ability in vocational settings, adapting to the digital era. Furthermore, transitioning to a digitalized vocational education system is essential for preparing students for a digitally-driven workforce, aligning with modern job market demands and global trends.

中文摘要：数字技术的迅猛发展不仅影响了职场，也影响了学生的学习。数字化学习能力(DLC)是学生在数字化环境下有效学习的必备技能之一。尽管中学专科学校占中学生总数的三分之一，但对他们数字化学习需求的研究仍然很少。针对这一差距，本文试图提出中学专科学校学生数码学习能力的要素和结构模式。我们编制了相应的问卷，并以方便抽样的方法，对872份有效的中学专科学校学生调查数据进行分析。通过探索性和验证性因素分析、交叉效度和标准效度检验，建立了 V-DLC 的五因素模型。结合中等职业学校学生的学习经验，从认知加工和阅读、技术运用、思维技能、活动管理、意志管理等方面对中等职业学校学生的数字化学习能力进行评价。鉴于全球都关注数码学习能力，这个架构将为数码学习的实证研究铺路，并引导学生在职业环境中提升学习能力，以适应数码时代。此外，向数字化职业教育系统的过渡，对于培养学生适应数字化驱动的劳动力、适应现代就业市场需求和全球趋势至关重要。

https://doi.org/10.1186/s40561-024-00325-6

《Modeling students’ algorithmic thinking growth trajectories in different programming environments: an experimental test of the Matthew and compensatory hypothesis》

《不同编程环境下学生算法思维发展轨迹的模拟: 马太和补偿假设的实验检验》

作者：Abdullahi Yusuf · Norah Md Noor

英文摘要：In recent years, programming education has gained recognition at various educational levels due to its increasing importance. As the need for problem-solving skills becomes more vital, researchers have emphasized the significance of developing algorithmic thinking (AT) skills to help students in program development and error debugging. Despite the development of various text-based and block-based programming tools aimed at improving students’ AT, emerging evidence in the literature indicates insufficient AT skills among students. This study was conducted to understand the growth trajectory of students’ AT skills in different programming environments. The study utilized a multigroup experiment involving 240 programming students randomly assigned to three groups: a text-and-block-based group, a block-based-only group, and a text-based-only group. Students in the text-and-block-based group were exposed to Alice and Python; those in the block-based-only group were exposed to Alice; and those in the text-based-only group were exposed to Python. We found that participants’ growth trajectory in AT skills is linear, with a significant growth rate. Although between-person variability exists across groups, we observed a compensatory effect in the text-and-block-based and block-based-only groups. Additionally, we found significant differences in AT skills across the groups, with no evidence of a gender effect. Our findings suggest that combining text-based and block-based programming environments can lead to improved and sustained intra-individual problem-solving skills, particularly in the field of programming.

中文摘要：近年来，程序设计教育由于其重要性日益得到各个教育层次的认可。随着对解决问题技能的需求变得越来越迫切，研究人员强调了发展算法思维(AT)技能的重要性，以帮助学生进行程序开发和错误调试。尽管各种基于文本和基于块的编程工具的发展旨在提高学生的学习能力，文献中新出现的证据表明学生的学习能力不足。本研究旨在了解不同编程环境下学生学习能力的成长轨迹。这项研究使用了一个多组实验，240名编程学生被随机分成三组: 一个文本和块组，一个块组和一个文本组。基于文本和块的组中的学生接触到了 Alice 和 Python; 基于块的组中的学生接触到了 Alice; 基于文本的组中的学生接触到了 Python。我们发现参与者在 AT 技能上的成长轨迹是线性的，具有显著的成长速度。虽然人与人之间的差异存在于不同的组，但是我们观察到在基于文本和块的组和仅基于块的组中存在补偿效应。此外，我们发现各组间 AT 技能有显著差异，没有性别效应的证据。我们的研究结果表明，结合基于文本和基于块的编程环境可以导致改善和持续的个人内部解决问题的技能，特别是在编程领域。

https://doi.org/10.1186/s40561-024-00324-7

《Large language models and medical education: a paradigm shift in educator roles》

《大语言模式与医学教育: 教育者角色的范式转换》

作者：Zhui Li · Fenghe Li · Qining Fu · Xuehu Wang · Liu Hong · Yu Zhou · Wei Ren

英文摘要：This article meticulously examines the transformation of educator roles in medical education against the backdrop of emerging large language models (LLMs). Traditionally, educators have played a crucial role in transmitting knowledge, training skills, and evaluating educational outcomes. However, the advent of LLMs such as Chat Generative Pre-trained Transformer-4 has expanded and enriched these traditional roles by leveraging opportunities to enhance teaching efficiency, foster personalised learning, and optimise resource allocation. This has imbued traditional medical educator roles with new connotations. Concurrently, LLMs present challenges to medical education, such as ensuring the accuracy of information, reducing bias, minimizing student over-reliance, preventing patient privacy exposure and safeguarding data security, enhancing the cultivation of empathy, and maintaining academic integrity. In response, educators are called to adopt new roles including experts of information management, navigators of learning, guardians of academic integrity, and defenders of clinical practice. The article emphasises the enriched connotations and attributes of the medical teacher's role, underscoring their irreplaceable value in the AI-driven evolution of medical education. Educators are portrayed not just as users of advanced technology, but also as custodians of the essence of medical education.

中文摘要：本文在大语言模式兴起的背景下，详细考察了医学教育中教育者角色的转变。传统上，教育工作者在传播知识、培训技能和评估教育成果方面发挥着至关重要的作用。然而，LLM 的出现，如聊天生成预训练变压器 -4扩大和丰富了这些传统角色，利用机会，以提高教学效率，促进个性化学习，并优化资源分配。这给传统医学教育者的角色赋予了新的内涵。同时，LLM 对医学教育提出了挑战，如确保信息的准确性，减少偏见，最大限度地减少学生的过度依赖，防止患者隐私暴露和保障数据安全，加强同理心的培养，以及保持学术诚信。作为回应，教育工作者被要求承担新的角色，包括信息管理专家、学习导航员、学术诚信的捍卫者和临床实践的捍卫者。文章强调了医学教师角色丰富的内涵和属性，强调了其在人工智能驱动的医学教育演进中不可替代的价值。教育工作者不仅被描绘成先进技术的使用者，还被描绘成医学教育本质的守护者。

https://doi.org/10.1186/s40561-024-00313-w

《Designing chatbots in language classrooms: an empirical investigation from user learning experience》

《语言课堂中聊天机器人的设计: 基于用户学习体验的实证研究》

作者：NULL AUTHOR_ID · NULL AUTHOR_ID · NULL AUTHOR_ID · NULL AUTHOR_ID · Nattawut Jinowat

英文摘要：Amidst the technological evolution shaping the landscape of education, this research critically examines the imperative factors influencing the design of language-teaching chatbots in Thai language classrooms. Employing a comprehensive two-pronged methodology, our study delves into the intricacies of chatbot design by engaging with a diverse participant pool of pre-service teachers, in-service teachers, and educators. The study included the chatbot design opinion survey, a validated scale assessing attitudes toward chatbot design, and semi-structured interviews with teachers, educators, and experts to offer qualitative insights. Our findings reveal five key factors influencing chatbot design: learner autonomy and self-directed learning, content and interaction design for language skill development, implementation and usage considerations, alternative learning approaches and flexibility, and content presentation and format. Concurrently, thematic analysis of interviews results in five overarching themes: enhancing interactive language learning, motivational learning experience, inclusive language learning journey, blended learning companion, and communicative proficiency coaching. These findings inform the development of effective chatbots for Thai language classrooms within the evolving landscape of technology-driven education. These findings inform the development of effective chatbots for language classrooms within the evolving landscape of technology-driven education.

中文摘要：在技术进步塑造教育景观的过程中，本研究批判性地考察了影响泰语课堂语言教学聊天机器人设计的必要因素。采用一个全面的双管齐下的方法，我们的研究深入到复杂的聊天机器人设计，通过参与的职前教师，在职教师和教育工作者的不同参与者池。这项研究包括聊天机器人设计意见调查，一个有效的量表评估对聊天机器人设计的态度，和半结构化访谈的教师，教育工作者和专家提供定性的见解。我们的研究结果揭示了影响聊天机器人设计的五个关键因素: 学习者自主性和自主学习、语言技能发展的内容和交互设计、实现和使用考虑、替代学习方法和灵活性、内容表示和格式。同时，对访谈的主题分析得出了五大主题: 加强交互式语言学习、动机性学习体验、包容性语言学习旅程、混合学习伴侣和交际能力培训。这些发现为在不断变化的技术驱动型教育环境中为泰语课堂开发有效的聊天机器人提供了信息。这些发现为在技术驱动的教育环境中开发有效的语言教室聊天机器人提供了参考。

https://doi.org/10.1186/s40561-024-00319-4

《Uncovering insights from big data: change point detection of classroom engagement》

《从大数据中发现见解: 课堂参与的变点检测》

作者：Kohei Nakamura · Manabu Ishihara · Izumi Horikoshi · Hiroaki Ogata

英文摘要：Expectations of big data across various fields, including education, are increasing. However, uncovering valuable insights from big data is like locating a needle in a haystack, and it is difficult for teachers to use educational big data on their own. This study aimed to understand changes in student participation rates during classes and teachers’ teaching styles by analyzing educational big data. In the analysis, data from 120 students and two mathematics class teachers at a public junior high school in Japan were used. We applied the pruned exact linear time (PELT) algorithm to automatically identify significant changes in student participation during class. Based on the information obtained, we analyzed the interaction logs of teachers’ e-book readers and clarified the relationship between student participation rates and teacher behavior patterns. Change point detection using the PELT algorithm showed a high F1-score of 0.7929, indicating good overall performance. We also investigated whether there was a relationship between class differences and teachers’ actions and found a statistically significant difference. The results provide clues for improving student learning engagement and teachers’ teaching styles, and they are expected to improve the quality of education by automatically identifying notable cases from educational big data. However, further research is required to improve data analysis methods, such as adjusting the parameters of algorithms based on the situation.

中文摘要：人们对包括教育在内的各个领域的大数据的期望越来越高。然而，从大数据中发现有价值的见解就像大海捞针，教师很难单独使用教育大数据。通过对教育大数据的分析，了解学生课堂参与率和教师教学风格的变化。在分析中，我们使用了来自日本一家公立初级中学的120名学生和两名数学老师的数据。我们应用修剪精确线性时间(PELT)算法来自动识别学生在课堂参与中的显著变化。基于所获得的信息，我们分析了教师电子书阅读器的交互日志，阐明了学生参与率与教师行为模式之间的关系。使用 PELT 算法的变化点检测显示 F1得分很高，为0.7929，表明整体性能良好。我们还调查了班级差异与教师行为之间是否存在关系，发现有统计学意义的差异。研究结果为改善学生的学习投入和教师的教学风格提供了线索，有望通过自动识别教育大数据中的显著案例来提高教育质量。然而，需要进一步的研究来改进数据分析方法，如根据实际情况调整算法参数。

https://doi.org/10.1186/s40561-024-00317-6

《The influence of using instagram on EFL learners’ critical thinking in language institutes》

《Instagram 对大学英语学习者批判性思维的影响》

作者：Mahdi Zalani · Nouroddin Yousofi

英文摘要：This study examined the influence of using Instagram on EFL learners’ critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers.

中文摘要：本研究考察了 Instagram 对英语学习者批判性思维的影响。参与者是98名学生(40名男性和58名女性) ，在伊朗一所语言学院的三个分支学习英语，他们年龄在20-24岁之间，使用相同的波斯语 L1。他们是通过有目的的抽样来选择的。他们的英语水平通过“打朗”来检验。根据 DIALANG 得分，设实验组和对照组。作为前测，采用了加利福尼亚批判性思维技能测验和加利福尼亚批判性思维倾向量表。随后，实验组在课堂上和通过 Instagram 进行教学，而对照组只在课堂上进行教学，不使用 Instagram。治疗持续12周，每周两次，每次2小时。然后进行后测，包括加利福尼亚批判性思维技能测试和加利福尼亚批判性思维倾向量表。两组学生的前测成绩基本相同，表现出相同的熟练程度，但后测成绩差异显著，实验组学生的成绩明显优于对照组。这项研究可能对教师培训者、指导者、教师和教科书编写者有所启示。

https://doi.org/10.1186/s40561-024-00320-x

《Improving students’ problem-solving abilities through answering questions in metaverse games: taking GOXR software as an example》

《以 GOXR 软件为例通过回答问题提高学生的问题解决能力》

作者：Ting-Sheng Weng · T. Lin

英文摘要：In computer-based dialogue learning, students’ willingness to communicate and ability to interact is one of the important factors. Few studies have examined the testing of mobile metaverse teaching material systems built for interactive communication and learning courses. This study developed and designed course content for a virtual classroom, which is suitable for mobile learning on Android or iOS systems and can provide metaverse space for students to discuss homework using their mobile phones, as well as a system for online self-learning and testing. Students can participate in classes without time or space restrictions. In addition, questions related to life math knowledge and leveling up are included, such as the basic reproduction number of COVID-19, influenza, and enterovirus. There were 100 valid responses from two schools, which recognized the convenience and benefit of the virtual digital technology of the mobile self-learning system in the metaverse space as an auxiliary tool for learning, as it provides a more flexible and diversified educational learning mode. This system can be used for course teaching, after-class review, and testing to facilitate self-testing of learning results.

中文摘要：在计算机对话学习中，学生的交流意愿和互动能力是影响对话学习质量的重要因素之一。很少有研究对为交互式通信和学习课程建立的移动元反向教材系统进行测试。这项研究开发和设计了一个虚拟教室的课程内容，它适用于 Android 或 iOS 系统上的移动学习，可以为学生提供使用手机讨论家庭作业的元空间，以及一个在线自学和测试系统。学生可以不受时间和空间限制地参加课程。此外，还包括与生活数学知识和升级有关的问题，如基本传染数2019冠状病毒疾病、流感和肠病毒。两所学校共收到100份有效反馈，认为移动自主学习系统的虚拟数字技术作为学习的辅助工具，提供了一种更加灵活多样的教育学习模式，具有方便性和效益性。该系统可用于课程教学、课后复习和测试，方便学生对学习结果进行自我测试。

https://doi.org/10.1186/s40561-024-00321-w

《Direct and indirect instruction in educational robotics: a comparative study of task performance per cognitive level and student perception》

《直接和间接教育机器人教学: 每个认知水平的任务表现和学生知觉的比较研究》

作者：Branko Anđić · Mirjana Maričić · Filiz Mumcu · Theodosia Prodromou · Janika Leoste · Musa Saimon · Zsolt Lavicza

英文摘要：Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their effect on learning outcomes, students’ perceptions, and students’ gender differences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13–14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran’s Q-test, Mann–Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning.

中文摘要：如果学生得到适当的教导，教育机器人已成为改善小学 STEM 学习的工具之一。然而，在直接教学与间接教学之间，教师在 STEM 教学中应采用何种教学方式，目前尚缺乏相关的研究。因此，本研究旨在比较这两种教学方式对学习成果、学生认知及学生性别差异的影响。我们采用了一种准实验的比较研究设计，涉及100名九年级学生(13-14岁)。我们通过成就测验和知觉问卷收集数据，并使用 Cochran’s Q 检验、 Mann-Whitney U 检验和独立样本 t 检验进行分析。结果表明，使用 II 的组比使用 DI 的组表现更好。此外，结果表明，女孩表现得更好的 DI 比男孩。此外，学生认为 ER 有助于发展合作和对 STEM 的兴趣。因此，应支援教师学习如何有策略地在教育资源中使用 II 和 DI，以促进 STEM 学习。

https://doi.org/10.1186/s40561-024-00298-6

《Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study》

《职前教师创造数学开放教育资源的可持续发展与形成性评价: 一项行动研究》

作者：Chung Kwan Lo · F. M. Ng · Ka Luen Cheung

英文摘要：In the post-pandemic world, UNESCO advocates the development of open educational resources (OER) to remedy the financial pressures of students and their families. We thus conducted a dual-cycle action research study aiming to develop a sustainable model with minimal cost for creating OER for secondary school mathematics teachers and students. Our theoretical foundations drew upon existing sustainable models of OER development and experiential learning theory to enhance the efficacy of OER. Formative evaluation techniques were employed in both action research cycles, where pre-service teachers developed the OER and in-service teachers provided suggestions for improvement. In the second cycle, we tested the use of our OER with 35 Grade 11 students to examine both student achievement and retention. The test results showed a significant learning gain (pre-test: Mdn = 2.00; post-test: Mdn = 10.00), which was retained over 2 weeks (delayed post-test: Mdn = 11.00). However, the students’ performance on more advanced questions was not satisfactory. Based on an overall reflection on the study, we proposed a sustainable model of OER development, which leveraged the manpower of pre-service and in-service teachers and incorporated formative evaluation techniques. Furthermore, we provided recommendations for enhancing the future development of OER in mathematics education.

中文摘要：在大流行之后的世界，联合国教科文组织主张开发开放教育资源(OER) ，以缓解学生及其家庭的经济压力。因此，我们进行了一项双周期行动研究，旨在发展一个可持续的模式，以最低的成本创造开放教育资源的中学数学教师和学生。我们的理论基础借鉴了现有的开放教育资源开发的可持续模式和经验学习理论，以提高开放教育资源的有效性。两个行动研究周期都采用了形成性评价技术，其中职前教师开发了开放教育资源，在职教师提供了改进建议。在第二个周期中，我们测试了35名11年级学生使用开放教育资源的情况，以检查学生的成绩和记忆力。测试结果显示显着的学习收益(前测: Mdn = 2.00; 后测: Mdn = 10.00) ，保留2周(延迟后测: Mdn = 11.00)。然而，学生在较高级的题目上的表现并不令人满意。在对本研究进行全面反思的基础上，提出了一种可持续的开放教育资源开发模式，该模式充分利用了职前和在职教师的人力资源，并融入了形成性评价技术。此外，本研究亦对未来数学教育开放教育资源的发展提出建议。

https://doi.org/10.1186/s40561-024-00311-y

《Google Gemini as a next generation AI educational tool: a review of emerging educational technology》

《Google Gemini 作为下一代人工智能教育工具: 新兴教育技术述评》

作者：Muhammad Imran · Norah Almusharraf

英文摘要：This emerging technology report discusses Google Gemini as a multimodal generative AI tool and presents its revolutionary potential for future educational technology. It introduces Gemini and its features, including versatility in processing data from text, image, audio, and video inputs and generating diverse content types. This study discusses recent empirical studies, technology in practice, and the relationship between Gemini technology and the educational landscape. This report further explores Gemini’s relevance for future educational endeavors and practical applications in emerging technologies. Also, it discusses the significant challenges and ethical considerations that must be addressed to ensure its responsible and effective integration into the educational landscape.

中文摘要：这份新兴的技术报告讨论了谷歌双子座作为一个多模态生成人工智能工具，并展示了其未来教育技术的革命性潜力。它介绍了 Gemini 及其特性，包括处理来自文本、图像、音频和视频输入的数据以及生成不同内容类型的多功能性。本研究探讨了近年来的实证研究、实践中的技术以及双子座技术与教育景观的关系。本报告进一步探讨双子座的相关性，未来的教育努力和新兴技术的实际应用。此外，它还讨论了必须解决的重大挑战和道德考虑，以确保其负责任和有效地融入教育领域。

https://doi.org/10.1186/s40561-024-00310-z

《Co-created augmented reality app and its impact on the effectiveness of learning a foreign language and on cultural knowledge》

《合作开发的扩增实境应用程序及其对外语学习效果和文化知识的影响》

作者：Raffaele Di Fuccio · Joanna Kic-Drgas · Joanna Woźniak

英文摘要：This paper addresses the limited exploration of the impact of virtual and augmented reality on the learning process, particularly within the context of foreign language learning among young learners. Motivated by this research gap, the EULALIA, conducted from 2019 to 2023 (2019-1-IT02-KA203-063228), sought to evaluate the efficacy of integrating technology in language education. Specifically, the study investigates the influence of virtual and augmented reality on foreign language learning, examining its effects on subjectively assessed cultural knowledge, and workflow during classes, as perceived by educators. Involving 239 learners, the study employed a pre/post survey methodology, wherein participants provided feedback before and after working with the EULALIA application or traditional learning methods. The quantitative analysis of survey data was complemented by semi-structured interviews with participating teachers, providing additional insights. The results indicate a statistically significant increase in cultural knowledge among the group utilizing augmented reality. The findings suggest a positive impact on students’ learning progression, and workflow during classes. This research contributes valuable insights into the potential of integrating virtual and augmented reality in language education, offering a foundation for future pedagogical advancements.

中文摘要：本文探讨了虚拟和扩增实境对学习过程的影响，特别是在年轻学习者的外语学习环境中的影响。受这一研究差距的激励，2019年至2023年(2019-1-IT02-KA203-063228)进行的 EULALIA 试图评估整合技术在语言教育中的有效性。具体来说，本研究调查了虚拟和扩增实境对外语学习的影响，考察了它们对主观评估的文化知识的影响，以及教育者所感知的课堂工作流程。研究采用了一种前/后社会统计调查，参与者在使用 EULALIA 应用程序或传统学习方法之前和之后提供反馈。对调查数据的定量分析得到了与参与调查的教师进行的半结构化访谈的补充，从而提供了更多的见解。研究结果表明，使用扩增实境的群体在文化知识方面有统计学意义上的显著增长。研究结果对学生的学习进度及课堂工作流程有正面的影响。这项研究对于整合虚拟和扩增实境在语言教育中的潜力提供了有价值的见解，为未来的教学改进提供了基础。

https://doi.org/10.1186/s40561-024-00304-x

《Quantitative analysis of the use of virtual reality environments among higher education professors》

《高校教师使用虚拟现实环境的定量分析》

作者：Álvaro Antón‐Sancho · Diego Vergara · Pablo Fernández‐Arias

英文摘要：Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

中文摘要：虚拟现实(VR)是一个计算机生成的环境，在不同的教育水平和知识领域有值得注意的教学应用。研究有关人员对讲座中使用虚拟现实的看法是一个富有成效的研究方向，因为它涉及到为改进教授使用虚拟现实的培训和能力而采取的措施。本文以1638名拉丁美洲大学教授为研究对象，采用定量、描述性和相关性研究方法，考察了 VR 在教学中的应用以及教授知识领域对这些评价的影响。为此，我们采用了经过验证的问卷调查方法，并对调查结果进行了统计分析。结果发现，虚拟现实的评分非常高，但教授们认为他们的数字技能对其使用是不够的。此外，教授的知识领域显著影响他们的评分，在那些教授对自己的数字技能有更好的自我概念的知识领域，他们的评分更高。此外，在给出的答案中也发现了性别差异，这些差异根据知识领域的不同而表现不同。最后，从研究结果中得出一些结论、启示和建议。

https://doi.org/10.1186/s40561-024-00299-5

《Exploring the efficacy of collaborative learning in a remote robotics laboratory: a comparative analysis of performance and pedagogical approaches》

《在远程机器人实验室探索合作学习的功效: 性能和教学方法的比较分析》

作者：Teng Li · Yuk Ming Tang · Raymond P. H. Wu · Chi Pong Tsui · Yung Po Tsang · Chak Yin Tang

英文摘要：In today's world, remote-controlled robots are widely used across various industries due to their ability to enhance working efficiency in various applications. Learning about robot operation and human–computer interaction has emerged as a popular topic in recent times. Indeed, learning robotics can be challenging for many students as it requires knowledge of programming, control systems, electronics, etc. Collaborative learning in a physical robotics setting is common in higher education and has received significant attention for its potential to enhance individual learning outcomes. However, the effectiveness of learning robotics in a remote setting is still a matter of debate. In this study, we establish a remote laboratory environment to teach undergraduate students in the engineering discipline. Students are required to utilize a robotic arm to grasp designated objects collaboratively among students through synchronous interactions online. To compare students’ performance under different pedagogical teaching approaches, students are divided into two groups. They each perform the task individually and collaboratively, albeit in a different order. Our study adopts a quantitative method to measure students' learning outcomes based on the assessment of performing the laboratory tasks and completion time. The results indicate a noteworthy improvement in the individual performance of the group of students who engage in collaborative work prior to the individual tasks. These findings have implications for other remote laboratory setups and highlight the effectiveness of collaborative learning in higher education.

中文摘要：在当今世界，遥控机器人由于其在各种应用中提高工作效率的能力而被广泛应用于各个行业。学习机器人操作和人机交互是近年来的一个热门话题。事实上，学习机器人学对许多学生来说是一个挑战，因为它需要编程、控制系统、电子学等方面的知识。物理机器人合作学习在高等教育中很常见，并且因其提高个人学习成果的潜力而受到广泛关注。然而，在远程环境中学习机器人技术的有效性仍然是一个有争议的问题。在这项研究中，我们建立了一个远程实验室环境来教授工程学科的本科生。要求学生通过在线同步交互，利用机器人手臂在学生之间协作抓取指定物体。为了比较不同教学方法下学生的表现，学生被分为两组。他们各自单独和协作地执行任务，尽管顺序不同。我们的研究采用量化的方法，根据对实验任务执行情况和完成时间的评估来衡量学生的学习成果。结果表明，在个人任务之前参与协作工作的学生在个人表现方面有显著的提高。这些发现对其他远程实验室的设置也有启示意义，并突出了合作学习在高等教育中的有效性。

https://doi.org/10.1186/s40561-024-00305-w

《Prerequisites-based course recommendation: recommending learning objects using concept prerequisites and metadata matching》

《基于先决条件的课程推荐: 使用概念先决条件和元数据匹配推荐学习对象》

作者：Abdessamad Chanaa · Nour-eddine El Faddouli

英文摘要：The recommendation is an active area of scientific research; it is also a challenging and fundamental problem in online education. However, classical recommender systems usually suffer from item cold-start issues. Besides, unlike other fields like e-commerce or entertainment, e-learning recommendations must ensure that learners have the adequate background knowledge to cognitively receive the recommended learning objects. For that reason, when designing an efficient e-learning recommendation method, these challenges should be considered. To address those issues, in this paper, we first propose extracting pairs concept prerequisites using Linked Open Data (LOD). Then, we evaluate the proposed list of prerequisite relationships using machine learning predictive models. Then, we present the recommendation approach based on matching concept’s prerequisites relation and courses metadata through a similarity score. The experimental result of prerequisite identification was evaluated using four well-known machine learning algorithms while achieving an accuracy of 90%. Moreover, using three known evaluation metrics, the final prerequisite-based recommendation demonstrates very good results (NDCG@10 = 86%). This solution will enhance recommendations on online learning platforms. Additionally, it will overcome the cold-start issue and accomplish the needed prerequisites and background knowledge for learners to attain their learning objectives.

中文摘要：推荐是科学研究的一个活跃领域，也是网络教育中一个具有挑战性和根本性的问题。然而，经典的推荐系统通常会遇到项目冷启动的问题。此外，与电子商务或娱乐等其他领域不同，电子学习推荐必须确保学习者具备足够的背景知识，从认知角度接受推荐的学习对象。因此，在设计一个有效的电子学习推荐方法时，应该考虑这些挑战。为了解决这些问题，本文首先提出了利用关联开放数据(LOD)提取成对概念先决条件。然后，利用机器学习预测模型对提出的前提关系列表进行评估。在此基础上，提出了基于概念前提关系和课程元数据相似度匹配的推荐方法。利用四种常用的机器学习算法对先决条件识别的实验结果进行了评价，准确率达到90% 。此外，使用三个已知的评估指标，最终基于先决条件的推荐显示了非常好的结果(NDCG@10 = 86%)。此解决方案将加强对在线学习平台的建议。此外，它将克服冷启动的问题，并完成所需的先决条件和背景知识的学习者，以实现他们的学习目标。

https://doi.org/10.1186/s40561-024-00301-0

《The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country》

《探究社区作为衡量学生参与混合大规模开放在线课程(MOOC)的工具: 一个发展我国家大学生的案例研究》

作者：John .K.E Edumadze · Desmond Wesley Govender

英文摘要：While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

中文摘要：虽然大规模开放式在线课程(MOOC)承诺民主化获得教育的机会，文献揭示了在这些环境中，特别是在资源受限的环境中参与的微妙理解。混合 MOOCs 结合了 MOOCs 和物理课堂设置的内容和指导。本研究扩展了这一讨论，侧重于混合式 MOOC，在发展我国家这方面仍然没有得到充分的探讨。加纳开普海岸大学(UCC)的混合 MOOC 将第三方 MOOC 作为开放教育资源(OERs)与校园课程相结合。自2016年以来，UCC 的学生一直在使用这种混合 MOOC，当时所有100级的学生都被要求注册一门名为“信息技术技能”(ITS101)的课程。ITS101作为一个开放教育资源，与名为 Alison 的 MOOC 平台上的课程保持一致。学生的参与是他们继续使用和满意在线学习的关键，如 MOOC。然而，在所有的电子学习模式中，学生的参与程度在 MOOC 中是最低的，导致了高辍学率。混合式网络公开课是推荐的一种技术，以扭转网络公开课的不受欢迎，包括参与。然而，很少有研究探讨学生参与混合式网上公开课的情况，尤其是撒哈拉以南非洲以网上公开课作为开放教育资源的大学生。因此，本文旨在使用修订后的发展我国家大学生调查社区来衡量学生对混合 MOOC 的参与程度。其基本原理是确定因素是积极还是消极地影响参与。采用两阶段整群抽样技术确定本研究的参与者。UCC 提供的混合 MOOC 课程列表是从员工的邮件列表中获得的。在第一阶段，学术水平(100,200,300和800)随机选择地层使用抽样技术。在第二阶段，另一个简单的混合 MOOC 课程或班级的随机选择被用于每个选定的学术水平。所有选定班级的学生都被纳入研究。采用偏最小二乘结构方程模型验证了该模型对认知、学习、社交和教学四种存在与参与之间的预测关系。从结构模型分析的结果证明了统计显着的预测关系的构造内的模型。学习存在感对学生参与度的影响最大。因此，它应该作为研究共同体的存在之一。

https://doi.org/10.1186/s40561-024-00306-9

《An alternative approach to ontology-based curriculum development in higher education》

《基于本体的高等教育课程开发的另一种途径》

作者：Pattamaporn Piriyapongpipat · Sally E Goldin · Nadh Ditcharoen

英文摘要：Global trends in higher education emphasize the development of curricula that offer greater responsiveness to learners. Creating flexible and responsive curricula will require additional support systems for curriculum management. The first step toward sustainably developing this kind of system is to represent essential curricular information in a way that allows sharing common components across various work processes within the educational environment. The current research implements a new approach for representing curriculum components, by systematically analyzing external source data to extract the basic knowledge, skills and dependencies which then become objects into an ontology. The resulting ontology should act as a computationally-accessible model of the curriculum with sufficient information and usable quality. This paper describes a trial implementation of our approach using actual curriculum documents. Results from performance metrics and expert evaluation validate the proposed strategy and suggest that the approach is feasible for real-world practice.

中文摘要：高等教育的全球趋势强调开发能更好地回应学生需求的课程。创建灵活和反应迅速的课程需要为课程管理提供额外的支助系统。可持续发展这种系统的第一步是以一种允许在教育环境中的不同工作过程中共享共同组成部分的方式表示基本的课程信息。本文提出了一种新的课程组件表示方法，通过对外部数据源的系统分析，提取课程组件的基本知识、技能和依赖关系，并将这些知识、技能和依赖关系转化为课程组件的本体。由此产生的本体论应该作为一个计算可访问的课程模型，具有足够的信息和可用的质量。本文描述了我们使用实际课程文档的方法的试验实现。性能指标和专家评估的结果验证了提出的策略，并表明该方法在实际应用中是可行的。

https://doi.org/10.1186/s40561-024-00307-8

《Gameful strategies in the education of autistic children: a systematic literature review, scientometric analysis, and future research roadmap》

《孤独症儿童教育中的游戏策略: 系统的文献综述、科学计量分析和未来的研究路线图》

作者：Noemi Honorato · Aiganym Soltiyeva · Wilk Oliveira · Saul Delabrida · Juho Hamari · Madina Alimanova

英文摘要：The education of autistic children presents significant challenges, compelling various educational stakeholders to seek solutions that can enhance teaching and learning experiences for these individuals. Among the most promising strategies are gameful approaches, including gamification, card games, and simulators. Despite recent efforts, understanding the development and application (i.e., the state of the art) of these approaches in the education of autistic children remains a complex task. To address this issue, we conducted a thorough systematic literature review and scientometric analysis to explore the design and implementation of gameful approaches for the education of children with autism. Our findings highlight the predominant use of 2D games designed for personal computers, focusing on natural, home, and urban settings. Additionally, we observed that the studies were primarily qualitative. Based on these results, we proposed a research agenda. We offer a comprehensive overview and a research agenda for the design, use, and assessment of gameful approaches in the education of children with autism.

中文摘要：自闭症儿童的教育带来了重大挑战，迫使各种教育利益攸关方寻求解决方案，以改善这些个人的教学和学习经验。其中最有前途的策略是游戏化方法，包括游戏化、纸牌游戏和模拟器。尽管最近做出了努力，但是理解这些方法在自闭症儿童教育中的发展和应用(即最新技术)仍然是一项复杂的任务。为了解决这一问题，我们进行了系统的文献回顾和科学计量学分析，以探讨设计和实施游戏方法的儿童孤独症教育。我们的发现强调了为个人电脑设计的2D 游戏的主要用途，侧重于自然、家庭和城市环境。此外，我们观察到这些研究主要是定性的。基于这些结果，我们提出了一个研究议程。我们提供了一个全面的概述和研究议程的设计，使用和评估的游戏方法在儿童孤独症的教育。

https://doi.org/10.1186/s40561-024-00309-6

《The role of telecollaboration in English language teacher education: a systematic review》

《远程合作在英语教师教育中的作用: 一个系统综述》

作者：Gamze Emir · Gonca Yangın-Ekşi

英文摘要：This study systematically reviews telecollaboration studies conducted between 2013 and 2023 in English language teacher education. This review scrutinized telecollaboration studies conducted in English language teacher education regarding their research focal points, study contexts, and the technological tools employed. The study also aimed to unveil emerging and recurring issues in telecollaboration studies. The findings of the systematic review highlighted the dual emphasis of telecollaboration studies on pedagogical and telecollaborative aspects. As for the pedagogical considerations, this review illustrated that telecollaboration was employed to enhance intercultural competence, techno-pedagogical skills, and instructional design in English language teacher education. Studies focusing on telecollaborative aspects explored telecollaborative competence, task design and implementation, and the challenges associated with telecollaboration in English language teacher education. This systematic review also revealed that partnerships for telecollaborative studies were established in America, Asia, and Europe. This review also explored that telecollaboration studies utilized various synchronous tools for immediate and dynamic interaction and a variety of asynchronous tools to initiate connections, establish rapport, and foster team exchange. In light of the findings, this review explored the role of telecollaboration as a virtual space for developing pedagogical skills, including intercultural competence, techno-pedagogical competence, and instructional design. The transformative role of telecollaboration also emerged from the findings in bridging the gap between pedagogical theory and practical application by increasing awareness and facilitating the application of knowledge to actual or future teaching practice. In addition, the supplementary role of telecollaboration was explored in cultivating telecollaborative competence through adopting various functions such as co-designer, assessor, facilitator, and mediator and engaging in task design and implementation.

中文摘要：本研究系统回顾了2013年至2023年在英语教师教育领域开展的远程协作研究。本文对英语教师教育中的远程协作研究的研究重点、研究背景和所使用的技术工具进行了综述。该研究还旨在揭示电信合作研究中新出现和反复出现的问题。系统综述的研究结果突显电讯合作研究在教学及电讯合作方面的双重重点。至于教学方面的考虑，这项检讨显示，英文教师教育采用电讯合作的方式，以提升教师的跨文化竞争力、技术教学技巧和教学设计。以远程协作为研究重点，探讨了远程协作能力、任务设计与实施以及远程协作在英语教师教育中的挑战。这份系统综述还显示，在美国、亚洲和欧洲已经建立了远程合作研究的伙伴关系。本综述还探讨了远程协作研究利用各种同步工具进行即时和动态的互动，以及各种异步工具来启动连接，建立关系，并促进团队交流。根据研究结果，本研究探讨了远程协作作为发展教学技能(包括跨文化竞争力、技术教学能力和教学设计)的虚拟空间所扮演的角色。通过提高认识和促进将知识应用于实际或未来的教学实践，在弥合教学理论与实际应用之间的差距方面的研究结果也显示了远程协作的变革性作用。此外，通过采用共同设计者、评估者、促进者、调解者等多种职能，并参与任务设计和实施，探讨了远程协作在培养远程协作能力中的辅助作用。

https://doi.org/10.1186/s40561-024-00290-0

《Revealing the true potential and prospects of augmented reality in education》

《揭示扩增实境在教育方面的真正潜力和前景》

作者：Yiannis Koumpouros

英文摘要：Augmented Reality (AR) technology is one of the latest developments and is receiving ever-increasing attention. Many researches are conducted on an international scale in order to study the effectiveness of its use in education. The purpose of this work was to record the characteristics of AR applications, in order to determine the extent to which they can be used effectively for educational purposes and reveal valuable insights. A Systematic Bibliographic Review was carried out on 73 articles. The structure of the paper followed the PRISMA review protocol. Eight questions were formulated and examined in order to gather information about the characteristics of the applications. From 2016 to 2020 the publications studying AR applications were doubled. The majority of them targeted university students, while a very limited number included special education. Physics class and foreign language learning were the ones most often chosen as the field to develop an app. Most of the applications (68.49%) were designed using marker detection technology for the Android operating system (45.21%) and were created with Unity (47.95%) and Vuforia (42.47%) tools. The majority of researches evaluated the effectiveness of the application in a subjective way, using custom-made not valid and reliable tools making the results not comparable. The limited number of participants and the short duration of pilot testing inhibit the generalization of their results. Technical problems and limitations of the equipment used are mentioned as the most frequent obstacles. Not all key-actors were involved in the design and development process of the applications. This suggests that further research is needed to fully understand the potential of AR applications in education and to develop effective evaluation methods. Key aspects for future research studies are proposed.

中文摘要：扩增实境(AR)技术是最新的发展之一，受到越来越多的关注。为了研究它在教育中的应用效果，国际上进行了大量的研究。这项工作的目的是记录 AR 应用的特点，以便确定在何种程度上它们可以有效地用于教育目的，并揭示有价值的见解。对73篇文献进行了系统书目评价。论文的结构遵循 PRISMA 审查协议。为了收集关于申请特点的信息，拟订并审查了八个问题。从2016年到2020年，研究 AR 应用的出版物增加了一倍。其中大部分针对大学生，而只有极少数包括特殊教育。物理课和外语学习是开发应用程序最常选择的领域。大多数应用程序(68.49%)是使用 Android 操作系统的标记检测技术设计的(45.21%) ，使用 Unity (47.95%)和 Vuforia (42.47%)工具创建的。大多数研究以主观的方式评价应用的有效性，使用定制的无效和可靠的工具，使结果不可比较。参与者人数有限，试点测试持续时间短，妨碍了其结果的普遍性。技术问题和所使用设备的局限性被认为是最常见的障碍。并非所有关键角色都参与了应用程序的设计和开发过程。这表明需要进一步的研究，以充分了解 AR 应用于教育的潜力，并制定有效的评估方法。提出了今后研究的关键问题。

https://doi.org/10.1186/s40561-023-00288-0

《Designing and evaluating an augmented reality system for an engineering drawing course》

《设计和评估工程制图课程的扩增实境系统》

作者：Ajay Shankar Tiwari · Kaushal Kumar Bhagat · Γεώργιος Λαμπρόπουλος

英文摘要：Currently, augmented reality (AR) is one of the emerging technologies which is being widely used in the education sector. In engineering drawing, AR has been implemented to enhance learners’ spatial ability but not their conceptual knowledge yet. Therefore, this study aims to evaluate the effect of AR on engineering drawing students’ learning performance. In this study, we developed an AR-based application EDINAR to learn engineering drawing concepts for undergraduate engineering students. The study included 392 first-year students from an engineering institution. The control group (N = 196) studied engineering drawing using traditional methods, whereas the experimental group (N = 196) used an AR-based engineering drawing application (EDINAR) to learn engineering drawing. One-way ANOVA was used to analyse the performances of both groups. The findings revealed that students studying engineering drawing with the help of EDINAR outperformed those using traditional approaches. In addition, we received positive feedback about the AR application from the experimental group about their learning experience. Based on these results, it is recommended to incorporate AR in engineering education to improve the learning performance and students’ learning experience.

中文摘要：目前，扩增实境是教育界广泛应用的新兴科技之一。在工程制图中，AR 已经被用来提高学习者的空间能力，但还没有用来提高学习者的概念知识。因此，本研究旨在评估 AR 对工程制图学生学习成绩的影响。在这项研究中，我们开发了一个基于 AR 的应用程序 EDINAR 来学习工程制图的概念为本科工程学生。研究对象包括一所工程学院的392名一年级学生。对照组(N = 196)采用传统方法学习工程制图，实验组(N = 196)采用基于 AR 的工程制图应用程序(EDINAR)学习工程制图。采用单因素方差分析法分析两组运动成绩。研究结果显示，使用 EDINAR 学习工程制图的学生比使用传统方法的学生表现更好。此外，我们从实验组的学习经验中得到了关于 AR 应用的积极反馈。在此基础上，建议在工程教育中引入 AR，以提高学生的学习成绩和学习体验。

https://doi.org/10.1186/s40561-023-00289-z

《An interactive augmented reality framework to enhance the user experience and operational skills in electronics laboratories》

《互动扩增实境架构提升电子实验室的使用体验及操作技巧》

作者：Gurjinder Singh · Faizan Ahmad

英文摘要：Augmented reality (AR) stands as a widely embraced technology that significantly enhances learning experiences for students. AR offers an instructional approach supported by technological design, thereby fostering enriched learning interactions. This research proposes an interactive AR framework, intended to create an augmented reality learning environment (ARLE) for the specific needs of electronics engineering laboratory hardware operations. The ARLE functions as an active learning system designed using a user-centered methodology. It offers interactive 3D models of laboratory equipment, providing learners with preliminary training in equipment operation. The real-time connection between the laboratory apparatus and the AR environment is established using the Arduino board. This interface empowers users to control the AR simulation through the laboratory equipment seamlessly. An experimental study involving 80 engineering students was conducted to evaluate the impact of AR intervention on user experience, usability, and operational skills. The participants were divided into two groups: the experimental group (N = 40) and the control group (N = 40). The experimental group underwent electronics equipment training using ARLE, while the control group followed instructions from a standard instrument handbook. To assess the usability and user experience of ARLE, the system usability scale (SUS) and the user experience questionnaire (UEQ) were employed (N = 40). The findings revealed an SUS score of 80.9 for ARLE, categorizing it as “good” according to SUS ratings. Additionally, the UEQ results demonstrated significantly favorable scores across the six scales when compared to the benchmark dataset. The study's outcomes demonstrate that AR intervention offers learners significant pedagogical value, resulting in a substantial positive impact on operational skills in electronics laboratories.

中文摘要：扩增实境是一项广泛应用的科技，可大大提升学生的学习体验。AR 提供了一种由技术设计支持的教学方法，从而培养了丰富的学习互动。这项研究提出了一个交互式 AR 框架，旨在创建一个扩增实境学习环境(ARLE) ，以满足电子工程实验室硬件操作的特殊需要。ARLE 作为一个主动学习系统，采用以用户为中心的方法设计。它提供实验室设备的交互式三维模型，为学习者提供设备操作的初步培训。实验室设备和 AR 环境之间的实时连接是使用 Arduino 板建立的。该接口使用户能够通过实验室设备无缝地控制 AR 模拟。通过对80名工科学生的实验研究，评价 AR 干预对用户体验、可用性和操作技能的影响。参与者被分为两组: 实验组(N = 40)和对照组(N = 40)。实验组使用 ARLE 进行电子设备训练，对照组遵循标准仪器手册的指导。采用系统可用性量表(SUS)和用户体验问卷(UEQ)对 ARLE 的可用性和用户体验进行评估(N = 40)。调查结果显示，ARLE 的 SUS 评分为80.9分，根据 SUS 评分将其归类为“良好”。此外，与基准数据集相比，UEQ 结果显示六个量表的得分显著有利。研究结果表明，AR 干预为学习者提供了重要的教学价值，对电子实验室的操作技能产生了积极的影响。

https://doi.org/10.1186/s40561-023-00287-1

《Zero-knowledge proofs in education: a pathway to disability inclusion and equitable learning opportunities》

《教育中的零知识证明: 包容残疾和公平学习机会的途径》

作者：Xiao Xiong Xu

英文摘要：In the evolving landscape of global education, the significance of inclusivity and equity has never been more important. Emphasizing the United Nation Sustainable Development Goal 4, this paper explores the innovative application of blockchain-powered Zero-Knowledge Proofs (ZKPs) technology in education, with a particular focus on disability inclusion. This study introduces a novel disability management system powered by Zero-Knowledge Succinct Non-Interactive Argument of Knowledge (zk-SNARK). This advanced system enables educational institutions to verify the status of students with disabilities without compromising their personal information, thereby preserving their privacy and reinforcing their identity. This paper evaluates the potential operational efficiency of this prototype system against the existing costs incurred by higher education institutions in disability schemes. It also examines the system’s potential to enhance self-disclosure among students with disability, which is pivotal for their academic success. By advocating for privacy and inclusivity, this study highlights the transformative potential of ZKP in creating an educational environment where students with disabilities can comfortably disclose their needs. This approach not only protects their confidentiality but also empowers them academically, aligning with the global commitment to accessible and inclusive education.

中文摘要：在不断变化的全球教育格局中，包容性和公平的重要性从未像现在这样重要。在强调联合国可持续发展目标4的同时，本文探讨了区块链驱动的零知识证明(ZKPs)技术在教育中的创新应用，特别侧重于残疾包容。本研究介绍了一个新颖的残疾管理系统的零知识简洁的非交互式知识论证(zk-SNARK)。这一先进的系统使教育机构能够在不损害残疾学生个人信息的情况下核实他们的状况，从而保护他们的隐私并加强他们的身份。本文根据高等教育机构在残疾人计划中承担的现有费用，评估了这一原型系统的潜在运作效率。它还考察了该系统对于提高残疾学生的自我表露能力的潜力，这对于他们的学业成功至关重要。通过倡导隐私和包容性，本研究强调了 ZKP 在创造一个残疾学生可以舒适地披露其需求的教育环境方面的变革潜力。这种做法不仅保护了他们的机密性，而且还增强了他们的学术能力，与全球对无障碍和包容性教育的承诺保持一致。

https://doi.org/10.1186/s40561-024-00294-w

《Navigating the digital world: development of an evidence-based digital literacy program and assessment tool for youth》

《浏览数码世界: 为青少年开发以证据为基础的数位素养计划和评估工具》

作者：M. Claire Buchan · Jasmin Bhawra · Tarun Reddy Katapally

英文摘要：The rapid expansion of digital connectivity has provided youth with wide-ranging access to digital platforms for communication, entertainment, and education. In light of this profound shift, there have been growing concerns about online safety, data privacy, and cybersecurity. A critical factor influencing the ability of youth to responsibly navigate digital platforms is digital literacy. While digital literacy programs have been implemented in various regions worldwide, significant disparities remain not only in overall digital literacy levels, but also the assessment of digital literacy initiatives. To address these challenges, an environmental scan and literature review were conducted to identify existing digital literacy programs in Canada developed specifically for youth, as well as digital literacy assessment tools, respectively. The search encompassed peer-reviewed articles, organizational curricula, and assessment measures indexed in various databases and organization websites. The environmental scan identified 15 programs targeting key components of digital literacy such as data safety, cyberbullying, and digital media. The literature review identified 12 digital literacy assessment tools. Based on the findings, data were synthesized from shortlisted programs and assessment tools to inform the development of both a new digital literacy program and assessment tool to complement the youth-focused program. The new program focuses on four key components: (1) digital fluency, (2) digital privacy and safety, (3) ethics and empathy, and (4) consumer awareness. A 15-item assessment tool was also developed consisting of 4–5 questions specific to each program component. Given the growing importance of digital competencies, a youth-focused program and assessment tool are crucial for understanding and addressing digital literacy among this vulnerable cohort. This program's adaptability allows for customization across sociodemographic target groups, including culturally diverse and geographically remote communities—an aspect that has the potential to enhance digital literacy across settings. Implementing digital literacy programs can better prepare youth for an increasingly digital world, while minimizing potential risks associated with technology use.

中文摘要：数字连接的迅速扩展为青年人提供了广泛的通信、娱乐和教育数字平台。鉴于这种深刻的转变，人们对网络安全、数据隐私和网络安全的担忧日益加剧。影响年轻人负责任地浏览数字平台的能力的一个关键因素是数位素养。虽然数位素养计划已在世界各地实施，但不仅在整体数位素养水平上，而且在对数位素养倡议的评估方面仍存在显著差异。为了应对这些挑战，我们进行了环境扫描和文献回顾，以确定加拿大现有的专门为青少年开发的数位素养项目，以及数位素养评估工具。搜索内容包括同行评议的文章、组织课程以及索引在各种数据库和组织网站上的评估措施。环境扫描确定了15个针对数位素养关键组成部分的项目，如数据安全、网络欺凌和数字媒体。文献综述确定了12种数位素养评估工具。根据研究结果，从入围项目和评估工具中综合了数据，为制定新的数位素养项目和评估工具提供信息，以补充以青少年为重点的项目。这个新项目的重点是四个关键组成部分: (1)数字流畅性，(2)数字隐私和安全，(3)道德和同理心，以及(4)消费者意识。一个15个项目的评估工具也被开发包括4-5个问题具体到每个方案组成部分。鉴于数码能力的重要性与日俱增，以青少年为中心的计划和评估工具对于了解和处理这一弱势群体的数位素养至关重要。这个项目的适应性使得可以根据社会人口学目标群体进行定制，包括文化多样性和地理位置偏远的社区ーー这一方面有可能提高不同环境下的数位素养。实施数位素养项目可以让年轻人更好地为日益数字化的世界做好准备，同时最大限度地减少与技术使用相关的潜在风险。

https://doi.org/10.1186/s40561-024-00293-x

《Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study》

《ChatGPT 对 ESL 学生学术写作技能影响的混合方法干预研究》

作者：Santosh Mahapatra

英文摘要：This paper presents a study on the impact of ChatGPT as a formative feedback tool on the writing skills of undergraduate ESL students. Since artificial intelligence-driven automated writing evaluation tools positively impact students’ writing, ChatGPT, a generative artificial intelligence-propelled tool, can be expected to have a more substantial positive impact. However, very little empirical evidence regarding the impact of ChatGPT on writing is available. The current mixed methods intervention study tried to address this gap. Data were collected from tertiary level ESL students through three tests and as many focus group discussions. The findings indicate a significant positive impact of ChatGPT on students' academic writing skills, and students’ perceptions of the impact were also overwhelmingly positive. The study strengthens and advances theories of feedback as a dialogic tool and ChatGPT as a reliable writing tool, and has practical implications. With proper student training, ChatGPT can be a good feedback tool in large-size writing classes. Future researchers can investigate the impact of ChatGPT on various specific genres and micro aspects of writing.

中文摘要：本文研究了 ChatGPT 作为形成性反馈工具对大学生英语写作技能的影响。由于人工智能驱动的自动化写作评价工具对学生的写作产生了积极的影响，ChatGPT 作为一种人工智能驱动的生成性工具，有望产生更为实质性的积极影响。然而，关于 chatgPT 对写作的影响的经验证明很少。目前的混合方法干预研究试图解决这一差距。数据是通过三个测试和许多焦点小组讨论从大学英语水平的学生收集的。研究结果显示，ChatGPT 对学生的学术写作技巧有显著的正面影响，而学生对这种影响的认知也绝大多数是正面的。本研究加强和发展了反馈作为一种对话工具和 ChatGPT 作为一种可靠的写作工具的理论，并具有实践意义。通过适当的学生培训，ChatGPT 可以成为大型写作班的一个很好的反馈工具。未来的研究人员可以研究 ChatGPT 对各种特定体裁和写作微观方面的影响。

https://doi.org/10.1186/s40561-024-00295-9

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