المؤلفون: Yadviga Radzitskaya (ORCID 0009-0008-2585-9109), Artem Islamov

المصدر: Journal of Computer Assisted Learning. 2024 40(3):1154-1165.

Peer Reviewed: Y

Page Count: 12

Descriptors: Microcredentials, Teaching Methods, Information Technology, Learning Processes, Social Media, Educational Technology, Self Management, Video Technology, Audiovisual Aids, Communication Strategies, Information Dissemination, Skill Development, Professionalism, Competence

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

Abstractor: As Provided

المؤلفون: Carolien A. N. Knoop-van Campen (ORCID 0000-0002-3666-8577), Joep van der Graaf, Anne Horvers, Rianne Kooi, Rick Dijkstra, Inge Molenaar

المصدر: Journal of Computer Assisted Learning. 2024 40(3):1137-1153.

Peer Reviewed: Y

Page Count: 17

Descriptors: Elementary School Students, Grade 5, Educational Technology, Technology Uses in Education, Learning Motivation, Learning Processes, Mathematics Education, Learner Controlled Instruction, Problem Solving, Difficulty Level

مستخلص: Background: Even though monitoring and control enactment are key aspects of self-regulated learning (SRL), Adaptive learning technologies (ALTs) may reduce the need for learners to monitor and control their learning. Personalized dashboards are effective in supporting learners' monitoring and can potentially support control behaviour. Allowing learners to enact control over their learning process, seems to hold potential for increasing their motivation. Objectives: Therefore, this study's aim was to investigate the relation between control enactment and motivation. We examined how learners enacted control while learning with an ALT with personalized dashboards and examined the relation between learners' enactment of control and their motivation. Methods: Seventy-eight primary school learners (Grade 5) participated. During the lesson, learners worked on mathematics in the ALT and concurrently were shown personalized visualizations that supported monitoring and enacting control over their learning process. Learners could enact control to change problems' difficulty to easy, medium, or hard. Motivation was measured before and after learning. Results: The SEM analyses showed that how learners enacted control was related to their motivation. Choosing difficult problems was related to more enjoyment and competence while choosing easy problems related to more pressure and tension. Learners who complied with the suggested difficulty level experienced less choice, but also less pressure/tension and more enjoyment and competence. Conclusions: These results provide avenues to account for broader learner characteristics like SRL and motivation to optimize learning. This way, hybrid systems in which control enactment is a shared responsibility of the system and learner, can be improved to support SRL development.

Abstractor: As Provided

المؤلفون: Daniela Decker (ORCID 0000-0002-0811-8906), Martin Merkt (ORCID 0000-0001-8817-8433)

المصدر: Journal of Computer Assisted Learning. 2024 40(3):1201-1217.

Peer Reviewed: Y

Page Count: 17

Descriptors: Cues, Educational Technology, Computer Simulation, Light, Motion, Search Strategies, Workshops, Attention, Learning Processes, Narration, Time on Task

مستخلص: Background: Virtual reality (VR) offers much potential for learning, but it challenges learners' orientation. Objectives: This paper investigates whether it is possible to use light or movement cues to facilitate orientation in a search task in a desktop-VR environment so that participants can better attend to the learning content presented simultaneously. Methods: In two pre-registered online experiments, we investigated the effects of cueing (light and movement) on search time, learning, and several evaluation variables. Participants were asked to find tools in a virtual workshop, while information about the respective tool was narrated. Experiment 1 (N = 60) used a within-subject design, that is, the objects were alternately highlighted by light, movement or not. For Experiment 2 (N = 159) the narration was substantially shortened, and a between-subject design was used. Cognitive load and presence were measured additionally. Results and conclusions: In Experiment 1, only the movement cue decreased search time, indicating automatic guidance of learners' attention. There was no effect of cueing on learning, which may be due to the average search time being substantially shorter than the narration, leaving sufficient time to attend to the narration exclusively. In Experiment 2 search times were significantly faster for both cueing methods, but only the light cue resulted in better learning outcomes, which could be explained by the slightly lower presence in the movement cue condition. Implications: Results imply that it is important to develop cues that automatically guide attention without reducing presence.

Abstractor: As Provided

المؤلفون: Yuhui Jing, Chengliang Wang (ORCID 0000-0003-2208-3508), Zhaoyi Chen, Shusheng Shen, Rustam Shadiev (ORCID 0000-0001-5571-1158)

المصدر: Journal of Computer Assisted Learning. 2024 40(3):1185-1200.

Peer Reviewed: Y

Page Count: 16

Descriptors: Educational Technology, Technology Uses in Education, Educational Environment, Educational Research, Educational Trends, Electronic Learning, Interaction, Foreign Countries

مصطلحات جغرافية: China, United States, United Kingdom, Netherlands

مستخلص: Background Study: Technology-supported learning environments, act as significant observational and enabling indicators for evaluating and encouraging the digital revolution of education, are of vital importance in current educational research. Keeping track of the dynamics of technology-supported learning environment research allows for the enrichment of theoretical studies and a prompt innovation of talent-training environments. Objectives: The present study carried out a bibliometric analysis of the core collection of WoS database over the last two decades. Method: This study is a bibliometric research. We applied CiteSpace and VOSviewer for co-occurrence and evolution analysis. In addition, we extracted the fundamental ideas and thoughts through reading and analysis. Results: First, the study found that technology-supported learning environment research is in a growth phase, with core journals such as Interactive Learning Environments or Computers & Education. The findings show that a core research team comprised of such scholars as Hwang Gwo-Jen, Lester James C. and Wong Lung-Hsiang. Key nations of publishing and research strength are from China, the United States, the United Kingdom and the Netherlands. Second, the hot topics in research on technology-supported learning environments were virtual learning environments, technology-enabled learning environments and interactive learning environments. Nine study specifics were derived from these three topics such as moulding function, generating scenario, stimulating sensation, effect verification, design idea, research reflection, inquiry and research, virtual community, and mixed environment. Lastly, the frontier evolution offers a pattern of development from enhancing performance to changing mode to incorporating experience. Conclusion: Looking ahead, our research recommendations for the field of technology-supported learning environments include a multifaceted approach. We should aim to enhance research designs and methodologies, develop contemporary guiding theories and strive for a balanced representation across various educational domains, expanding our scope to encompass all academic disciplines. In terms of practical application, it is imperative to focus on the design and implementation of technology-supported learning environments from three critical perspectives: "change-demand," "student-learning" and "online-offline." These approaches will collectively ensure that technology-supported learning environments are both innovative and responsive to the diverse needs of the educational landscape.

Abstractor: As Provided

المؤلفون: Xiaojing Liu, Chunmiao Zhou (ORCID 0000-0001-7290-3311)

المصدر: Journal of Computer Assisted Learning. 2024 40(2):573-587.

Peer Reviewed: Y

Page Count: 15

Descriptors: Teacher Role, Educational Technology, Technology Uses in Education, Distance Education, Electronic Learning, Help Seeking, Mental Health, Safety, Well Being, Instructional Effectiveness, Online Courses, Learning Motivation, Video Technology, Lecture Method, Student Evaluation, Multimedia Materials, Interaction, COVID-19, Pandemics, Cultural Differences, Foreign Countries, Non Western Civilization, Western Civilization, Comparative Education

مصطلحات جغرافية: China

مستخلص: Background: The global introduction of complex measures directed at the containment of the COVID-19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e-learning is relevant. Objectives: The main purpose of this article was to assess the efficiency of online-based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching. Methods: The research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e-learning platform used, the focus was set on Microsoft Teams. Results and Conclusions: In general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well-being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction.

Abstractor: As Provided

المؤلفون: Gerald K. LeTendre (ORCID 0000-0003-3737-4324), Raisa Gray

المصدر: Journal of Computer Assisted Learning. 2024 40(1):192-204.

Peer Reviewed: Y

Page Count: 13

Descriptors: Robotics, Student Projects, Early Adolescents, Active Learning, Elementary School Students, Middle School Students, Interaction, Educational Technology, Program Effectiveness

مستخلص: Background: Although human-robotic interaction is a rapidly burgeoning area of study within education, and social robots are being widely tested for use in schools, few studies have focused on early adolescent interactions with robots under actual classroom conditions. Objectives: We introduced an autonomous, social robot ('Pepper') into a project-based learning environment at a public elementary/middle school in order to see how long-term exposure to a robot in a project-based classroom affected student conceptions of robots. Methods: We conducted unstructured classroom observations, focus-group interviews with students, and took videos of students interacting with the robot at key points in the project. We engaged in joint coding and memo writing to summarize key themes. Results: Our results showed the limitations of these social robots as interactive educational technology, but also revealed the complexity of young adolescent beliefs about robots as social actors. Although current technology limits the ability of robots to be widely deployed in public-school classrooms, skillfully designed interventions using social robots have the potential to motivate and engage students. Takeaways: Exposure to the robot stimulated students to discuss robots as social actors, raised issues about gender identification of artificial agents in the classroom, and stimulated discussion on what constitutes a social being. The initial novelty of the humanoid robot enhanced engagement with the longer-term project and also challenged teachers to be more reflective and flexible in planning the project.

Abstractor: As Provided

المؤلفون: Ling Li (ORCID 0000-0001-5654-075X), Chang-Qin Huang (ORCID 0000-0003-1371-2608)

المصدر: Journal of Computer Assisted Learning. 2024 40(2):557-572.

Peer Reviewed: Y

Page Count: 16

Descriptors: Flipped Classroom, Peer Teaching, Undergraduate Students, Blended Learning, English (Second Language), Second Language Instruction, Student Motivation, Student Participation, Student Attitudes, Academic Achievement, Barriers, Educational Technology

مستخلص: Background Study: As flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach-supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources. Objectives: The study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance. Methods: A quasi-experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non-flipped mode. Results and Conclusions: The independent t-test results showed that the experimental MTFL group outperformed the control group in post-test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post-test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open-ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety.

Abstractor: As Provided

المؤلفون: Sule Biyik Bayram (ORCID 0000-0002-9842-1588), Gamze Özener, Nilay Çakici, Handan Eren, Sinan Aydogan, Deniz Öztürk, Emel Gülnar (ORCID 0000-0002-4766-8927), Nurcan Çaliskan

المصدر: Journal of Computer Assisted Learning. 2024 40(2):600-609.

Peer Reviewed: Y

Page Count: 10

Descriptors: Foreign Countries, Nursing Students, Human Body, Electronic Learning, Handheld Devices, Nursing Education, Technology Uses in Education, Educational Technology, Video Technology, Outcomes of Education

مصطلحات جغرافية: Turkey

مستخلص: Background: There are deficiencies in ensuring the permanence of some theoretical information taught in nursing education and transferring it to practice environment. Mobile-assisted teaching can be useful to eliminate deficiencies. The aim of this study was to determine the effect of mobile-assisted teaching on nursing students' learning ventrogluteal injection. Methodology: The study was conducted in Turkey between February and June 2022. This study is a single group pre-posttest intervention. The study sample consisted of 354 students studying in the 2nd, 3rd and 4th grades in Turkey. After the students completed the Introductory Characteristics Form and Ventrogluteal Region Information Suggestion Form in the pre-test, the researchers sent a ventrogluteal injection animation video to their mobile phones. The students who watched the video completed the Ventrogluteal Region Information Suggestion Form and Mobile Education Activity Form in the final test. Results and Conclusion: There was a statistically significant difference between the pre-posttest score medians of the students (p < 0.001). While the preference of the students for the ventrogluteal region in intramuscular injection was 28.5% before mobile learning, it increased to 51.1% after the training. In this study, after the training given through mobile learning, the knowledge level of the students about ventrogluteal injection and their preferences for ventrogluteal injection increased. In line with these results, mobile-assisted education should be used in nursing education.

Abstractor: As Provided

المؤلفون: Shilpi Harnal (ORCID 0000-0002-7692-2349), Gaurav Sharma, Anupriya, Anand Muni Mishra, Deepak Bagga, Nikhil Saini, Pankaj Kumar Goley, Kumar Anupam (ORCID 0000-0002-0692-6950)

المصدر: Journal of Computer Assisted Learning. 2024 40(2):824-847.

Peer Reviewed: Y

Page Count: 24

Descriptors: Bibliometrics, Computer Simulation, Artificial Intelligence, Educational Technology, Learning Modalities, Educational Development, Trend Analysis, Educational Trends, Content Analysis, Learning Processes, Educational Innovation

مستخلص: Background: An innovative and interactive real-world environment can be presented with augmented reality (AR) that comprises digital visual elements, audio, or other sensory information delivered via technology to enhance one's experience. AR has numerous potential applications in various everyday fields. The education sector is one such arena where AR has been implemented prominently globally. AR in education can impact active students' learning to memorize effectively and can persuade them to engage in a meaningful process of learning. Objectives: This article presents a bibliometric analysis of some recent applications of AR, emphasizing the potential effects, challenges, and trends of AR in the education sector for the past 15 years. Methods: A total of 3909 documents published during 2006-2020 were retrieved from the Scopus database for analysis. The bibliometric analysis included document types, subject categorization, document growth, as well as top contributing sources, countries, authors, and funding sponsors. It also analyses keywords, abstracts, titles, and characteristics of the most cited documents. Additionally, it provides a brief account of the challenges for AR adaptation in education. Results and conclusions: The findings uncover an increased use of AR to promote enhanced learning in the education field. This work will provide the survey, limitations, and drawbacks, as well as open usability and technical issues that may represent new challenges for future research in this field.

Abstractor: As Provided

المؤلفون: Zhe Wang (ORCID 0000-0001-6476-9538), Sara Abercrombie (ORCID 0000-0003-2220-3661), Rachel Wong (ORCID 0000-0003-3387-4006), Yuxin Ren, Shiting Dai

المصدر: Journal of Computer Assisted Learning. 2024 40(2):812-823.

Peer Reviewed: Y

Page Count: 12

Descriptors: Electronic Learning, Computers, Computer Assisted Instruction, Visual Aids, Metabolism, Experiments, Pictorial Stimuli, Multimedia Materials, Biology, Science Instruction, Cognitive Processes, Technology Uses in Education, Educational Technology

مستخلص: Background: There are two major types of pictures that have been the focus of multimedia learning research, namely, seductive and interpretational pictures. Despite an increasing body of literature documenting the effects of either seductive or interpretational pictures added to text-based materials, there is a paucity of research explicitly comparing them in a multimedia learning environment. Objectives: To address this gap, this study manipulated the picture condition by designing seductive pictures (SPs), interpretational pictures (IPs), and seductive plus interpretational pictures (SIPs) and investigated the multimedia effects of SPs, IPs, and SIPs on several cognitive and affective-motivational variables. Methods: Two computer-based experiments were conducted where a scientific text about the blood circulatory system was presented with SPs, IPs, or SIPs. Participants were randomly assigned to one of the three conditions, and completed a subsequent learning test (comprehension and transfer questions) as well as a survey measuring their learning experience. Results and Conclusions: The results of the two experiments were consistent in showing that our experimental manipulation was unsuccessful in influencing the learning outcome variables. Nevertheless, learning with seductive plus interpretational pictures appeared to yield better judgement accuracy, as compared to learning with seductive or interpretational pictures only. Most educational practitioners still include decorative elements based on their impression of aesthetics of motivation; this study encourages them to use these elements within their learning materials.

Abstractor: As Provided