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1.
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.

Practitioner notes

What is already known about this topic
  • Educational applications provide children with unrestricted access to mobile learning resources.
  • Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
  • There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.
What this paper adds
  • Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
  • Perceived enjoyment predicted behavioural intention to use the application.
  • Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.
Implications for practice and/or policy
  • These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
  • Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
  • The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.
  相似文献   

2.
Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.

Practitioner notes

What is already known about this topic
  • Video is a popular teacher training medium given its ability to display classroom situations.
  • Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years.
  • Situational interest and self-efficacy in classroom management is vital for student teachers' professional development.
What this paper adds
  • VR outperforms video in promoting student teachers' triggered interest in classroom management.
  • Student teachers felt more efficacious in classroom management after participating in VR.
  • VR also invoked higher extraneous cognitive load than the video.
Implications for practice and/or policy
  • VR provides an authentic teacher training environment for classroom management.
  • The design of the VR training environment needs to ensure a low extraneous cognitive load.
  相似文献   

3.
As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open-ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student-friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions.

Practitioner notes

What is already known about this topic

  • Prior research findings are mixed as to whether proctoring is valuable for ensuring academic integrity in online courses.
  • Studies investigating grade performance in proctored versus unproctored exam settings have conflicting results; however, studies have found that students completing proctored formative exams perform better on summative exams than students completing non-proctored formative exams.

What this paper adds

  • Qualitative data were collected to provide an overview of instructors' perceptions about and experiences with online proctoring.
  • Analysis suggests that online proctoring is beneficial to some instructors, students and the overall learning process. At the same time, its use is also concerning to other instructors and students. Among the issues raised by instructors are concerns for student privacy, increases in student test anxiety and discriminatory proctoring practices.

Implications for practice and/or policy

  • Institutions must be proactive in ensuring that the use of online proctoring aligns with their institutional values and the changing legal landscape.
  • Institutional policies should strive to find a balance between ensuring academic integrity and promoting a positive experience for students and instructors. Since there are strong use cases for online proctoring, these policies should include flexibility whenever possible.
  相似文献   

4.
课堂教学中教师合理接受信息技术,能有效发挥信息技术使用效能,提高课堂教学效果。通过探讨课堂教学中影响教师信息技术接受行为的主要因素,发现技术接受模型(TAM)和任务技术匹配模型(TTF)被引入到了教师信息技术接受行为模型的构建中。实证分析的结果表明:教学经验、教学效能感、技术特性、教学环境、任务技术适配度对教师的易用认知有显著影响;易用认知、任务技术适配度对教师有用认知有显著影响;有用认知和易用认知对教师信息技术接受意向有影响。研究结果从实证角度,为教师合理接受信息技术提供了依据。  相似文献   

5.
While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

  • Gamification and game-based learning may have many benefits for university students.
  • The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

  • University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
  • University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
  • These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

  • Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
  • A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.
  相似文献   

6.
Advanced technologies have been widely applied in medical education, including human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, and video conferencing. Evaluating learner acceptance of such virtual reality (VR) learning environments is a critical issue for ensuring that such technologies are used to greatest effect. This research describes the use of high performance real-time interactive software (VR4MAX) to build a prototype 3D VR learning system. A questionnaire survey was distributed to 167 university students to investigate learner attitudes toward learning via VR applications. Experimental results show that immersion and imagination features of VR-mediated course contents have a positive impact on perceived usefulness, and can also predict perceived ease of use, both of which contributors to behavioral intention of learners to use VR learning systems. Overall, this research validates the relationship between three features of VR and learners' behavioral intention to use VR learning. The results could prove helpful in guiding future research related to VR learning.  相似文献   

7.
Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings. Therefore, this study set out to increase participation in an online proctored formative statistics exam by digital nudging. We exploited targeted nudges based on the Fogg Behaviour Model, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre-existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first-year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as are alternatives for capturing perceived ability more effectively.

Practitioner notes

What is already known about this topic
  • Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings.
  • Students' internal barriers to online participation and persistence in higher education are lack of motivation and perceived ability.
  • Nudging interventions tackle students' behavioural barriers, and are particularly effective when guided by a theory of behaviour change, and when targeting students who suffer most from those barriers.
What this paper adds
  • This study examines whether the Fogg Behaviour Model is suited to guide a nudging intervention with the aim to increase student engagement in online higher education.
  • This study examines whether students with different levels of motivation and perceived ability vary in their online behaviour in response to nudges.
  • This study experimentally evaluates whether targeted nudges—targeted at students' motivation and perceived ability—are more effective than plain (not-targeted) nudges.
Implications for practice and/or policy
  • The results indicate the importance of motivation for performing nudged behaviours regarding successful participation in an online educational activity.
  • The results do not provide evidence for the role of perceived digital ability, yet do show prior performance on a similar educational activity can effectively distinguish between students' responsiveness.
  • Targeted nudges were not more effective than plain nudges, but the potential of other motivational nudges and how to increase perceived performance are discussed.
  相似文献   

8.
ABSTRACT

This study utilized the Technology Acceptance Model (TAM) to examine practicum teachers’ current use of mobile technology and their intentions of use in the future. A survey was conducted to better understand the relationship between practicum teachers and their potential assimilation of technology into classroom practice. The survey questionnaire was administered to 100 undergraduate students at [institute withheld], [country withheld]’s teacher preparatory university. The following four key constructs of the TAM were assessed: perceived ease of use (PEU), perceived usefulness (PU), subjective norm (SN), and behavioural intention to use (BIU). The impact of practicum teachers’ gender and academic subjects on their acceptance of technology were also investigated. The present study found strong links between PEU and PU. While practicum teachers perceived mobile technology as being useful and intended to use it in their classrooms, BIU was not significantly impacted by PEU, PU, or SN. The data also suggested that gender did not affect BIU while practicum teachers’ academic subjects might be an indicator of their future intentions to use mobile technology. With these findings, recommendations are made to further improve the integration of mobile technology in classroom practice.  相似文献   

9.
Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors of subject grades in 84 online and 80 face-to-face undergraduate students. Predictors were effort regulation, grade goal, academic self-efficacy, performance self-efficacy, age, sex, socio-economic status (SES) and first-in-family status. A multi-group path analysis indicated that the models were significantly different across learning modalities. For face-to-face students, none of the model variables significantly predicted grades. For online students, only performance self-efficacy significantly predicted grades (small effect). Findings suggest that learner characteristics may not function in the same way across learning modes. Further factor analytic and hierarchical research is needed to determine whether self-regulatory predictors of academic success continue to be relevant to modern student cohorts.

Practitioner Notes

What is already known about this topic
  • Self-regulatory and demographic variables are important predictors of university outcomes like grades.
  • It is unclear whether the relationships between predictor variables and outcomes are the same across learning modalities, as research findings are mixed.
What this paper adds
  • Models predicting university students' grades by demographic and self-regulatory predictors differed significantly between face-to-face and online learning modalities.
  • Performance self-efficacy significantly predicted grades for online students.
  • No self-regulatory variables significantly predicted grades for face-to-face students, and no demographic variables significantly predicted grades in either cohort.
  • Overall, traditional predictors of grades showed no/small unique effects in both cohorts.
Implications for practice and/or policy
  • The learner characteristics that predict success may not be the same across learning modalities.
  • Approaches to enhancing success in face-to-face settings are not automatically applicable to online settings.
  • Self-regulatory variables may not predict university outcomes as strongly as previously believed, and more research is needed.
  相似文献   

10.
The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.

Practitioner notes

What is already known about this topic
  • University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
  • The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
  • Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
What this paper adds
  • Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
  • Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
  • Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
Implications for practice and/or policy
  • We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
  • We offer insights into student experience concerning online learning environments during an abrupt transition.
  • We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
  相似文献   

11.
Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.

Practitioner notes

What is already known about this topic
  • DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
  • Students who solve more problems within math games tend to show higher performance after gameplay.
  • Students' engagement with mathematics is often related to their prior math performance.
What this paper adds
  • For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
  • Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
  • Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.
Implications for practice and/or policy
  • DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
  • DragonBox 12+ can engage students with mathematics across achievement levels.
  • Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.
  相似文献   

12.
To test the suitability of an automatic system for emotional management in the classroom following the control-value theory of achievement emotions (CVT) framework, the performance of an emotional expression recognition software of our creation is evaluated in an online synchronous context. Sixty students from the Faculty of Education at the University of Alicante participated in 16 educational activities recording close-ups of their faces and completing the AEQ emotional self-report, as well as detailed reports from the subsequent review of their videos. In addition, they completed the VCQ-36 test to measure their volitional competencies and relate their influence on their emotional response. The results indicate a high coherence between the emotional expressions detected by the automatic system and the detailed emotional self-reports, but insufficient precision to meet the CVT requirements. On the other hand, both the AEQ test results and the emotion expression recognition software suggest students' preference for participative activities as opposed to passive ones. Meanwhile, statistical analysis results indicate that volitional competencies seem to influence the emotional response of students in the educational context, although the AI system does not show sufficient sensitivity in this field. Implications and limitations of this study for future work are discussed.

Practitioner notes

What is already known about this topic

  • Student motivation and involvement in the learning process are highly related to appropriate emotional regulation, which can be associated with particular educational activities, strategies and methodologies.
  • Deep learning technology based on convolutional neural networks feeds automatic systems focused on facial expression recognition from image analysis.

What this paper adds

  • There is high coherence between the emotional expressions detected by the AI system and the students' emotional self-reports, but the AI system provides just emotional valences, insufficient to meet the CVT framework.
  • Both emotional self-reports and the emotion recognition software suggest students' preference for active educational activities as opposed to passive ones.
  • Volitional competencies seem to influence the emotional response of students in the educational context.

Implications for practice and/or policy

  • It is possible to use automatic systems to effectively monitor the emotional response of students in the learning process.
  • Only if sensitivity improved, a real-time, easy-to-interpret emotional expression recognition software interface could be implemented to assist teachers with the emotional management of their classes within the CVT framework, maximizing their motivation and engagement.
  相似文献   

13.
The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

Practitioner notes

What is already known about this topic
  • Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently.
  • An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context.
  • Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction.
What this paper adds
  • This quasi-experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications-VR, Video Learning Recourses-VLR).
  • The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance.
  • The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long-term memory retention.
Implications for practice and policy
  • Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry.
  • Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context.
  • Educational researchers are advised to integrate stereoscopic 360°-VR solutions in the conventional classroom settings.
  相似文献   

14.
Although many academic disciplines are now experiencing a process of “greening” as scholars seek to cultivate an ecocritical awareness within disciplinary scholarship, Neil Selwyn notes that such ecocritical concerns rarely feature in the field of educational technology. In this paper, I bring Selwyn's call for ecocritical awareness in the field of educational technology into conversation with emerging scholarly discussions in the fields of ecojustice ethics, ecojustice education, and information and communications technology sustainability. In so doing, I expand the existing conversation about the environmental impact of educational technology consumption to argue that the process of cultivating an ecocritical awareness in the field of educational technology requires refining the discipline's focus to include the full lifespan of educational technology devices and the global inequities that feature during the production and disposal of these devices.

Practitioner Notes

What is already known about this topic
  • Despite substantive scholarship recognizing the environmental impact of the globalized digital technology supply chain, the field of educational technology has minimally considered the ecojustice implications of the material nature of educational technology devices when examining the environmental impact of these devices.
What this paper adds
  • In this paper, I argue that the reason why the field of educational technology has overlooked the environmental impact of device production and disposal is because of its almost exclusive focus on device use. I argue that cultivating an ecocritical awareness in the field of educational technology requires the discipline to expand its focus beyond device use in two ways: (a) to include device production and disposal and (b) to consider the global injustices that occur in these parts of the digital technology life cycle. As such, I build upon Selwyn and others to argue for the cultivation of ecojustice concerns in emerging conversations about ethics in the field of educational technology.
Implications for practice and/or policy
  • The process of cultivating ecocritical awareness within the field of educational technology requires expanding the scope and focus of the discipline beyond device use to include device production and disposal. The planned obsolescence behind these devices maximizes the environmental harm at these stages and the global injustices associated with them. Educators and educational leaders seeking to employ educational technology in ethical and environmentally sustainable ways must consider these implications from the global digital technology supply chain.
  相似文献   

15.
Twenty years after its inauguration, the information communication and technology for accelerated development (ICT4AD) policy intended to transform Ghana into an information and technology-driven high-income economy through digital education has been unsuccessful. In this digital era, young adults' attachment to technological tools is anticipated to expedite technological adoption in the education sector. Still, there are less promising indicators of realizing this expectation because of situational factors that curtail technology usage and adoption in higher education (HE). It is estimated that the adoption of technology in HE will aid Ghana in using ICT as its engine of growth. This paper gauges the progress of the ICT4AD policy after two decades, presents an intricate account of why technology integration in HE in Ghana is still in its infancy and proposes interventions for sustaining and advancing the objectives of the ICT4AD policy. Drawing from an extensive review of literature on three conceptualized thematic themes relating to technology (ie, addiction, abduction and adoption), policymakers in education and stakeholders in HE will be able to identify their roles in guaranteeing the success of the promulgated ICT4AD policy. Viable areas of research are also discussed in the study.

Practitioner notes

What is already known about this topic?

  • The promulgated information communication and technology for accelerated development (ICT4AD) policy of Ghana hopes to transform the country into a technology-driven economy.
  • Technology integration in education and society is still in its infancy in Ghana in this information age.

What this paper adds?

  • It gauges the progress of the ICT4AD policy and presents an intricate account of why technology integration in HE in Ghana is still in its infancy and proposes interventions for sustaining and advancing the objectives of the ICT4AD policy.
  • It sounds the alarm that the ICT4AD policy is at its terminal stage and calls on policymakers in education to revisit and revise the policy.
  • It identifies the main factors curtailing effective technology integration in Ghana.
  • It suggests promising steps for Ghana to adopt technology as its engine of growth.

Implications of this study for practice and/or policy

  • It provides information to education practitioners and relevant school stakeholders on how to effectively adopt technology to develop 21st-century skills among learners.
  • It explores the potential channels for policymakers in education to revisit and reinvest in the ICT4AD policy for the successful attainment of the policy objectives.
  • It calls on countries with similar contexts like Ghana to adopt a multifaceted approach to drive ICT initiatives.
  相似文献   

16.
This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic
  • Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
  • Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
  • Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
  • There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.
What this paper adds
  • Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
  • Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
  • Using ARS for the teaching of fractions has a positive effect in terms of student motivation.
Implications for practice and/or policy
  • Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
  • Researchers should continue exploring these potentially beneficial educational implementations in other areas.
  相似文献   

17.
ABSTRACT

Given the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment.  相似文献   

18.
Understanding students' privacy concerns is an essential first step toward effective privacy-enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non-self-disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non-self-disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non-self-disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non-self-disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy-enhancing practices' development in higher education is offered.

Practitioner notes

What is already known about this topic
  • Addressing students' privacy is critical for large-scale learning analytics (LA) implementation.
  • Understanding students' privacy concerns is an essential first step to developing effective privacy-enhancing practices in LA.
  • Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA.
What this paper adds
  • The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education.
  • It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self-disclosure behaviour in the LA context of higher education.
  • It offers a set of relevant implications for LA researchers and practitioners.
Implications for practice and/or policy
  • Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information.
  • Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success.
  • Contextual factors that may influence students' privacy concerns should be considered.
  相似文献   

19.
Game-based learning environments hold significant promise for facilitating learning experiences that are both effective and engaging. To support individualised learning and support proactive scaffolding when students are struggling, game-based learning environments should be able to accurately predict student knowledge at early points in students' gameplay. Student knowledge is traditionally assessed prior to and after each student interacts with the learning environment with conventional methods, such as multiple choice content knowledge assessments. While previous student modelling approaches have leveraged machine learning to automatically infer students' knowledge, there is limited work that incorporates the fine-grained content from each question in these types of tests into student models that predict student performance at early junctures in gameplay episodes. This work investigates a predictive student modelling approach that leverages the natural language text of the post-gameplay content knowledge questions and the text of the possible answer choices for early prediction of fine-grained individual student performance in game-based learning environments. With data from a study involving 66 undergraduate students from a large public university interacting with a game-based learning environment for microbiology, Crystal Island , we investigate the accuracy and early prediction capacity of student models that use a combination of gameplay features extracted from student log files as well as distributed representations of post-test content assessment questions. The results demonstrate that by incorporating knowledge about assessment questions, early prediction models are able to outperform competing baselines that only use student game trace data with no question-related information. Furthermore, this approach achieves high generalisation, including predicting the performance of students on unseen questions.

Practitioner notes

What is already known about this topic
  • A distinctive characteristic of game-based learning environments is their capacity to enable fine-grained student assessment.
  • Adaptive game-based learning environments offer individualisation based on specific student needs and should be able to assess student competencies using early prediction models of those competencies.
  • Word embedding approaches from the field of natural language processing show great promise in the ability to encode semantic information that can be leveraged by predictive student models.
What this paper adds
  • Investigates word embeddings of assessment question content for reliable early prediction of student performance.
  • Demonstrates the efficacy of distributed word embeddings of assessment questions when used by early prediction models compared to models that use either no assessment information or discrete representations of the questions.
  • Demonstrates the efficacy and generalisability of word embeddings of assessment questions for predicting the performance of both new students on existing questions and existing students on new questions.
Implications for practice and/or policy
  • Word embeddings of assessment questions can enhance early prediction models of student knowledge, which can drive adaptive feedback to students who interact with game-based learning environments.
  • Practitioners should determine if new assessment questions will be developed for their game-based learning environment, and if so, consider using our student modelling framework that incorporates early prediction models pretrained with existing student responses to previous assessment questions and is generalisable to the new assessment questions by leveraging distributed word embedding techniques.
  • Researchers should consider the most appropriate way to encode the assessment questions in ways that early prediction models are able to infer relationships between the questions and gameplay behaviour to make accurate predictions of student competencies.
  相似文献   

20.
Learning analytics is a fast-growing discipline. Institutions and countries alike are racing to harness the power of using data to support students, teachers and stakeholders. Research in the field has proven that predicting and supporting underachieving students is worthwhile. Nonetheless, challenges remain unresolved, for example, lack of generalizability, portability and failure to advance our understanding of students' behaviour. Recently, interest has grown in modelling individual or within-person behaviour, that is, understanding the person-specific changes. This study applies a novel method that combines within-person with between-person variance to better understand how changes unfolding at the individual level can explain students' final grades. By modelling the within-person variance, we directly model where the process takes place, that is the student. Our study finds that combining within- and between-person variance offers a better explanatory power and a better guidance of the variables that could be targeted for intervention at the personal and group levels. Furthermore, using within-person variance opens the door for person-specific idiographic models that work on individual student data and offer students support based on their own insights.

Practitioner notes

What is already known about this topic
  • Predicting students' performance has commonly been implemented using cross-sectional data at the group level.
  • Predictive models help predict and explain student performance in individual courses but are hard to generalize.
  • Heterogeneity has been a major factor in hindering cross-course or context generalization.
What this paper adds
  • Intra-individual (within-person) variations can be modelled using repeated measures data.
  • Hybrid between–within-person models offer more explanatory and predictive power of students' performance.
  • Intra-individual variations do not mirror interindividual variations, and thus, generalization is not warranted.
  • Regularity is a robust predictor of student performance at both the individual and the group levels.
Implications for practice
  • The study offers a method for teachers to better understand and predict students' performance.
  • The study offers a method of identifying what works on a group or personal level.
  • Intervention at the personal level can be more effective when using within-person predictors and at the group level when using between-person predictors.
  相似文献   

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