ETR&D
1 week 1 day ago
1 week 3 days ago
The present study investigated the interplay of cognitive cues and social cues in instructional videos on students’ knowledge acquisition and sense of social presence. 312 preservice teachers took part in the study. Out of these, 238 participants were randomly assigned to one of three experimental groups receiving an asynchronous online video lecture on three research methods topics, featuring either static slides with voiceover (minimal signaling), dynamic slides with voiceover (moderate signaling), or dynamic slides with additional instructor signaling (maximum signaling). 74 participants served as a control group and completed pre- and posttests without attending the course. Perceived difficulty, invested effort, motivation, and notetaking were included as covariates. Dynamic slides did not improve knowledge acquisition compared to static slides. However, instructor signaling enhanced knowledge acquisition when perceived difficulty was high. Furthermore, instructor signaling significantly increased perceptions of social presence for two of the three investigated topics, highlighting the importance of social cues.
2 weeks 2 days ago
Spirituality and art have been recognized by educators as crucial factors affecting students’ learning outcomes. By taking these two factors into account, this study proposed the project-based STREAM (Science, Technology, Religion, Engineering, Art, and Mathematics) approach to improving students’ learning achievement, 21st-century competencies, computational thinking, and project outcomes in a science course in response to several challenges encountered by conventional STEM education in addressing global issues. A quasi-experimental design was employed, involving 79 participants distributed across three groups: a project-based STEM approach, a project-based STEAM approach, and a project-based STREAM approach. The experimental results showed that students who learned with the STREAM and STEAM approaches performed significantly better on learning achievement, complex problem-solving, creativity, and project quality than those who learned with the STEM approach. Students who learned with the STREAM approach had higher meta-cognition and communication than those who learned with the STEAM and STEM approaches. However, there was no significant difference between students who learned with the STREAM, STEAM, and STEM approaches in the collaboration aspect. Students who learned with the STREAM and STEM approaches had significantly better computational thinking than those who learned with the STEAM approach. Additionally, the integration of the religious aspect cultivated a heightened sense of care for their peers and the environment, as well as respect for differing opinions. The findings could be a valuable reference and provide recommendations for teachers, instructors, and researchers to develop the STREAM curriculum.
2 weeks 2 days ago
With the advancement of technology and the internet, individuals offload their cognitive demands onto the internet to access information and supplement their cognitive capacity. However, heavy reliance on the internet often produces undesirable consequences such as poor metacognitive judgments and memory retention. This study investigated whether these negative effects can be mitigated by making learners more cognitively mindful of their search activities. A total of 104 undergraduate students were randomly assigned to two conditions. In the thinking-before-googling condition, participants had to first generate or guess answers to three brainstorming questions about modern pentathlon, a topic unfamiliar to most college students, before searching to find answers to 15 more specific problems on it. In the googling-only condition, participants were instead shown a keyword slide and immediately started searching the internet for the same 15 problems. The thinking-before-googling group demonstrated significantly higher pre-search curiosity and recall performance compared to the googling-only group. However, no significant group differences emerged in cognitive self-esteem and the estimation of performance and study time. Both groups expressed significantly higher interest in the topic after the search compared to before. Curiosity is discussed as the potential psychological mechanism underlying the benefits of the thinking-before-googling group.
3 weeks 1 day ago
Artificial intelligence (AI) has ushered in an era where Computational Thinking (CT) emerges as a crucial skill. This interconnected, data-driven landscape necessitates deeper CT skills, enabling students to effectively navigate both the opportunities and challenges presented by AI. The flipped classroom model has gained widespread acceptance in CT education owing to its adaptability, interactivity, and personalization. However conventional implementations of the flipped classroom model still face significant limitations such as insufficient student autonomy in learning processes and a need for enhanced quality of classroom interactions. Addressing these, our study introduces a synergy of flipped classrooms with AI, termed the Flipped Classroom with AI Learning Companion teaching model (FC-AIC). This model aims to enhance high school students CT, self-efficacy, and motivational levels compared to traditional flipped classrooms (FC). Our quasi-experimental research involved 60 first-year high school students from central China, divided into control (FC) and experimental (FCAIC) groups over eight weeks. Students completed a questionnaire to self-appraise their CT, self-efficacy, and motivation at pre-intervention and post-intervention stages. Results indicate that FC-AIC significantly boosts student self-perceptions of their own CT skills, specifically in problem-solving and creativity, and improves perceived self-efficacy and intrinsic motivation without notably impacting perceived extrinsic motivation. This investigation highlights how integrating flipped classrooms with AI technologies can synergistically enhance educational paradigms offering new insights about practical innovations for intelligent educational frameworks.
4 weeks 1 day ago
The current study examined the effects of using a commercially available computer program on the early literacy skills of preschool children and the relationship between fidelity and improvement in literacy skills. Parents and their preschool children were recruited to voluntarily participate in an educational app study. Forty-two preschool children were randomly assigned to an intervention group, which used OgStar Early Reader, or a control group, which used IXL Math. The recommendation was to use the program for 15–20 min per day for five days a week over eight weeks in the summer prior to kindergarten. Three Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures were used to assess literacy skills: Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency (NWF). A total of 33 children completed posttests. The intervention group scored statistically significantly higher on LNF posttests (g = 0.41, p = .025) and NWF- correct letter sounds posttests (g = 0.52, p = .009) over the control group. No statistically significant differences were found between the groups for PSF (g = 0.19, p = .458) or NWF- words recoded correctly (g = 0.61, p = .057). Overall, children completed between seven and 131 lesson segments during the study, suggesting fidelity to the planned intervention varied across participants. The number of lessons completed was moderately related to participant gains on LNF and NWF (r = 0.31–0.38). These findings provide some initial support that the use of the early reader app may improve alphabetic knowledge for preschool children.
1 month ago
The study investigates the latent profiles of learners based on motivated self-directed learning (MSDL) and collaborative learning (CL) within an e-learning environment, focusing on how peer-to-peer confirmation is linked to learners' engagement and learning outcomes. Grounded in Self-Determination Theory, and drawing on empirical insights from recent benchmark studies, the research identifies two distinct learner profiles: one with low MSDL and CL engagement and the other with high engagement in self-directed and collaborative learning, including ICT-based activities. Logistic regression analysis reveals that peer-to-peer confirmation, particularly individual attention, predicts class membership, though the overall explanatory power is limited. Additionally, moderation analysis demonstrates that while peer assistance can support engagement, excessive support may diminish the benefits of self-directed learning on subjective achievement. The findings underline the importance of adapting social support strategies to different learner profiles, highlighting the motivational function of peer confirmation in fostering autonomy, relatedness, and competence. This study provides insights on how to optimise e-learning environments by balancing external support and learner agency, and offers practical recommendations for digital pedagogy design.
1 month ago
As a part of the Erasmus + funded project Super Cyber Kids, we have devised a skills framework to enhance the protection of children aged between 8 and 13 years in their Internet and online activities. The framework was developed through a systematic literature review, followed by a two-round Delphi study for validation. During this process, we identified N = 40 relevant studies and obtained validation from up to N = 18 professionals in cybersecurity, education, and cybersecurity education during the Delphi study. The resulting framework is presented as a matrix and offers a comprehensive set of skills aligned with the NIST (National Initiative for Cybersecurity Education) cybersecurity framework, specifically tailored to promote cybersecurity awareness among children in this age group.
1 month ago
Virtual scientific inquiry (VSI) environments are critical information technologies for improving the quality of education. However, the issue of students’ cognitive-affective profiles has received little attention, making it difficult to promote both cognitive achievements and positive affective factors. Based on the log-files and self-report data from 569 students, our study proposes a solution that integrates both theoretical underpinnings (including Cognitive Constructivism, Self-efficacy Theory, Flow Theory, Gender Schema Theory, and Control of Variable Strategy) and AI algorithms-driven analyses (i.e., unsupervised machine learning, pattern mining, and statistical analyses) to address this issue. Specifically, our study identifies two profiles: 350 thriving students and 219 struggling students, through the analysis of inquiry achievements, self-efficacy, and flow experience. Moreover, we found no significant gender difference between the two cognitive-affective profiles. Finally, we found that while thriving and struggling students shared similar foundational characteristics, thriving students exhibited more strategic behavioral frequencies and patterns. These findings can advance understanding of theoretical underpinnings and guide targeted support for students in VSI.
1 month 1 week ago
Due to the popularity of video lectures, an increasing number of older adults are engaging with this form of learning. Furthermore, co-viewing has become a common type of social interaction. Despite the popularity of video lectures among older adults, there is limited understanding of how to effectively support their learning through this medium. The present study tested the interaction effects of co-viewer similarity (young vs. older co-viewer) and the type of learning content (declarative vs. procedural knowledge) in video lectures on older adults’ learning performance, motivation, cognitive load, and PFC activation as measured by fNIRS. Our results found that older adults showed better learning performance, greater motivation, and reduced cognitive load when co-viewing with an older viewer compared to a young one, regardless of the type of learning content. Interestingly, for declarative knowledge (i.e., Traditional Chinese Medicine, older adults exhibited greater activation in the FEFs, S1, and SMC regions when co-viewing with an older viewer compared with a young viewer. For procedural knowledge (i.e., digital technology), they exhibited less activation in the dlPFC and SMC regions when co-viewing with an older viewer compared with a young viewer. Our findings suggest that educators should consider the age of co-viewers when designing video lectures for older adults, irrespective of the type of knowledge being taught.
1 month 1 week ago
Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, evidence of the impact on measured performance resulting from substituting learner–content interaction for learner–learner interaction is sparse. Using an experimental design, this study examined the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous, undergraduate-level setting of formal distance education. The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the material, (c) there was no significant difference in measured performance between the two interaction types, (d) interaction type did not significantly moderate the relationship between perception of workload and measured performance, and (e) interaction type did significantly moderate the relationship between perception of learning and measured performance. Implications and recommendations are also provided to inform future researchers and practitioners.
1 month 1 week ago
When students use critical thinking (CT) skills to identify, place, and link nodes to construct a concept map, what are the effects of constructing concept maps on students’ CT abilities? To what extent do prior studies control what mapping processes and CT skills are demonstrated to students and examine what CT skills students use while constructing concept maps? This review examines the effectiveness of concept mapping compared to traditional teaching methods for enhancing CT abilities. It includes 17 studies involving 1363 students that measured CT skills (e.g., analysis, evaluation, inference, induction, and deduction) using standardized tests in experimental and control groups. Our analysis revealed that the findings on the effects of concept mapping on CT skills are mixed. The studies implemented research designs and CT measures that lacked consistency. They reported minimal information on which CT skills were demonstrated to students, which CT skills students used to construct their maps, and how specific skills impacted the quality of students’ concept maps. This information is necessary to establish consistency and fidelity in implementing concept maps as an instructional method, identify possible variables contributing to the mixed findings, and enhance the effectiveness of concept mapping. Accordingly, this review aims to identify specific methodological gaps that may account for these inconsistencies and guide the refinement of future research design.
1 month 2 weeks ago
This phenomenographic study explores how six leading academic experts in the design and instructional design field experience creativity in instructional design, specifically, how they perceive, define, and use creativity in instructional design. Phenomenography describes the diverse ways these experts experience, conceptualize, and integrate creativity into ID, highlighting the complex nature of creativity within the field. The findings reveal a range of interpretations and applications of creativity, emphasizing the challenge of defining and incorporating creativity explicitly in ID education. Despite recognizing creativity as a critical skill for the twenty-first century, there is still a lack of explicit inclusion in the instructional design curricula. This study contributes to understanding how creativity is perceived in instructional design by presenting four distinct categories of description. By describing these experts' perspectives on the role of creativity in their work, this study contributes to the ongoing discourse on the significance of creativity in instructional design. It highlights the need to reevaluate how creativity is fostered within instructional design programs and advocates for a more integrated and explicit approach to fostering creativity within the classroom to prepare future instructional designers for the complexities of the twenty-first-century learning environment.
1 month 2 weeks ago
Predicting the level of student learning engagement in online learning is crucial for student success, especially for asynchronous courses. While digital traces can track students’ activity on the platform and help to measure the engagement level, they could provide contradictory results, so it is crucial to incorporate complementary methods which can triangulate the findings obtained from digital traces. This study aimed to develop and validate a model to determine the level of learning engagement in adult learners on an asynchronous online platform using a mixed-method approach. Data from digital traces, surveys, and interviews were combined. The study involved 2234 students and employed Extreme Gradient Boosting and Logistic Regression with L2 regularisation models to predict the level of engagement. The Extreme Gradient Boosting model more accurately predicted students in the low engagement group, providing crucial support for potentially vulnerable students. The number of finished homework assignments and attempts were found to increase the probability of high engagement. The diversity of activities, such as access to text materials, played a pivotal role in sustaining engagement. Interviews corroborated these results, suggesting the model effectively reflects engagement levels. The article discusses implications for constructing similar models in future research.
1 month 3 weeks ago
The presence of on-screen instructors in educational videos, as well as the contextual conditions surrounding their use, constitutes a critical aspect of instructional video design. Variables such as the type of instructor – whether a human presenter or a pedagogical agent – and the characteristics of the knowledge type affect learning outcomes. However, the literature remains inconclusive regarding how the presence and presentation style of on-screen instructors influence learning outcomes across different knowledge types. Therefore, this study investigates the impact of an instructor’s presence in educational videos on learning outcomes, mental effort, and visual attention allocation, with a focus on the knowledge domain. A three-by-two between-subjects factorial design was employed, with video type (no on-screen instructor, human instructor, animated pedagogical agent) and knowledge type (declarative, procedural) as the independent variables. A total of 160 university students participated in the study. Results indicated that instructor presence influenced retention and visual attention allocation depending on the knowledge domain. Procedural knowledge videos led to higher transfer scores and mental effort than declarative ones. Importantly, however, the presence of an on-screen instructor – whether human or a pedagogical agent – did not produce differences in mental effort or learning transfer. Both human and animated pedagogical agent drew learners’ visual attention, potentially dividing it between the instructor and the learning content, whereas videos without instructors directed visual attention more exclusively toward the content itself. These findings highlight the importance of knowledge type in determining the effectiveness of on-screen instructors, suggesting pedagogical agents as viable alternatives to human instructors.
1 month 3 weeks ago
This paper details the design and development of MathFlowLens, a visualization tool that illustrates students’ procedural pathways in algebraic problem solving and provides valuable insights into various mathematical strategies they use. MathFlowLens was built using the middle-school student (N = 1,649) log data from a gamified learning platform, From Here To There! (FH2T), and was developed in two phases. First, by using pathfinding algorithms, we identified four distinct types of students problem solving pathways in the platform: optimal, suboptimal, dead-end, and incomplete pathways. Second, we created sequential network visualizations based on the identified classifications to present these distinct procedural pathways. Furthermore, we tested the applicability of this tool by examining the relations between the identified classifications and students’ performance on a posttest assessing three facets of algebraic knowledge: conceptual knowledge, procedural knowledge, and procedural flexibility. To examine the relations with algebraic knowledge, we focused on the subset of students who completed both the pre- and post-test (N = 778). The results indicated that students who took dead-end pathways more frequently, which we posited as exploratory behavior, had higher conceptual and procedural knowledge scores than those who did not. This finding highlights the importance of fostering the exploration of multiple procedural pathways, regardless of failure, to bolster the acquisition of algebraic knowledge. This study demonstrates that MathFlowLens, a novel method for visualizing students’ solution pathways, can provide valuable insights into their solution strategies and mathematical problem solving processes.
2 months ago
Despite the potential benefits offered by GenAI technologies to provide innovative solutions to address distinct challenges faced by working adult learners (ALs) in higher education and beyond, there is limited understanding of how best to structure AI-powered learning for this population while ensuring their distinct needs and perspectives are considered. Hence, this study aimed to determine what curriculum and student-AI interaction would be required by situating ALs’ views. Through analyzing 48 e-portfolios and in-depth interviews with 20 ALs from diverse educational and professional backgrounds, the study found that ALs perceived content mastery and developing a lifelong habit of learning as the optimal learning goals for AI-powered learning. AI-powered learning can be facilitated through personalized mastery-based learning and collaborative performance-based tasks, in tandem with scenario-based assessment, unobtrusive gamified assessment, and competency-based assessment. Along this line, AL articulated various necessary supports to foster AL-AI interactions. While AL identified metacognition and developing diverse and high-quality questions as crucial to support AL-AI cognitive interaction, they also highlighted that building ethical AL-AI relationships is important for enhancing AL-AI socio-emotional interaction. In addition, AL perceived immersive game-based platforms and interactive interfaces could serve as effective mediums for enhancing student-AI interactions. These findings can provide a more comprehensive understanding of AI-powered adult learning and implications for the design of educational AI, as well as instructional design to improve the educational experience for ALs.
2 months 1 week ago
This study explores the interactive characteristics of learning objects used in online courses and design intent of instructional designers. The study adopts the "Window of Interaction" (WoI) framework, drawnfrom Human–Computer Interaction (HCI), to critically examine the interactive characteristics of learning objects in the context of the designers’ intent and learning goals. This study provides research-based evidence to document: (1) the interactive characteristics of learning objects used in online courses; (2) designers’ intent and its manifestation in the learning objects they have designed; and (3) the connection between learning goals and the interactive characteristics of learning objects. The application of the WoI framework allowed us to identify the link between the interactive features of the design objects and the design intent guided by specific learning goals. With more advanced technologies, such as various AI-driven tools, the analysis of interactive features of technologies and learning objects becomes critical for designing more intentional learning experiences.
2 months 1 week ago
Computational Thinking (CT) capabilities are crucial for students’ future development. As a pivotal mode of thought, CT extends beyond mere programming skills, representing a methodology and strategy for problem-solving that empowers students to address complex challenges across diverse domains. In this context, this study aims to investigate the impact of a teaching strategy combining Project-Based Learning with Pair Programming Instructional Strategy (PBL-PPIS) on high school students’ CT capabilities and metacognitive skills. Conducted in a public high school in H City, Central China, this quasi-experimental design spanned one academic term and involved 90 first-year high school students aged 14 to 16. These students were divided into an experimental group and a control group, with the former utilizing the PBL-PPIS strategy and the latter adhering to conventional Project-Based Learning methods (PBL). To comprehensively assess the impact, this study utilized specialized scales for Computational Thinking and metacognitive abilities, and employed detailed analyses through paired sample t-tests and univariate ANCOVA. Through pre- and post-experiment surveys, we analyzed and compared the performance differences in CT and metacognitive skills between the two groups. The findings indicate significant enhancements in the experimental group across the five core competencies of Computational Thinking (Creativity, Algorithmic Thinking, Cooperativity, Critical Thinking, Problem Solving) and in their metacognitive abilities (planning, monitoring, evaluating). These results validate the effectiveness of the PBL-PPIS strategy in integrating the advantages of project-based learning and pair programming, underscoring its significant role in enhancing students’ CT and metacognitive abilities. This study contributes novel insights to the field of educational practice, offering fresh inspiration and direction for educators in designing and implementing programming education strategies.
2 months 2 weeks ago
The purpose of this study was to examine the effects and predictive power of the Diagnostic Assessment and Achievement of College Skills (DAACS) on student success. DAACS is an open-source diagnostic assessment tool designed to measure newly enrolled college students’ reading, writing, mathematics, and self-regulated learning skills, and to provide individualized feedback and learning resources that students can use to become better prepared for college. A randomized control trial was performed at two online colleges (n = 23,467) to test the effects of DAACS on credit acquisition and retention. The results indicate an overall null effect of treatment, but post hoc analyses reveal two important findings: 1) Students who not only received the assessment results but also accessed the feedback were significantly more likely to earn credits and be retained for a second term than students who only accessed the assessment results; 2) some students who only accessed the assessment results without reading the feedback, particularly those with low scores on the assessments, low self-efficacy, or high test anxiety, had worse outcomes than the control group. We speculate that feedback mitigates the potentially negative effects of testing on student success. In addition, an examination of the predictive power of DAACS indicated that DAACS data significantly strengthen predictions of academic outcomes.