ETR&D

Linking self-regulated learning to community of inquiry in online undergraduate courses: A person-centered approach

1 month ago
Abstract

The Community of Inquiry (CoI) framework has gained widespread recognition as a theoretical model for understanding student learning in online environments. Despite its prevalence, CoI has been critiqued for its limited emphasis on learners’ proactive roles in self-regulating their own learning. To address this, researchers have suggested integrating self-regulated learning (SRL) into the CoI framework. This integration calls for empirical research to explore the relationship between SRL and the three established CoI presences: teaching, social, and cognitive. Using a person-centered approach, this study examines how varying SRL skills among 750 undergraduate students in an online introductory mathematics course are related to the three CoI components. Latent profile analyses identified five distinct SRL profiles: minimal regulators, low regulators with limited social skills, low regulators, moderate regulators, and competent regulators. We found that students in higher SRL profiles demonstrated higher perception of CoI, whereas those in relatively lower SRL profiles showed lower levels of perceived CoI. Our findings underscore the importance of incorporating self-regulation in the CoI framework for a more comprehensive understanding of online learning.

Investigating the effect of multiple try-feedback on students computational thinking skills through online inquiry-based learning platform

1 month ago
Abstract

A majority of research in Computational Thinking (CT) mainly focuses on teaching coding to school students. However, CT involves more than just coding and includes other skills like algorithmic thinking. The current study developed an Online Inquiry-based Learning Platform for Computational Thinking (CT-ONLINQ) that follows Inquiry-Based Learning (IBL) pedagogy to support CT activities. IBL-based CT steps include algorithm design, analysis, and comparison of algorithms. Also, the platform allows students to explore multiple solutions to a problem and provides multiple-try feedback with hints as support during problem-solving activities. The hint generation strategy uses a Knowledge Graph that captures knowledge about the problem's solution in a machine-processible form. A six-week quasi-experimental study was conducted to determine the effectiveness of multiple-try feedback with hints on students’ CT skills. The study included 79 high school students: 41 students as part of the experimental group (EG) were provided problem-specific hints, and 38 as part of the control group (CG) with CT-general hints. The results showed that the students in the EG group improved their CT skills significantly more than those in the CG group. In addition, the study also evaluates the effectiveness of intervention considering biases in gender and prior coding experience. Female students performed better than male students in both groups after the intervention. Furthermore, in EG group, observations showed that students without coding experience performed better than their counterparts with experience. The findings suggest that the IBL-based CT activity on CT-ONLINQ can be deployed to improve the CT skills of school students.

Cultivating visual literacy and critical thinking tendency with technological knowledge organizing supports: a concept mapping-based online problem-posing approach

1 month ago
Abstract

In the contemporary society, it is important to cultivate students’ visual literacy. However, there has been a lack of sufficient training for students to improve their visual literacy in the classroom. A problem-posing approach (Visual Thinking Strategy, VTS, a learning strategy with question sequences to facilitate critical inquiry) has been proposed to achieve this objective. However, problem-posing should be supported with scaffolds to help learning deeply. And concept mapping is such a scaffold to aid problem-posing in visual literacy cultivation. In this study, a quasi-experiment was conducted on two classes of undergraduate students in Shanghai to evaluate the effects of the proposed approach. An online learning system was developed based on the proposed approach; moreover, a quasi-experiment was conducted on two classes of undergraduate students to evaluate the effects of the proposed approach. The experimental results show that the concept mapping-based online problem-posing approach improved the depth of students’ visual analysis, which indicates sharpening of students’ visual literacy and their critical thinking tendency. The interview results further showed that the students perceived the approach as being effective from the perspectives of “increasing visual analysis capability,” “developing thinking capability,” and “improving self-reflection in learning.”

Could virtual reality be the next approach for international students learning Maltese?

1 month ago
Abstract

This study examines the potential of virtual reality (VR) technology in language learning, specifically for the Maltese language. Despite the popularity and advancement of VR, its use in teaching minor languages like Maltese has not been extensively explored. The concern is that the lack of technological resources may lead to the extinction of the Maltese language in the digital world. The study utilizes a primarily qualitative research methodology, with a minor quantitative component, to collect data from twenty-five teachers regarding the use of VR in Maltese language learning contexts. The findings reveal both the potential benefits and challenges of using VR in teaching Maltese as a second language (ML2). Although the participants have not used VR for teaching Maltese due to the absence of Maltese VR apps, they have experience with VR in English. They praise VR for its ability to create an immersive and engaging learning environment with entertaining features. However, the study also highlights several challenges associated with VR, including high costs, the bulkiness of headsets, and technical issues. It underscores the pressing need for additional research and development in this field to ensure the preservation of the Maltese language in the digital era.

Do prompts and strategy instruction contribute to pre-service teachers’ peer-feedback on technology-integration?

1 month ago
Abstract

Peer feedback is regarded as playing a vital role in fostering preservice teachers’ noticing and reasoning skills during technology integration. However, novices in particular (e.g., pre-service teachers) tend to provide rather superficial feedback, which does not necessarily contribute to professional development. Against this background, we developed an online video-annotation tool, LiveFeedback + , which allows for providing peer feedback on the quality of technology integration during microteachings in a fine-grained manner. Applying a design-based research approach (2 design cycles, N = 42 pre-service teachers, quasi-experimental interrupted time-series design), we investigated whether the addition of prompts (Cycle 1) and strategy instruction combined with prompts (Cycle 2) contributed to the quality of peer feedback. Contrary to our predictions, piecewise regressions demonstrated that pre-service teachers provided more feedback comments with superficial praise and fewer feedback comments with substantial problem identification and solutions when prompts were available. However, when pre-service teachers were explicitly instructed in strategy use, the reasoning during peer feedback could be enhanced to some extent, as pre-service teachers provided less praise and more problem diagnosis in feedback comments when strategy instruction was available. These findings suggest that the addition of strategy instruction that explicitly models adequate feedback strategies based on prompts can help overcome mediation deficits during peer feedback in technology-based settings.

From experience to explanation: an analysis of students’ use of a wildfire simulation

1 month ago
Abstract

This study employs the Experiential Learning Theory framework to investigate students’ use of a wildfire simulation. We analyzed log files automatically generated by middle and high school students (n = 1515) as they used a wildfire simulation and answered associated prompts in three simulation-based tasks. We first analyzed students’ log files to determine which, if any, measure of simulation use–quantity of runs, variation in runs, or quality of experimentation setup–predicted their scores on responses to observation and explanation questions that followed the simulation experience. Of the three measures, only the quality of students’ simulation use was significantly correlated to their written explanation scores in all three tasks. Further investigation into the sequence in which students used the simulation and answered the questions revealed two common patterns in between two-thirds and three-quarters of the students in each task: (1) students ran the simulation and then answered the observation and explanation questions in that order or (2) students ran the simulation, answered the observation question, ran the simulation again, and then answered the explanation question. While there was no clear relationship between these two patterns and students’ scores on the explanation question, this finding has resulted in an updated experiential learning framework specific to simulation use. Implications for the design of scaffolding for future simulation-based learning experiences around natural hazards are discussed.

Exploring instructional designers' utilization and perspectives on generative AI tools: A mixed methods study

1 month 1 week ago
Abstract

The emergence of generative artificial intelligence (GenAI) has caused significant disruptions on a global scale in various workplace settings, including the field of instructional design (ID). Given the paucity of research investigating the impact of GenAI on ID work, we conducted a mixed methods study to understand instructional designers (IDs)’ perceptions and experiences of utilizing GenAI across a spectrum of ID tasks. A total of 70 IDs completed an online survey, and 13 of them participated in the semi-structured interviews. The survey results indicated IDs’ familiarity with and perceived usability of GenAI tools in performing various ID responsibilities in their specific contexts. Qualitative findings further explained that IDs often utilized GenAI tools in (1) brainstorming ideas, (2) handling low-stake tasks, (3) streamlining design process, and (4) enhancing collaborations. Participants also expressed their concerns and challenges while using GenAI in ID, including (1) quality concerns, (2) data security and privacy concerns, (3) concerns over authorship, ownership and plagiarism, amongst others. Implications and recommendations are also discussed to inform future ID practices and research.

Virtual reality in primary science education: improving knowledge of the water cycle

1 month 1 week ago
Abstract

Virtual reality (VR) can provide access to otherwise inaccessible aspects of the world and thus promote science learning. We developed a VR learning tool about the water cycle, with 11 lessons for classroom teaching at the primary level. We assessed prior knowledge before a four-week intervention and learning outcomes directly after the intervention, as well as eight weeks later. A total of 165 children aged 11 to 12 years participated in the study. We manipulated immersion by using either VR headsets or computers, and interaction by having children either directly engaging with the virtual world or observe an avatar executing the same actions. This design allowed us to test the impact of different levels of immersion and interaction on learning about the water cycle. The results showed an effect of immersion but not of interaction. Children who worked with headsets outperformed children who used computers both in the test immediately after the intervention and 8 weeks after the intervention. Further, we assessed several affective, cognitive, and physical variables during the intervention, including spatial presence, motion sickness, cognitive load, physical load, and children’s satisfaction (liking). The findings indicate that immersive VR is a promising tool for teaching science topics about otherwise inaccessible aspects of the world. Future research is needed to better understand how interactive elements can enhance learning in this context.

The impact of embodied scaffolding sequences on STEM conceptual learning

1 month 1 week ago
Abstract

Current literature indicates the significance of embodied scaffoldings in enhancing the effectiveness of interactive learning technologies for STEM conceptual learning and relevant cognitive skill development. However, there is limited research on pedagogical approaches for integrating mixed embodied scaffoldings in learning with interactive technologies. This study addressed this gap by exploring the impact of delivery sequence (concreteness fading or introduction) on conceptual learning with an educational game and examining how students’ prior proficiency influences the impact. We adopted a between-subject quasi-experimental design, where two classes of fourth graders (n = 123, Mage = 10.07, SDage = 0.55) were randomly assigned to receive scaffoldings either in a concreteness fading sequence (n = 63), moving from concrete to abstract, or a concreteness introduction sequence (n = 60), moving from abstract to concrete, as they learned with a math geometric game. Results revealed that the introduction sequence was more effective than the fading sequence in promoting spatial abilities (mental folding and mental rotation) and flow experience immediately after the intervention. Nevertheless, the two sequences demonstrated similar effects on students’ conceptual understanding (retention knowledge and transfer knowledge) and spatial abilities in the delayed posttest. Considering students’ prior proficiency, it was found that those with lower proficiency exhibited greater retention knowledge gain than those with higher proficiency regardless of sequence design and test time. However, students with higher proficiency showed greater mental rotation gain for the delayed posttest regardless of sequence design. The findings generated important implications for designing an effective interactive learning environment and developing appropriate integrations of embodied scaffoldings in a more targeted manner.

Temporary instructor presence in lecture slides does not enhance online learning

1 month 1 week ago
Abstract

The empirical evidence concerning the question whether an instructor should be presented on online lecture slides is equivocal and two lines of theoretical reasoning exist. On the one hand, the instructor may distract from the content, thereby hampering learning; on the other hand, the instructor may function as a social cue that triggers a more active processing of the content, thereby fostering learning. These potential drawbacks and advantages of instructor presence might cancel each other out. We investigated whether the drawbacks can be diminished while maintaining the potential advantages, thereby improving learning with online lecture slides, when the instructor is only temporarily presented at slides where hardly any content is provided. In two experiments (N = 126; N = 219), participants were randomly assigned to one of three conditions (“temporarily present” vs. “permanently present” vs. “never present”). Learning outcomes of retention and transfer, as well as subjective measures of cognitive load and social presence served as dependent variables. Overall, the results of these experiments showed no differences for the assessed dependent variables. Thus, other than expected, this study did not support the new idea that temporary instructor presence might be especially beneficial in online learning. Nevertheless, it may be premature to reject the idea of temporary instructor presence; rather, it should be further researched.

Understanding the relationship between colleges students’ artificial intelligence literacy and higher order thinking skills using the 3P model: the mediating roles of behavioral engagement and peer interaction

1 month 1 week ago
Abstract

Artificial Intelligence (AI) has brought about significant changes in our lives, making AI literacy a crucial endeavor for the future. Despite its growing importance in academia, there is limited empirical research on its impact on college students’ higher order thinking skills (HOTS). The present study systematically and comprehensively explores the relationship between college students’ AI literacy and HOTS using the 3P (Presage-process–product) model. In this model, students’ AI literacy represents the presage factors, while behavioral engagement and peer interaction serves as the process factors, and HOTS is the product factor. We gathered data from a survey of 260 college students. We utilized structural equation modeling to analyze the relationships between the 3P factors. The results showed that both AI usage and AI evaluation directly influenced HOTS and also indirectly affected HOTS through the mediating role of behavioral engagement and peer interaction. Conversely, AI awareness and AI ethics showed no direct influence on HOTS, although AI awareness impacted HOTS via peer interaction mediation. The results of the study have several theoretical and practical implications. From a theoretical perspective, this study incorporates AI literacy, behavioral engagement, peer interaction, and HOTS within the 3P model framework, shedding light on their interrelations. On a practical note, the results emphasize the need to consider AI literacy, behavioral engagement, peer interaction when designing courses to enhance HOTS in the era of AI.

Integrating visible thinking and design thinking strategies to improve creativity and growth mindsets

1 month 3 weeks ago
Abstract

Visible thinking and design thinking are two approaches that have drawn attention. This study integrated these approaches into the teaching of creativity, by which we developed and evaluated the effects of “Making Creative Thinking Visible” (MCTV) on the learning of creativity and creativity mindsets among college students. Five course modules (Introduction, Reset mindset, Unfold mind, Stimulate mind, and Cocreation and reflection) and nine thinking routines of visible thinking were included in the MCTV. The participants were 99 college students, with 54 students receiving the MCTV (the experimental group) and 45 students not receiving any training (the control group). The results suggest that the 12-week MCTV is effective in improving college students' creativity and growth mindsets (both the growth-internal control and the growth-external control mindsets) but not in decreasing fixed mindsets. Additionally, reflections on self-changes during the training show the participants' cognitive transition and the critical components for the success of MCTV. Altogether, the findings of this study provide enlightening thoughts for related educational training and implications for further research.

Online learning and problem-solving skills during the COVID-19 pandemic (framework for designing instruction and assessment)

1 month 3 weeks ago
Abstract

This article explores: (1) the barriers facing students and teachers regarding this type of assessment, and (2) a proposed framework for overcoming these barriers. In this study, the barriers and corresponding assessment techniques were determined by interviewing a sample of 17 students and five teachers. The main barrier reported by the students was the difficulty of group work, whereas the teachers found it difficult to assess manual teaching aids. Thus, a framework was proposed to address these barriers by enhancing students’ collaboration and developing their problem-solving skills through authentic activities. The effectiveness of this framework was ascertained in this study by examining the development of the students’ problem-solving skills and their perceptions of the learning design. After the experiment, there was development in some constructs of the problem-solving skills. From an analysis of the students’ responses, it was revealed that they had very positive perceptions of the framework.

Effects of applying speech-enabled language translation technology to EMI lectures on students’ discussion quality and learning achievement

2 months ago
Abstract

This study employed speech-enabled language translation (SELT) technology in lectures presented in English as a medium of instruction (EMI). Previous research had students viewing pre-recorded lectures with incorporated content translations in controlled laboratory settings. In contrast, students in the present study experienced live lectures in actual classrooms, where the SELT system immediately translated English speech into Chinese and displayed the translation for students. The aim was to explore the potential of SELT technology in enhancing students’ understanding of the lecture content and aiding their discussions. The study used the experimental research method. Sixty university students were recruited and divided into three groups, namely, Control group 1 (students did not have any support), Control group 2 (students received transcriptions) and Experimental group (students received translations). Three lectures in EMI were carried out, and student discussion around lecture topics were arranged after each lecture. To achieve objectives of the study, students’ knowledge prior and after lectures were measured and compared, and the content of students’ discussion was analyzed. The results showed positive effects of SELT technology on learning achievement. That is, students who received SELT texts performed the best on the tests compared to their counterparts. The results also showed that discussion of students who used SELT texts was more efficient. Finally, the students had positive perceptions of SELT texts. We believe that applying SELT technology to lectures in EMI in the physical classroom settings was a feasible and useful way to facilitate students’ comprehension of lecturing content and their discussion. Therefore, it is suggested that educators and researchers can use SELT technology in lectures in foreign languages as a medium of instruction in the physical classroom to facilitate student learning.

Spatial versus normal audio guides in exhibitions: Cognitive mechanisms and effects on learning

2 months 3 weeks ago
Abstract

The present paper examines possible benefits of spatial audio guides on learning outcomes in the spatial learning setting of an experimental exhibition and attempts to differentiate between different mechanisms underlying such an effect. In Experiment 1, we examined whether the spatial contiguity principle may be such a mechanism. A spatial audio guide was used that allows for perception of audio explanations either at the location of the exhibit (audio-visuo-spatially close) or within the headphones (audio-visuo-spatially distant). The results showed that with the external, exhibit-located compared to headphone-located presentation, memory of audio explanations was significantly better. No significant differences were found regarding text-picture-integration. However, these results cannot only be explained by audio-visuo-spatial contiguity but also by externalization and audio-spatial cueing. In Experiment 2, we therefore tried to disentangle these possible mechanisms and compared three conditions (audio explanations perceptually located within the exhibits, behind the visitors at the opposite wall, always at the same location in the room), thereby keeping externalization constant while varying audio-visuo-spatial contiguity and audio-spatial cueing. No significant differences between the conditions were found regarding memory of the audio explanations and text-picture integration, whereby memory of audio explanations in all conditions was at the same level as in the picture-located audio condition in the first experiment. This excludes spatial contiguity effects and audio-spatial cueing as explanations for the results in Experiment 1 and indicates a general externalization effect needing closer examination. The results are discussed regarding future studies and the use of spatial audio guides in museums and exhibitions.

Games in education: a systematic review of studies in international and Iranian contexts

2 months 3 weeks ago
Abstract

This systematic review, utilizing the PRISMA framework, analyzes 248 international and 143 Iranian articles to provide an overview of studies on games in education. It examines five key themes: common terminology, methodology, type of study, variables studied, and technologies used, presenting findings in the same order of priority. Internationally, the term “serious games” is more prevalent, particularly among European scholars, while in the Americas and Asia, generic terms like “digital games” are more common. In contrast, Iranian research predominantly uses the term “computer games”. Methodologically, both international and Iranian studies primarily employ quantitative approaches, with questionnaires as the common data collection tool. However, international studies are more likely to employ experimental and quasi-experimental designs in explanatory-type research, while Iranian studies often use correlational designs to explore relationships between variables without intervention. In examining variables, both sets of literature frequently assess cognitive outcomes such as learning and motivation, with international studies showing a broader use of varied assessment tools. Technology-wise, international research shows a prevalent use of computer-based platforms and a rising interest in mobile technologies, reflecting a similar trend in Iranian studies but with a noticeable lag in adopting newer technologies. The findings of this study serve as a benchmark for scholars in various regions studying the use of games in education. Additionally, they provide new insights into how linguistic and cultural differences may influence scientific discussions. The paper concludes with key suggestions for future studies to improve research practices in the field and increase the generalizability of findings across contextual and regional boundaries.

Participatory action research: building understanding, dialogue, and positive actions in a changing digital environment

3 months ago
Abstract

The rapid growth in digital technologies continues to accelerate, bringing not only new opportunities, but also new challenges and needs to the field of education. As educational technologists design research to improve the implementation of learning technologies, they must adapt their research approaches to social and cultural contexts. In Participatory Action Research (PAR), teachers, students, or other members of the educational community participate as co-researchers who collaborate with researchers to build understanding and solve problems that are relevant to the school or community. This article describes the purpose, background, characteristics, and potential applications of PAR methods. It employs a meta-synthesis approach to investigate five adult-youth PAR collaborations that implement educational technology to meet needs in diverse educational and community settings. The main questions asked are:

  • How can PAR advance educational technology research?

  • In educational technology research, how can adult and youth collaborations in PAR benefit learning and the community?

Results show that PAR collaborations not only provide opportunities to gather and assess information, but can also increase dialogue that leads to meaningful understanding, insightful action, and positive change in the community and digital environments. Findings suggest that, in educational technology research that is focused on improving learning or addressing a community need, combining technology with adult/youth collaborative research relationships can increase insights and understanding while moving community members to actively address the issue.