期刊：
Thinking Skills and Creativity,2023年49:101364 ISSN：1871-1871
通讯作者：
Sun, DE
作者机构：
[Zhan, Xiaohong] East China Normal Univ, Teacher Coll, Shanghai, Peoples R China.;[Sun, Daner] Educ Univ Hong Kong, Dept Math & Informat Technol, Hong Kong, Peoples R China.;[Song, Rui] Shanghai Beijiao High Sch, Shanghai, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Zhan, Ying] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
通讯机构：
[Sun, DE ] E;Educ Univ Hong Kong, Dept Math & Informat Technol, Tai Po, D4-1F-15,10 Lo Ping Rd, Hong Kong, Peoples R China.
摘要：
Background, the context, and purpose of the study: With the prosperity of STEM education, engineering thinking has emerged as a crucial component of engineering education. However, current STEM educational practices do not totally promote engineering thinking among students at junior secondary schools. This paper presents a study that investigates the effects of teaching innovation, specifically the Engineering Integrated Science (EIS) curriculum, which integrates engineering design into science classes. The study aims to explore the impact of this curriculum on the development of junior secondary school students' engineering thinking skills, including systems thinking, critical thinking, and creative thinking.Results, the main findings: This study employed a quasi-experimental design with 286 junior secondary school students, split equally between experimental and control groups, to investigate the impact of integrating engineering design into science classes on students' engineering thinking. Mixed methods, including pre-posttests and interviews, were used to collect data and evaluate the effectiveness of the EIS curriculum, while also exploring influential factors such as academic achievement levels and gender. The results revealed that the EIS curriculum brought about significant differences in engineering thinking between the experimental group and the control group; the experimental group performed better in the development of systems thinking, critical thinking and creative thinking. Further findings suggested students' achievement levels and gender difference affected their performance in engineering thinking, for example, students with low achievement levels were comparatively weak at creative thinking; male and female students demonstrated similar levels of engineering thinking, with males showing better performance in creative thinking.Conclusions, brief summary, and potential implications: This study employed mixed research methods to analyze and compare the development of students' engineering thinking before and after the implementation of a self-developed EIS curriculum. Overall, the results showed that the implementation of the EIS curriculum could improve students' engineering thinking significantly, and expose the impact of this curriculum on students' systems thinking, critical thinking, and creative thinking. The findings will contribute to the research of thinking skills in engineering oriented STEM education and inform the design and implementation of engineering-oriented STEM education.
作者：
She, Zhuang;Shi, Yanwei;Duncan, Barry L.;Xie, Dong;Xi, Juzhe;...
期刊：
Current Psychology,2023年42(5):3650-3657 ISSN：1046-1310
通讯作者：
Juzhe Xi
作者机构：
[She, Zhuang; Xi, Juzhe] East China Normal Univ, Sch Psychol & Cognit Sci, Affiliated Mental Hlth Ctr ECNU, Shanghai Key Lab Mental Hlth & Psychol Crisis Int, Shanghai 200062, Peoples R China.;[She, Zhuang; Ji, Weidong; Xi, Juzhe] Shanghai Changning Mental Hlth Ctr, Shanghai 200335, Peoples R China.;[Shi, Yanwei] Shanghai Normal Univ, Dept Human Resource Management, Shanghai 200234, Peoples R China.;[Duncan, Barry L.] Better Outcomes Now, W Palm Beach, FL 33401 USA.;[Xie, Dong] Univ Cent Arkansas, Dept Psychol & Counseling, Conway, AR 72035 USA.
通讯机构：
[Juzhe Xi] S;Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China<&wdkj&>Shanghai Changning Mental Health Center, Shanghai, China
作者机构：
[Xiong, Xiong; Chen, Chen] Hubei Univ, Wuhan, Peoples R China.;[Chen, Chen] Wuhan Univ, Wuhan, Peoples R China.;[Zhe, Cheng] China Cent Normal Univ, Wuhan, Peoples R China.;[Zheng, Yueyang] Chinese Univ Hong Kong, Hong Kong, Peoples R China.;[Xiao, Tong; Lu, Xingfu] Tsinghua Univ, Beijing, Peoples R China.
通讯机构：
[Xiong, X ] H;Hubei Univ, Inst Educ, Wuhan 430062, Peoples R China.
关键词：
sustainable competitive advantage;sustainable development;evaluation index system;scientific research;higher education evaluation
摘要：
Under the background of insufficient scientific research funding, evaluating the level of scientific research from the perspective of sustainable development is necessary. The study aims to develop an evaluation index system based on the theories for sustainable competitive advantage (SCA), which could be used to evaluate the sustainable development trend of scientific research in universities. In this study, 42 world-class universities in China are used as examples to calculate their SCA performance in scientific research using the entropy and equal weights methods. The scores of scientific research in different universities in the Academic Ranking of World Universities (ARWU) in 2021 are used to verify the effectiveness of the evaluation index system. The results show that the evaluation index system can effectively predict the scientific research performance of universities in the future. It could be deduced from the results that universities with better scientific research performance meet the needs of the external market better and have more valuable, rare, imitable, and ambiguous resources but a lower level of scientific research dynamic ability. The evaluation index system makes up for the lack of emphasis on the potential scientific research capacity of the university in the current evaluation methods. It can help university administrators formulate relevant scientific research management regulations.
期刊：
International Journal of Psychophysiology,2023年188:1-11 ISSN：0167-8760
通讯作者：
Ming Peng
作者机构：
[Peng, Ming; Chen, Tianlong; Yang, Xiaoying; Tang, Rui] Cent China Normal Univ, Sch Psychol, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Peng, Ming; Chen, Tianlong; Yang, Xiaoying; Tang, Rui] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Peng, Ming] Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Peoples R China.;[Cai, Mengfei] Manhattanville Coll, Dept Psychol, New York, NY USA.
通讯机构：
[Ming Peng] K;Key Laboratory of Adolescent Cyberpsychology and Behavior of the Ministry of Education and School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
关键词：
EEG;ERP;Fairness consideration;Moral transgression;Ultimatum game
摘要：
People tend to dislike and punish unfair behaviors in social interactions, and this disposition may be moderated by the characteristics of their interaction partner. We used a modified ultimatum game (UG) to investigate players' responses to fair and unfair offers from proposers described as having performed either a moral transgression or a neutral behavior, and recorded an electroencephalogram. The participants' behavior in the UG suggests that people quickly demand more fairness from proposers who have committed moral transgressions rather than neutral behavior. Event-related potentials (ERPs) revealed a significant effect of offer type and of proposer type on P300 activity. The prestimulus α-oscillation power in the neutral behavior condition was significantly lower than that in the moral transgression condition. The post-stimulus β-event-related synchronization (β-ERS) was larger for the moral transgression condition than the neutral behavior condition in response to the least fair offers, and larger for neutral behavior than the moral transgression condition in response to the fairest offers. In summary, β-ERS was influenced by both proposer type and offer type, which revealed different neural responses to the offer from either a morally transgressive or a neutral behavior proposer.
期刊：
Journal of Urban Planning and Development,2023年149(3):05023025 ISSN：0733-9488
通讯作者：
Zheng, WS
作者机构：
[Zheng, Wensheng; Zhou, Ying] Cent China Normal Univ, Coll Urban & Environm Sci, Wuhan 430079, Hubei, Peoples R China.;[Li, Chenggu] Northeast Normal Univ, Sch Geog Sci, Changchun 130024, Peoples R China.;[Zheng, Wensheng] China Tourism Acad, Wuhan Branch, Wuhan 430079, Peoples R China.;[Zheng, Wensheng] Cent China Normal Univ, Hubei High Qual Dev Inst, Wuhan 430079, Peoples R China.;[Ma, Zuopeng] Chinese Acad Sci, Northeast Inst Geog & Agroecol, Changchun 130102, Peoples R China.
通讯机构：
[Zheng, WS ] C;Cent China Normal Univ, Coll Urban & Environm Sci, Wuhan 430079, Hubei, Peoples R China.;China Tourism Acad, Wuhan Branch, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Hubei High Qual Dev Inst, Wuhan 430079, Peoples R China.
摘要：
The governance of urban shrinkage has recently become an important topic for geographers and urban planners. However, a comprehensive exploration of the various spatial problems and governance paths in shrinking cities remains a huge gap in urban shrinkage governance literature. Building on the review and induction of extensive literature, this paper constructs a theoretical framework for the spatial governance of urban shrinkage from four perspectives: conceptual connotations, influencing factors, paths, and effects. By field investigation and policy interpretation, it takes Jixi City as a case, a coal-based shrinking city in China, to explore the policy response of the government and their effects. We find that the spatial governance of Jixi is a process of multisubject participation and multielement integration focusing on various spatial issues, which confirms the rationality of the analytical framework. Also, there are both similarities and differences in the spatial governance of urban shrinkage between Western countries and Chinese. This study enriches the theory of urban shrinkage governance, shows Chinese characteristics in urban governance, and provides governance enlightenment for other shrinking cities.
期刊：
International Journal of Environmental Research and Public Health,2023年20(2):1629- ISSN：1661-7827
通讯作者：
Yujie Liu<&wdkj&>Qing Wu
作者机构：
[Li, Xigui] Hunan Agr Univ, Coll Landscape Architecture & Art Design, Changsha 410128, Peoples R China.;[Wu, Qing] Zhaoqing Univ, Tourism & Hist Culture Coll, Zhaoqing 526061, Peoples R China.;[Wu, Qing] Nanjing Normal Univ, Sch Geog, Nanjing 210023, Peoples R China.;[Liu, Yujie] Cent China Normal Univ, Coll Urban & Environm Sci, Wuhan 430079, Peoples R China.
通讯机构：
[Yujie Liu] T;[Qing Wu] A;The College of Urban & Environmental Sciences, Central China Normal University, Wuhan 430079, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>School of Geography, Nanjing Normal University, Nanjing 210023, China<&wdkj&>Tourism and Historical Culture College, Zhaoqing University, Zhaoqing 526061, China
关键词：
cultivated land system health;PSR-VOR model;zoning regulation;two lake plains
摘要：
Cultivated land resources are the material basis of sustainable agricultural development. Climate change, food security, land pollution, and other issues highlight the value of sustainable agricultural development, and the health of the cultivated land system has attracted much attention. By constructing "PSR-VOR" cultivated land system health evaluation framework under the 5 km grid scale and using GIS spatial analysis and mathematical statistics to comprehensively evaluate the health status of the cultivated land system in the two lake plains from 2000 to 2019. The major results have shown that: (1) Over the past 20 years, both the highest and average values of the health index of the cultivated land system have gone down, and the health status of the cultivated land system has changed and gotten worse over time. (2) The health status in the two lake plains has been generally good, mainly in Class I and Class II areas. However, the area of cultivated land with general and poor health status has increased rapidly. On the whole, the health level presents the characteristic of gradually decreasing from the northeast to the southwest and southeast. (3) During the study period, the global Moran's I value of the cultivated land system health index in the two lake plains increased from 0.686 to 0.729, with significant spatial positive autocorrelation, and the spatial heterogeneity of the cultivated land system health index gradually increased. As shown by the spatial distribution characteristics of high in the north, low in the south, and decreasing from the middle to the outside, the distribution of the high-value cluster area and the low-value cluster area of the cultivated land system health index in the two lake plains has not changed significantly over the past 20 years. (4) The two lake plains are divided into five areas: a moderate optimization area, a collaborative optimization area, a potential improvement area, a key improvement area, and a priority improvement area. The urgency of regulating the health status from the moderate optimization area to the priority improvement area has gradually increased, and the differentiated utilization and management of cultivated land resources need to be carried out according to local conditions.
期刊：
Active Learning in Higher Education,2023年 ISSN：1469-7874
通讯作者：
Pi, ZL;Yang, JM
作者机构：
[Zhang, Yi] Beijing Normal Univ, Coll Educ Future, Beijing, Peoples R China.;[Xu, Ke] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Yang, Jiumin; Pan, Yun] Cent China Normal Univ, Wuhan, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Xian, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, 199 South Changan Rd, Xian 710062, Shaanxi, Peoples R China.
通讯机构：
[Yang, JM ] C;[Pi, ZL ] S;Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, 199 South Changan Rd, Xian 710062, Shaanxi, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
learning by drawing;mediation analysis;segmentation;video learning;visual attention
摘要：
Active Learning in Higher Education, Ahead of Print. <br/>The current study investigated the effects of segmentation design and drawing on college students’ video learning. Participants were 158 college students randomly assigned to view either a segmented or continuous video lecture (video type: segmented vs continuous) and who either received instructed to draw while learning or no instructions at all (learning strategy: drawing vs passive viewing). Participants’ eye movements were recorded as they viewed the video, and data was collected regarding their learning satisfaction, cognitive load, both immediate and 7-day delayed learning outcomes, and their perceptions regarding the instructional efficiency of the lectures. The results showed that the drawing activity moderated the segmentation effect in that students did not benefit from the segmented video design when viewing passively, but did when required to draw while viewing. Furthermore, the positive effect of segmentation was mediated by drawing accuracy.
作者机构：
[Barnieh, Beatrice Asenso; Jia, Li; Jia, L] Int Res Ctr Big Data Sustainable Dev Goals, Beijing 100094, Peoples R China.;[Menenti, Massimo; Zeng, Yelong; Lv, Yunzhe; Barnieh, Beatrice Asenso; Jia, Li; Jiang, Min; Bennour, Ali; Jia, L] Chinese Acad Sci, Beijing 100101, Peoples R China.;[Zeng, Yelong; Lv, Yunzhe; Barnieh, Beatrice Asenso; Bennour, Ali] Chinese Acad Sci, Inst Geog Sci & Nat Resources Res, 19 Yuquan Rd, Beijing 100040, Peoples R China.;[Kabo-Bah, Amos Tiereyangn; Barnieh, Beatrice Asenso; Nyantakyi, Emmanuel Kwesi] Univ Energy & Nat Resources, Earth Observat Res & Innovat Ctr, POB 214, Sunyani, Ghana.;[Menenti, Massimo] Delft Univ Technol, Fac Civil Engn & Earth Sci, Stevinweg 1, NL-2628 CD Delft, Netherlands.
通讯机构：
[Jia, L ] I;Int Res Ctr Big Data Sustainable Dev Goals, Beijing 100094, Peoples R China.;Chinese Acad Sci, Beijing 100101, Peoples R China.
关键词：
natural vegetation;intensity analysis;spatial patterns;systematic transitions;random transitions;West Africa
摘要：
Land Use/Land Cover (LULC) change is a major global concern and a topic of scientific debate. In West Africa, the key trend among the changes of the past few years is the loss of natural vegetation related to changes in different LULC categories, e.g., water bodies, wetland, and bare soil. However, not all detected changes in these LULC categories are relevant for LULC change management intervention in a resource-constrained continent, as a massive change in the dominant LULC types may be due to errors in the LULC maps. Previous LULC change analysis detected large discrepancies in the existing LULC maps in Africa. Here, we applied an open and synergistic framework to update and improve the existing LULC maps for West Africa at five-year intervals from 1990 to 2020-updating them to a finer spatial resolution of 30 m. Next, we detected spatial-temporal patterns in past and present LULC changes with the intensity analysis framework, focusing on the following periods: 1990-2000, 2000-2010, and 2010-2020. A faster annual rate of overall transition was detected in 1990-2000 and 2010-2020 than in 2000-2010. We observed consistent increases in shrubland and grassland in all of the periods, which confirms the observed re-greening of rangeland in West Africa. By contrast, forestland areas experienced consistent decreases over the entire period, indicating deforestation and degradation. We observed a net loss for cropland in the drought period and net gains in the subsequent periods. The settlement category also gained actively in all periods. Net losses of wetland and bare land categories were also observed in all of the periods. We observed net gains in water bodies in the 1990-2000 period and net losses in the 2010-2020 period. We highlighted the active forestland losses as systematic and issued a clarion call for an intervention. The simultaneous active gross loss and gain intensity of cropland raises food security concerns and should act as an early warning sign to policy makers that the food security of marginal geographic locations is under threat, despite the massive expansion of cropland observed in this study area. Instead of focusing on the dynamics of all the LULC categories that may be irrelevant, the intensity analysis framework was vital in identifying the settlement category relevant for LULC change management intervention in West Africa, as well as a cost-effective LULC change management approach.
期刊：
JOURNAL OF AGGRESSION MALTREATMENT & TRAUMA,2023年32(11):1493-1510 ISSN：1092-6771
通讯作者：
Cuiying Fan
作者机构：
[Yin, Meng; Chu, Xiaowei] Zhejiang Normal Univ, Coll Teacher Educ, Jinhua, Peoples R China.;[Fan, Cuiying] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Fan, Cuiying] Cent China Normal Univ, 152, Luoyu Rd, Wuhan, Peoples R China.
通讯机构：
[Cuiying Fan] S;School of Psychology, Central China Normal University, Wuhan, China
关键词：
Traditional bullying;cyberbullying;self-esteem;trait aggressiveness;cumulative risk;adolescents
摘要：
The present study investigated the longitudinal effects of multiple environmental risk factors in three social domains (i.e., family, school, and Internet) on traditional bullying and cyberbullying and the moderating roles of self-esteem and trait aggressiveness in these relations. The present research was conducted by a four-wave panel design with 6-month intervals. A total of 358 students (40.5% girls) aged 12 to 14 (M = 12.89) participated in this study and completed the measures on research variables. Results indicated that participants who experienced more risk factors reported higher bullying perpetration scores at later times. Participants exposed to more risk domains reported more cyberbullying activities at T4 than those exposed to none or fewer risk domains. Besides, trait aggressiveness moderated the predictive effects of cumulative environmental risk/cumulative risk domain in bullying perpetration. However, these effects were not moderated by self-esteem. The effects were much stronger for adolescents with higher levels of trait aggressiveness than those with lower levels of trait aggressiveness. These findings can enrich the previous literature and provide some basis for developing interventions on bullying behavior.
作者机构：
[Gui, Wendong; Gao, Tiantian; Zuo, Mingzhang; Liu, Bowen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Hubei, Peoples R China.;[Wu, Yonghe] East China Normal Univ, Fac Educ, Dept Educ Informat Technol, Shanghai 200062, Peoples R China.;[Zuo, MZ; Zuo, Mingzhang] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Zuo, MZ ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
Teaching;learning strategies;21st century abilities;Secondary education;Data science applications in education
摘要：
Self-directed learning (SDL) has been employed in design education to support students' effective learning and designing. However, it is still unknown how students engage in an SDL process and how students’ SDL behaviors affect performance in a design context. In a computer-aided 3D design context, this study used cluster analysis to identify SDL behavioral patterns based on the trace data of 193 middle school students and further examined the differences in the perceived SDL ability and creative performance. Four distinct SDL behavioral patterns were identified: fully engaged, planning and reflection engaged, execution and regulation engaged, and minimally engaged learners. There were significant differences in the perceived SDL ability and creative performance between the four SDL behavioral patterns. The fully engaged learners showed the highest levels of perceived SDL ability and creative performance; the minimally engaged learners showed the lowest levels of perceived SDL ability and creative performance; the planning and reflection engaged learners had higher levels of perceived SDL ability and creative performance than the execution and regulation engaged learners. The findings provide insights for better understanding SDL from a behavioral perspective and for effective incorporation of SDL in a design context.
作者机构：
[Hu, Shengze; Huang, Tao; Wang, Han; Zhao, Yuan] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Zhao, Yuan] Jiujiang Univ, Fac Educ, Jiujiang 332005, Peoples R China.
通讯机构：
[Tao Huang] F;Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
With the exponential growth of educational data, increasing attention has been given to student learning supported by learning analytics dashboards. Related research has indicated that dashboards relying on descriptive analytics are deficient compared to more advanced analytics. However, there is a lack of empirical data to demonstrate the performance and differences between different types of analytics in dashboards. To investigate these, the study used a controlled, between-groups experimental method to compare the effects of descriptive and prescriptive dashboards on learning outcomes. Based on the learning analytics results, the descriptive dashboard describes the learning state and the prescriptive dashboard provides suggestions for learning paths. The results show that both descriptive and prescriptive dashboards can effectively promote students' cognitive development. The advantage of prescriptive dashboard over descriptive dashboard is its promotion in learners' learning strategies. In addition, learners' prior knowledge and learning strategies determine the extent of the impact of dashboard feedback on learning outcomes.
期刊：
Learning and Instruction,2023年84:101729 ISSN：0959-4752
通讯作者：
Wenjing Li<&wdkj&>Fuxing Wang
作者机构：
[Li, Wenjing] Tianjin Normal Univ, Fac Psychol, Tianjin, Peoples R China.;[Wang, Fuxing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Wang, Fuxing] 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.;[Li, Wenjing] 393 Binshui West Rd, Tianjin 300387, Peoples R China.
通讯机构：
[Wenjing Li] F;[Fuxing Wang] S;School of Psychology, Central China Normal University, China<&wdkj&>Faculty of Psychology, Tianjin Normal University, China
摘要：
Two experiments examined the effects of a pedagogical agent's (PA's) pointing gestures, eye gaze, and eye contact on learning processes (measured by learners' eye fixations on relevant elements) and learning outcomes (as measured by retention and transfer test scores) with a multimedia lesson on neural transmission. In Experiment 1, having the PA look at and point to relevant elements as she lectured led to more eye fixations on the relevant portion of the graphic and better retention and transfer test scores. Keeping eye contact with learners tended to improve retention test scores and increased their eye fixations on relevant elements when the PA also looked at and pointed to the graphic. In Experiment 2, the PA's pointing gestures as a stand-alone feature caused better retention test scores and more fixations on relevant elements of the graphic, but eye gaze direction did not. These findings help extend the embodiment principle.
期刊：
Journal of Science Education and Technology,2023年32(2):153-167 ISSN：1059-0145
通讯作者：
Jingjing Ma
作者机构：
[Ma, Jingjing; Liu, Qingtang; Yu, Shufan] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Ma, Jingjing; Liu, Qingtang; Yu, Shufan] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.;[Wang, Qiyun] Nanyang Technol Univ, Natl Inst Educ, Learning Sci & Technol Acad Grp, Singapore, Singapore.;[Xu, Suxiao] Hangzhou Jialvyuan Primary Sch, Hangzhou, Peoples R China.
通讯机构：
[Jingjing Ma] S;School of Educational Information Technology, Central China Normal University, Wuhan, People’s Republic of China<&wdkj&>Hubei Research Center for Educational Informationization, Central China Normal University, Wuhan, People’s Republic of China
关键词：
Augmented reality;Microscopic composition of substances;Learning motivation;Technology perception;Chemistry education
摘要：
The microscopic composition of substances is a piece of essential but abstract knowledge in chemistry. Junior high school students may experience difficulty in mental representation when learning micro concepts, which leads to problems such as unsatisfactory academic performance and low learning motivation. Augmented reality (AR) is an optimal choice for presenting abstract concepts and invisible phenomena. Consequently, this study developed an AR application including three-layer experiential learning activities and integrating multiple external representations (text, pictures, 3D models, operations, etc.). To assess the effect of the AR application on students' knowledge gains, learning motivation, and technology perception, an experiment was conducted with 95 ninth-grade students aged 13-15 years who were randomly assigned to two groups (AR and non-AR). The results show that the AR application helped increase students' knowledge gains. Although there was no significant difference in the retention test between the two groups, scores on the transfer test were significantly higher for the AR group than for the non-AR group. Moreover, the AR application significantly improved students' motivation to learn. Finally, students had a positive perception of AR technology.
期刊：
Adolescent Research Review,2023年8(1):45-62 ISSN：2363-8346
通讯作者：
Cai, Zhihui;He, Jinbo
作者机构：
[Wang, Zhikeng; Mao, Peipei; Cai, Zhihui; Wang, Dandan] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[He, Jinbo] Chinese Univ Hong Kong, Sch Humanities & Social Sci, Shenzhen, Guangdong, Peoples R China.;[Fan, Xitao] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
通讯机构：
[Cai, Zhihui; He, Jinbo] C;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;Chinese Univ Hong Kong, Sch Humanities & Social Sci, Shenzhen, Guangdong, Peoples R China.
关键词：
Problematic internet use;Depressive symptoms;Anxiety;Loneliness;Mental health outcomes;Meta-analysis
摘要：
Videos are pivotal tools in pre-service teacher training. First-person, third-person, and 360-degree perspectives are commonly used types and the optimal type remains undetermined. In our study involving pre-service teachers (PSTs), we evaluated the efficacy of 360-degree videos against the first-person and third-person perspective videos concerning spatial presence, cognitive load, classroom quality rating accuracy, and classroom observation. Our results revealed that PSTs exposed to 360-degree videos exhibited superior performance in spatial presence, classroom quality rating accuracy, and classroom observation compared to the other two video types. This underscores that 360-degree videos enhance PSTs' skills in discerning, categorizing, and interpreting classroom events. Although there were no marked differences in cognitive load across the groups, cognitive load was found to modulate the influence of video type on classroom observation. Notably, at higher cognitive load levels, the 360-degree videos were more advantageous. The significance of this study is twofold: it empirically substantiates the superiority of 360-degree videos in refining pedagogical skills and it reveals the modulating role of cognitive load. These findings inform innovative instructional interventions and pedagogical strategies, emphasizing the need for using 360-degree videos in teacher education and encouraging higher learner engagement.
作者机构：
[Hu, Fengying] Hubei Univ, Business Sch, Wuhan 430062, Peoples R China.;[Zhou, Zhenglong] Cent China Normal Univ, Sch Informat Management, Wuhan 430079, Peoples R China.
通讯机构：
[Zhenglong Zhou] S;School of Information Management, Central China Normal University, Wuhan, China
