作者： Dai, Zhicheng;Xiong, Junxia;Zhao, Liang;He, Xiuling

期刊： Interactive Learning Environments,2022年32(1) ISSN：1049-4820

通讯作者： Liang Zhao

作者机构： [Dai, Zhicheng; Xiong, Junxia] Cent China Normal Univ, Natl Engn Res Ctr Learning, Wuhan, Peoples R China.;[He, Xiuling; Zhao, Liang] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Peoples R China.

通讯机构： [Liang Zhao] N;National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, People’s Republic of China

关键词： ICT;teaching mode;activity theory;interaction and satisfaction;engineering course

摘要： Activity theory is of great importance in emphasizing the role of community and intermediary tools in the subject's internalization activities. From the perspective of activity theory, via systematically and comprehensively exploring kinds of different interactions between various elements (e.g. subject, community and tools) in classroom teaching, this study constructed a framework based on ICT-enhanced activity system, and proposed a teaching mode using the constructed framework. To verify its effectiveness in improving classroom interaction and satisfaction, the proposed teaching mode is applied to an engineering course. The experimental results showed that the proposed teaching mode can not only effectively combine theoretical learning with practical application, but also raise students' classroom interaction and satisfaction through rich teaching activities (including such as competitive answering, topic discussion and achievement sharing, etc.). As demonstrated in our experiment, compared with the traditional teaching modes, (i) 83.8% of the participants were more satisfied with the proposed mode, and 70.3% of them preferred that this mode could be maintained in the future teaching; (ii) better instructional design of engineering courses with the accompanying more satisfactions can be gained using the proposed teaching mode. Theoretical and practical contributions to the integration of ICT with engineering courses are offered.

语种： 英文

作者： Liu, Zhi;Ren, Yupei;Kong, Xi;Liu, Sannyuya

期刊： Journal of Educational Computing Research,2022年60(6):1514 - 1557 ISSN：0735-6331

通讯作者： Yupei Ren

作者机构： [Liu, Sannyuya; Kong, Xi; Liu, Zhi; Ren, Yupei] Cent China Normal Univ, Natl Engn Lab Educ Big Data, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Liu, Sannyuya] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.

通讯机构： [Yupei Ren] N;National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, Hubei, China

关键词： wearable devices;learning analytics;systematic review;physiological signals

摘要： Wearable devices are an emerging technological tool in the field of learning analytics. With the help of wearable technologies, an increasing number of scholars have a strong interest in studying the associations between student data and learning outcomes in different learning environments. This systematic review examines 120 articles published between 2011 and 2021, exploring current research on learning analytics based on wearable devices in detail from both descriptive and content analysis. The descriptive analysis reviewed the included literature in five dimensions: publication times of the reviewed literature, wearable devices and data types used in studies, stakeholders, objectives, and methods involved in the analysis procedure. The content analysis aims to examine the literature covered in terms of three categorical domains of educational objectives: cognitive, affective, and behavioral, to investigate the practical applications and potential issues of learning analytics based on wearable devices. After that, based on the overall research content of the reviewed literature, a framework for learning analytics based on wearable devices is present, and its application process is summarized and analyzed for the reference of related researchers. At last, we summarize the limitations of existing studies and present several recommendations to further promote research and development in this field.

语种： 英文

作者： Luo, Zhenzhen*;Chen Jingying;Wang Guangshuai;Liao Mengyi

期刊： Interactive Learning Environments,2022年30(6):1117-1130 ISSN：1049-4820

通讯作者： Luo, Zhenzhen

作者机构： [Luo, Zhenzhen] Jiangxi Normal Univ JXNU, Nanchang, Jiangxi, Peoples R China.;[Liao Mengyi; Chen Jingying; Wang Guangshuai] Cent China Normal Univ, Dept Natl Engn Res Ctr E Learning NERCEL, Wuhan, Peoples R China.

通讯机构： [Luo, Zhenzhen] J;Jiangxi Normal Univ JXNU, Nanchang, Jiangxi, Peoples R China.

关键词： 3D interest model;interest analysis;natural sensing technology;multimodal fusion;facial expression

摘要： A student’s interest level can strongly affect the learning process, and thus, can be considered an important factor in the effort to improve learning. Presently, student interest is primarily assessed by administering questionnaires or conducting case analyses. However, this method cannot provide timely feedback in the learning environment to allow an instructor to make immediate improvements for a more effective learning process. Hence, we designed an intelligent analysis method to analyse student interest using multimodal natural sensing technology. In this study, we present a three-dimensional (3D) learning interest model designed from an educational psychology perspective which comprehensively describes student interest in a learning environment: cognitive attention, learning emotion and thinking activity. Multimodal data are compiled by head pose estimation, facial expression recognition and interactive data collection and interpreted based on this model. Then, multimodal data fusion is conducted to comprehensively gauge student interest. Experimental testing revealed that the proposed 3D model of learning interest could objectively reflect student interest, providing an effective basis for improving teaching in real time. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.

语种： 英文

作者： Teuber, Ziwen*;Tang, Xin*;Sielemann, Lena;Otterpohl, Nantje;Wild, Elke

期刊： Journal of Youth and Adolescence,2022年51(7):1333-1353 ISSN：0047-2891

通讯作者： Teuber, Ziwen;Tang, Xin

作者机构： [Wild, Elke; Teuber, Ziwen; Sielemann, Lena] Bielefeld Univ, Dept Psychol, Bielefeld, Germany.;[Tang, Xin] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Tang, Xin] Univ Helsinki, Fac Educ Sci, Helsinki, Finland.;[Otterpohl, Nantje] Justus Liebig Univ Giessen, Dept Psychol, Giessen, Germany.

通讯机构： [Teuber, Ziwen] B;[Tang, Xin] C;[Tang, Xin] U;Bielefeld Univ, Dept Psychol, Bielefeld, Germany.;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.

关键词： Parental conditional regard;Self-determination;Multiple informants;Latent profile and latent transition analyses;Psychopathology

摘要： The important role of parenting is widely acknowledged, but as most studies have understood and examined it as a stable attribute (e.g., parenting style), the stability of and changes in parenting are less well understood. Using longitudinal person-oriented approaches (i.e., latent profile analyses and latent transition analyses), this study aimed to examine the stability of and changes in autonomy-related parenting profiles and their effects on adolescents' academic and psychological development. Four autonomy-related dimensions (i.e., autonomy support, warmth, psychological control, conditional regard) were chosen to identify parenting profiles on the basis of Self-Determination Theory. Using five-year longitudinal data from 789 German secondary school students (50.06% female, M-age at T1 = 10.82 years, age span = 10-17), four autonomy-related parenting profiles were found: Supportive (similar to 17%), Controlling (similar to 31%), Unsupportive-Uncontrolling (similar to 17%), and Limited Supportive (similar to 35%). The results suggest that the Supportive profile contributes to adolescents' positive academic and psychological development, whereas the Controlling profile, which thwarts autonomy development, exacerbates the development of psychopathology, and impairs academic achievement. More importantly, the Limited Supportive profile is as maladaptive as the Unsupportive-Uncontrolling profile. Regarding parenting profiles' stability and changes, the results showed that about half of each profile stayed in the same group. Overall, it could be observed that parents became more supportive and less controlling over time. However, the findings also indicate that parenting profiles are less stable than expected and can still change during early-to-mid adolescence.

语种： 英文

作者： Hu, Xiaozhong;Cheng, Sanyin;Hu, Hongxia

期刊： JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION,2022年43(3):285-300 ISSN：1361-7672

通讯作者： Sanyin Cheng

作者机构： [Hu, Xiaozhong] Shandong Univ, Ctr Juda & Interreligious Studies, Dept Hist & Culture, Jinan, Peoples R China.;[Cheng, Sanyin] Shandong Univ, Dept Philosophy & Social Dev, Jinan, Shandong, Peoples R China.;[Hu, Hongxia] Cent China Normal Univ, Fac Educ, Wuhan, Peoples R China.

通讯机构： [Sanyin Cheng] D;Department of Philosophy and Social Development, Shandong University, Jinan, China

关键词： Religious involvement;religious coping;quality of university life

摘要： This study explores the relationships among religious involvement, religious coping, and quality of university life among university students in mainland China. The religious involvement scale, the brief RCOPE, and the quality of university life measure were administered to 1623 university students from 135 universities. Results showed that positive religious coping and religious involvement significantly positively predicted quality of university life, while negative religious coping significantly negatively predicted quality of university life. The contributions, limitations and implications of this research are discussed.

语种： 英文

作者： Qin, Yun

期刊： Psychiatria Danubina,2022年34(SUPPL-2):S477-S478 ISSN：0353-5053

作者机构： [Qin, Yun] Cent China Normal Univ, Wuhan 430079, Peoples R China.;[Qin, Yun] Nanning Normal Univ, Nanning 530001, Peoples R China.

语种： 英文

作者： Guo, Yawei;Lin, Shengjie;Acar, Selcuk;Jin, Shuxian;Xu, Xizheng;...

期刊： JOURNAL OF CREATIVE BEHAVIOR,2022年56(3):432-448 ISSN：0022-0175

通讯作者： Shengjie Lin

作者机构： [Guo, Yawei] Univ Georgia, Athens, GA 30602 USA.;[Lin, Shengjie] Yale Univ, New Haven, CT 06511 USA.;[Acar, Selcuk] Univ North Texas, Denton, TX 76203 USA.;[Jin, Shuxian] Vrije Univ Amsterdam, Amsterdam, Netherlands.;[Xu, Xizheng] Cent China Normal Univ, Wuhan, Peoples R China.

通讯机构： [Shengjie Lin] Y;Yale University, United States

关键词： creativity;divergent thinking;evaluative skill;meta-analysis

摘要： Evaluative skill, the ability to accurately assess ideas in terms of originality or creativity, is a critical component of creativity. It involves discarding bad ideas and discerning ideas that are worthwhile to pursue. In light of the growing research on the association between individuals’ evaluative skill and divergent thinking (DT), a research synthesis is needed to clarify discrepant results. Therefore, we examined the relationship between DT and evaluative skill with a three-level meta-analytic approach. Based on 96 effect sizes in 20 studies with a total sample of 3,019 participants, results indicated that DT was positively associated with evaluative skill, r =.13 (95% CI [.07,.20], p <.001). Follow-up moderator analyses revealed that the type of DT tests, the source of ideas, and the type of evaluation tasks were significant moderators. Compared with Instances, Line Meanings, and Consequences, the relationship was (a) weaker when the Uses task was used as the DT test, (b) stronger when the evaluation task was based on Uses, and (c) stronger when people rated their own ideas than when they rated others. The findings implied that DT and evaluative skill are conceptually distinct but interrelated and suggested ways to enhance evaluative skill. © 2022 Creative Education Foundation(CEF).

语种： 英文

作者： Jin, Guangyu;Wang, Jiayu*

期刊： International Journal of Applied Linguistics,2022年32(2):312-314 ISSN：0802-6106

通讯作者： Wang, Jiayu

作者机构： [Wang, Jiayu; Jin, Guangyu] Cent China Normal Univ, Wuhan, Peoples R China.;[Wang, Jiayu] Cent China Normal Univ, Sch Foreign Languages, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Wang, Jiayu] C;Cent China Normal Univ, Sch Foreign Languages, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

语种： 英文

作者： Dai, Xianhua;Li, Wenchao

期刊： Journal of Intelligence,2022年10(2):19- ISSN：2079-3200

通讯作者： Xianhua Dai

作者机构： [Li, Wenchao; Dai, Xianhua] Cent China Normal Univ, Sch Publ Adm, Wuhan 430079, Peoples R China.;[Dai, Xianhua] Cent China Normal Univ, Ctr Lab & Social Secur Res, Wuhan 430079, Peoples R China.

通讯机构： [Xianhua Dai] S;School of Public Administration, Central China Normal University, Wuhan 430079, China<&wdkj&>Center for Labor and Social Security Research, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.

关键词： culture capital;economic capital;social capital;social security;living conditions;cognitive ability;heterogeneity

摘要： The aim of this study was to analyze the influence of economic capital, culture capital, social capital, social security, and living conditions on children's cognitive ability. However, most studies only focus on the impact of family socio-economic status/culture capital on children's cognitive ability by ordinary least squares regression analysis. To this end, we used the data from the China Family Panel Studies in 2018 and applied proxy variable, instrumental variables, and two-stage least squares regression analysis with a total of 2647 samples with ages from 6 to 16. The results showed that family education, education expectation, books, education participation, social communication, and tap water had a positive impact on both the Chinese and math cognitive ability of children, while children's age, gender, and family size had a negative impact on cognitive ability, and the impact of genes was attenuated by family capital. In addition, these results are robust, and the heterogeneity was found for gender and urban location. Specifically, in terms of gender, the culture, social capital, and social security are more sensitive to the cognitive ability of girls, while living conditions are more sensitive to the cognitive ability of boys. In urban locations, the culture and social capital are more sensitive to rural children's cognitive ability, while the social security and living conditions are more sensitive to urban children's cognitive ability. These findings provide theoretical support to further narrow the cognitive differences between children from many aspects, which allows social security and living conditions to be valued.

语种： 英文

作者： Dai, Xianhua;Gu, Nian

期刊： International Journal of Environmental Research and Public Health,2022年19(1) ISSN：1661-7827

通讯作者： Dai, X.

作者机构： [Gu, Nian; Dai, Xianhua] Cent China Normal Univ, Sch Publ Adm, Wuhan 430079, Peoples R China.;[Dai, Xianhua] Cent China Normal Univ, Ctr Labor & Social Secur Res, Wuhan 430079, Peoples R China.

通讯机构： School of Public Administration, Central China Normal University, Wuhan, China

关键词： social capital;mental health;instrumental variable;two-stage least square;robustness;heterogeneity

摘要： The influence of social capital on mental health is a controversial topic. As some studies have pointed out, cognitive social capital significantly affects mental health but structural social capital does not. Using data from the China Family Panel Survey, this study measured social capital from social help, social trust, social networks, and social participation as the instrumental variables (regional average level of social capital), and applied a two‐stage least squares regression. We found that the mental health of residents who trust and help each other is significantly higher than that of residents without trust and mutual help. When residents’ efforts to maintain social networks increase, their mental health significantly improves. These results are robust. Furthermore, the impact of social capital on mental health was heterogeneous in terms of urbanicity, gender, age, and area. These results are helpful for making policies for promoting residents’ mental health. © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Com‐mons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).

语种： 英文

作者： Yang, Yuqin;Yuan, Kaicheng;Feng, Xueqi;Li, Xiuhan;van Aalst, Jan

期刊： British Journal of Educational Technology,2022年53(6):1511-1529 ISSN：0007-1013

通讯作者： Li, Xiuhan(xiuhanli@ccnu.edu.cn)

作者机构： [Li, Xiuhan; Yang, Yuqin; Yuan, Kaicheng] Cent China Normal Univ, Fac Artificial Intelligence, Wuhan, Peoples R China.;[Feng, Xueqi] Southern Univ Sci & Technol, Ctr Studies Future Educ, Shenzhen, Peoples R China.;[van Aalst, Jan] Univ Hong Kong, Fac Educ, Pok Fu Lam, Hong Kong, Peoples R China.

通讯机构： [Xiuhan Li] F;Faculty of Artificial Intelligence, Central China Normal University, Wuhan, China

关键词： knowledge building;low-achieving students;metacognition;productive disciplinary engagement;reflective assessment

摘要： Supporting productive disciplinary engagement (PDE) in low-achieving students is an important but challenging goal in education. This study used a knowledge-building inquiry approach augmented by reflective assessment to facilitate low-achieving students' PDE. A quasi-experimental design method was employed to examine the effects of reflective assessment in supporting low-achieving students' PDE. The experimental class of tenth graders (n=20) conducted inquiries in the visual arts in a knowledge-building design augmented by reflective assessment, while the comparison class of tenth graders (n=14) conducted inquiries in a regular knowledge-building design without reflective assessment. This study lasted approximately 4months and the primary data source was the online discourse. A comparative analysis of the knowledge-building discourse characteristics and the sequential patterns of the discourse moves revealed higher cognitive, emotional and epistemic engagement in the experimental class compared with the comparison class. Epistemic network analysis showed that reflective assessment facilitated low-achieving students' collective reflection, monitoring and regulation, as shown by their metacognitive discourse moves. Their metacognition further helped them to achieve higher levels of cognitive, emotional and epistemic engagement than the comparison class. This study provides insights into the connections between inquiry, engagement and assessment. Moreover, it has implications for designing technology-supported collaborative inquiry environments to support low-achieving students' engagement and higher-level skills. Practitioner notes What is already known about this topic Supporting low-achieving students' productive disciplinary engagement (PDE) is an important but challenging goal in education and limited research has focused on it. Knowledge-building inquiry design augmented by reflective assessment is promising in supporting low-achieving students' PDE. Little research has examined the effects of reflective assessment-augmented knowledge building inquiry on low-achieving students' PDE and the mechanism through which reflective assessment supports their PDE. What this paper adds Reflective assessment-augmented knowledge-building inquiry is effective in supporting low-achieving students' PDE. Portfolio-supported Reflective assessment in Knowledge Forum facilitated low-achieving students' enactment of collective reflection, monitoring and regulation, and these metacognitive processes further helped low-achieving students to achieve higher levels of cognitive, emotional and epistemic engagement. This study provides insights into the connections between inquiry, engagement, and assessment. Implications for practice and/or policy It is crucial to create a collaborative and reflective community culture to help low-achieving students gradually gain agency. It is critical to help low-achieving students to develop a productive belief that idea improvement and reflection is a continuous and iterative process. The effectiveness of reflective assessment requires face-to-face knowledge-building discussion and collaborative reflection opportunities scaffolded by assessment tools and analytics that encourage low-achieving students to engage in meta-level discussion. © 2022 British Educational Research Association.

语种： 英文

作者： Chen, Weijing;Wang, Xiaoqian;Sun, Shan;Liu, Qian;Guo, Zhiwen

期刊： FRONTIERS IN PSYCHOLOGY,2022年13:942520 ISSN：1664-1078

通讯作者： Chen, W.

作者机构： [Wang, Xiaoqian; Chen, Weijing; Guo, Zhiwen] Hubei Univ, Business Sch, Wuhan, Peoples R China.;[Chen, Weijing] Hubei Ctr Studies Human Capital Dev Strategy & Pol, Key Res Base Humanities & Social Sci Hubei Prov, Wuhan, Peoples R China.;[Sun, Shan] Hubei Univ, Sch Educ, Dept Psychol, Wuhan, Peoples R China.;[Liu, Qian] Cent China Normal Univ, Lib, Wuhan, Peoples R China.

通讯机构： [Chen, W.] B;Business School, China

关键词： love status;mobile phone use;moderated mediation;neuroticism;self-emotional assessment

摘要： The relationship between neuroticism and mobile phone use is a hot research topic in the academic community. The purpose of this study was to investigate the roles of self-emotional assessment and love status in the mechanism through which college students’ neuroticism influences mobile phone use.We construct a moderated mediation model, and taking 869 Chinese college students as the research object and testing the mediating role of self-emotional assessment and the moderating role of love status. The results show that: (1) neuroticism was significantly positively related to mobile phone use and significantly negatively related to self-emotional assessment; self-emotional assessment was significantly positively related to mobile phone use; (2) self-emotional assessment had a masking effect on the relationship between neuroticism and mobile phone use; (3) love status not only moderated the relationship between self-emotional assessment and mobile phone use but also moderated the process through which self-emotional assessment masked the effect of neuroticism on mobile phone use. Our research expands the literature on the mechanisms underlying the effects of neuroticism on mobile phone use, enriches the understanding of the pertinent boundary conditions, and provides a better explanatory basis for the mobile phone use of college students. Copyright © 2022 Chen, Wang, Sun, Liu and Guo.

语种： 英文

作者： Qin, Xiaohua;Li, XingMing;Chen, Wei;Tan, Huili;Luo, Liang;...

期刊： Asia Pacific Journal of Tourism Research,2022年27(12):1336-1354 ISSN：1094-1665

通讯作者： XingMing Li

作者机构： [Xu, Xiaohong; Qin, Xiaohua] Nanning Normal Univ, Sch Tourism & Culture, Nanning, Peoples R China.;[Li, XingMing; Tan, Huili; Luo, Liang; Qin, Xiaohua] Cent China Normal Univ, Sch Urban & Environm Sci, Wuhan, Peoples R China.;[Chen, Wei] Guangxi Acad Agr Sci, Qual Inspect Inst, Nanning, Peoples R China.;[Li, XingMing] Cent China Normal Univ, Sch Urban & Environm Sci, Wuhan 430079, Peoples R China.

通讯机构： [XingMing Li] S;School of Urban and Environmental Science, Central China Normal University, Wuhan, People’s Republic of China

关键词： Rural tourism flow;digital footprint;network structure;spatial development model;Guilin

摘要： This paper proposes a network analysis framework for rural tourism flows based on the digital footprint data of Ctrip visitors, and studies network the spatial characteristics and spatial development patterns of rural tourism flows. Research results show the following: (1)rural tourism flow is characterized by large-scale flows between nodes with superior resource endowment conditions and convenient transportation. (2) The overall network structure of rural tourism flow has a low density, and the centrality of rural tourism nodes has an obvious hierarchical structure, and obvious structural hole phenomenon. (3) Rural tourism flow has a significant core-edge structure. (4) The internal space of rural tourism flow exists in several modes, such as core node development, axis development “along traffic arteries” and domain development “clustering groups.” This study addresses the regional imbalance of rural tourism resources and with the intent of boosting the high-quality development of rural tourism destinations. © 2023 Asia Pacific Tourism Association.

语种： 英文

作者： Pi, Zhongling;Yang, Jiumin（杨九民）;Hu, Weiping*;Hong, Jianzhong*

期刊： Interactive Learning Environments,2022年30(2):344-352 ISSN：1049-4820

通讯作者： Hu, Weiping;Hong, Jianzhong

作者机构： [Pi, Zhongling; Hu, Weiping] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Ctr Teacher Profess Abil Dev, Minist Educ, Xian, Shaanxi, Peoples R China;[Yang, Jiumin] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China;[Yang, Jiumin] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China;[Hu, Weiping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China;[Hong, Jianzhong] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Sch Psychol, Minist Educ, Wuhan, Hubei, Peoples R China

通讯机构： [Hu, Weiping] S;[Hu, Weiping] B;[Hong, Jianzhong] C;Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Ctr Teacher Profess Abil Dev, Minist Educ, Xian, Shaanxi, Peoples R China. Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China. Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Sch Psychol, Minist Educ, Wuhan, Hubei, Peoples R China.

关键词： Creativity;electronic brainstorming;openness;attention to peers' ideas;eye tracking

摘要： An emerging body of research has focused on students’ creativity in group contexts, with the assumption that students could be inspired by peers’ ideas. Although students’ openness and attention to peers’ ideas are claimed to play important roles in their creativity in group settings, there is little empirical research that tests this assumption. This study examined the moderating effect of attention to peers’ ideas in the relation between openness and creativity in electronic brainstorming. Participants were 91 undergraduate students who took about 10 min to complete a creative idea generation task during electronic brainstorming. Regression analyses found that students who were characterized by high openness were more creative, but only when they showed more attention to peers’ ideas. This suggests that electronic brainstorming can be useful for enhancing the creativity of some students.

语种： 英文

作者： Bai, Caixia;Yang, Jingying;Tang, Yun

期刊： Instructional Science,2022年50(5):681-701 ISSN：0020-4277

通讯作者： Yun Tang

作者机构： [Bai, Caixia; Yang, Jingying; Tang, Yun] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Tang, Yun] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Tang, Yun] Beijing Key Lab Appl Expt Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.

通讯机构： [Yun Tang] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, Wuhan, China<&wdkj&>Beijing Key Laboratory of Applied Experimental Psychology, Beijing, China

关键词： Self-explanation;Prompting;Prior knowledge;Cognitive load;Instructional video;ICAP framework

摘要： Instructional videos have been widely used in online learning environments. Effective video learning requires self-regulation by learners, which can be facilitated by deliberate instructional design, such as through prompting. Grounded in the interactive, constructive, active, and passive (ICAP) framework, this study compared the effects of explanation prompts and explored how they affected the retention and transfer of learning. In an online experiment, 103 participants were randomly assigned to focused self-explanation, scaffolded self-explanation, and instructional explanation prompting conditions. The results indicated better retention performance from the scaffolded prompt than from the focused prompt. No differences were found in transfer performance across various forms of prompts. Regression analysis suggested that prior knowledge and cognitive load may have interacted with the effect of self-explanation prompts. Prior knowledge positively predicted transfer performance, and cognitive load negatively predicted transfer performance when focused or scaffolded prompts were implemented. Potential explanations concerning how self-explanation prompts affect learning were discussed. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

语种： 英文

作者： Yu, Liqin;Wu, Di;Yang, Harrison Hao;Zhu, Sha

期刊： AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY,2022年38(2):142-161 ISSN：1449-3098

作者机构： [Yu, Liqin] Hubei Univ Technol, Wuhan, Peoples R China.;[Zhu, Sha; Yang, Harrison Hao; Wu, Di] Cent China Normal Univ, Wuhan, Peoples R China.;[Yang, Harrison Hao] State Univ New York, New York, NY USA.

关键词： College students;Information literacy;Learning environment;Preference;Smart classroom

摘要： In recent years, smart classrooms have been widely constructed in colleges and universities. To help the design of student-centred smart classroom in compliance with students’ information literacy levels and enable all students to adapt to the smart classroom smoothly, this study utilised a quantitative method to investigate the information literacy and preferences for smart classroom learning environments (PSCLE) of 873 Chinese college students. The results indicated statistically significant effects of college students’ information literacy on the eight dimensions of students’ PSCLE (student negotiation, inquiry learning, reflective thinking, usefulness, ease of use, multiple sources, connectedness, functional design). In addition, three profiles could be identified regarding students’ information literacy. Students with a high level of information literacy obtained significantly higher scores on four of the critical dimensions of PSCLE (student negotiation, inquiry learning, reflective thinking and functional design) than those students with medium or low levels of information literacy. Based on the results, we suggest that college students’ information literacy and their PSCLE should be considered by researchers and education practitioners when designing, constructing and evaluating smart classroom learning environments. Implications for practice or policy: • Schools should evaluate students’ information literacy and equip smart classrooms with various information communication technology devices to cater to students’ varying levels of information literacy. • Instructors or curriculum designers should develop differentiated instruction strategies and activities for students, in alignment with different levels of information literacy. • Institutions and organisations should reconsider evaluation criteria for smart classrooms and incorporate the improvement of students’ information literacy as an important indicator. © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

语种： 英文

作者： Yang, Yuqin;Zhu, Gaoxia;Sun, Daner;Chan, Carol K. K.

期刊： International Journal of Computer-Supported Collaborative Learning,2022年17(2):249-292 ISSN：1556-1607

通讯作者： Yuqin Yang

作者机构： [Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zhu, Gaoxia] Nanyang Technol Univ, Natl Inst Educ NIE, 1 Nanyang Walk, Singapore 637616, Singapore.;[Sun, Daner] Educ Univ Hong Kong, Dept Math & Informat Technol, Hong Kong, Peoples R China.;[Chan, Carol K. K.] Univ Hong Kong, Fac Educ, Pok Fu Lam, Hong Kong, Peoples R China.

通讯机构： [Yuqin Yang] F;Faculty of Artificial Intelligence in Education, Central China Normal University, NO.152 Luoyu Road, Hubei, Wuhan, China

关键词： Collaborative learning analytics;Reflective assessment;Collaborative inquiry;Knowledge building;Pre-service teacher education

摘要： Helping pre-service teachers (PSTs) develop competencies in collaborative inquiry and knowledge building is crucial, but this subject remains largely unexplored in CSCL. This study examines the design and process of collaborative analytics-supported reflective assessment and its effects on promoting PSTs to develop their competencies in collaborative inquiry and knowledge building. We used a quasi-experimental design that lasted 18 weeks. The experimental group was a class of 40 PSTs who took a liberal studies course with a knowledge building design enhanced by collaborative analytics-supported reflective assessment. The comparison group was a class of 28 PSTs taught by the same instructor who studied the same inquiry topics but experienced a regular knowledge building environment using portfolios. The analysis of the PSTs’ Knowledge Forum discourse showed that collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement. The analysis of the PSTs’ reflection using collaborative analytics and prompt questions showed that the design using KBDeX visualization and knowledge building rubrics helped them engage in productive collaborative knowledge building inquiry by involving them in continuous monitoring, analysis, negotiation, synthesis of inquiry, identification of promising routes for inquiry, and actions to guide further collective inquiry. Implications for designing CSCL collaborative-analytics enriched with reflective assessment and student agency, and broadening CSCL and knowledge building approaches to pre-service teacher education are discussed. © 2022, The Author(s).

语种： 英文

作者： Salas-Pilco, Sdenka Zobeida;Yang, Yuqin

期刊： INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION,2022年19(1):1-20 ISSN：2365-9440

通讯作者： Sdenka Zobeida Salas-Pilco<&wdkj&>Yuqin Yang

作者机构： [Salas-Pilco, Sdenka Zobeida] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, Hubei Res Ctr Educ Informationizat, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Sdenka Zobeida Salas-Pilco; Yuqin Yang] F;Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China<&wdkj&>Faculty of Artificial Intelligence in Education, Hubei Research Center for Educational Informationization, Central China Normal University, Wuhan, People’s Republic of China

关键词： Artificial intelligence (AI);Higher education;Latin America;Machine learning;Deep learning;Natural language processing;Algorithm;Systematic review

摘要： Over the last decade, there has been great research interest in the application of artificial intelligence (AI) in various fields, such as medicine, finance, and law. Recently, there has been a research focus on the application of AI in education, where it has great potential. Therefore, a systematic review of the literature on AI in education is therefore necessary. This article considers its usage and applications in Latin American higher education institutions. After identifying the studies dedicated to educational innovations brought about by the application of AI techniques, this review examines AI applications in three educational processes: learning, teaching, and administration. Each study is analyzed for the AI techniques used, such as machine learning, deep learning, and natural language processing, the AI tools and algorithms that are applied, and the main education topic. The results reveal that the main AI applications in education are: predictive modelling, intelligent analytics, assistive technology, automatic content analysis, and image analytics. It is further demonstrated that AI applications help to address important education issues (e.g., detecting students at risk of dropping out) and thereby contribute to ensuring quality education. Finally, the article presents the lessons learned from the review concerning the application of AI technologies in higher education in the Latin American context.

语种： 英文

作者： Yu, Shufan;Liu, Qingtang;Ma, Jingjing;Le, Huixiao;Ba, Shen

期刊： Interactive Learning Environments,2022年31(10):6952-6967 ISSN：1049-4820

通讯作者： Qingtang Liu

作者机构： [Ma, Jingjing; Ba, Shen; Liu, Qingtang; Yu, Shufan] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Ma, Jingjing; Ba, Shen; Liu, Qingtang; Yu, Shufan] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.;[Le, Huixiao] Peking Univ, Grad Sch Educ, Beijing, Peoples R China.

通讯机构： [Qingtang Liu] 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;physics education;learning anxiety;motivation

摘要： Augmented reality (AR) recently shows great potential to facilitate students’ learning, especially their learning performance and motivation. However, few studies considered learners’ emotional factors such as learning anxiety, which may influence the learning results. This study aims to explore how different experimental conditions (AR & Non-AR) may affect the learning performance and motivation of students with different levels of learning anxiety. An AR-based magnetism experimental tool entitled “MagAR” was proposed to support junior high school students’ physics learning. The results indicated that, when compared to traditional experimental materials, AR can effectively improve students’ learning performance and motivation. Moreover, regardless of their anxiety, students in AR condition performed better on transfer test than those in Non-AR group. AR can also significantly motivate students with high anxiety. Besides, all students hold a positive attitude towards MagAR. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

语种： 英文

作者： Pi, Zhongling;Liu, Caixia;Meng, Qian;Yang, Jiumin

期刊： INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION,2022年19(1):1-20 ISSN：2365-9440

通讯作者： Jiumin Yang

作者机构： [Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, 199 South Changan Rd, Xian 710062, Shaanxi, Peoples R China.;[Yang, Jiumin; Liu, Caixia] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Meng, Qian] Jinan Yellow River Bilingual Expt Sch, 19 Lanxiang Middle Rd, Jinan 250031, Shandong, Peoples R China.

通讯机构： [Jiumin Yang] F;Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China

关键词： Video lectures;Explanations;Co-learner presence;Praise

摘要： Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners’ mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation.

语种： 英文