作者： He, Xiuling;Fang, Jing;Cheng, Hercy N. H.;Men, Qibin;Li, Yangyang

期刊： Education and Information Technologies,2023年28(9):11401-11422 ISSN：1360-2357

通讯作者： Jing Fang

作者机构： [He, Xiuling; Men, Qibin] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Hubei, Peoples R China.;[Fang, Jing; Li, Yangyang] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Hubei, Peoples R China.;[Cheng, Hercy N. H.] Taipei Med Univ, Ctr Gen Educ, Taipei City, Taiwan.

通讯机构： [Jing Fang] N;National Engineering Research Center for E-learning, Central China Normal University, Wuhan City, China

关键词： Knowledge structure;Concept map;Clustering analysis;Online learning;Flipped classroom

摘要： A deep understanding of the learning level of online learners is a critical factor in promoting the success of online learning. Using knowledge structures as a way to understand learning can help analyze online students’ learning levels. The study used concept maps and clustering analysis to investigate online learners’ knowledge structures in a flipped classroom’s online learning environment. Concept maps (n = 359) constructed by 36 students during one semester (11 weeks) through the online learning platform were collected as analysis objects of learners’ knowledge structures. Clustering analysis was used to identify online learners’ knowledge structure patterns and learner types, and a non-parametric test was used to analyze the differences in learning achievement among learner types. The results showed that (1) there were three online learners’ knowledge structure patterns of increasing complexity, namely, spoke, small-network, and large-network patterns. Moreover, online learners with novice status mostly had spoke patterns in the context of flipped classrooms’ online learning. (2) Two types of online learners were found to have different distributions of knowledge structure patterns, and the complex knowledge structure type of learners exhibited better learning achievement. The study explored a new way for educators to analyze knowledge structures by data mining automatically. The findings provide evidence in the online learning context for the relationship between complex knowledge structures and better learning achievement while suggesting the existence of inadequate knowledge preparedness for flipped classroom learners without a special instructional design. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

语种： 英文

作者： Du, Xu;Dai, Miao;Tang, Hengtao;Hung, Jui-Long;Li, Hao;...

期刊： Journal of Computing in Higher Education,2023年35(2):272-295 ISSN：1042-1726

通讯作者： Hengtao Tang

作者机构： [Dai, Miao; Hung, Jui-Long; Li, Hao; Du, Xu] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Tang, Hengtao] Univ South Carolina, Dept Educ Studies, Columbia, SC 29208 USA.;[Hung, Jui-Long] Boise State Univ, Dept Educ Technol, Boise, ID USA.;[Zheng, Jinqiu] Guangdong Med Univ, Dongguan 523808, Guangdong, Peoples R China.

通讯机构： [Hengtao Tang] D;Department of Educational Studies, University of South Carolina, Columbia, SC, United States

关键词： Cognitive load;Collaborative problem solving;Computer networking;Virtual experimentation;Online learning

摘要： Distance education programs have become the preferred option for most higher education institutions to continue teaching during the COVID-19 pandemic, but the effectiveness of some online courses, especially those engineering courses with experimentation activities, remains disputed. The main challenge is fostering collaborative problem solving skills for novice students as online collaboration increases their cognitive load. This research thus tapped into novice engineering students’ cognitive load to develop a more granular, multimodal view of how cognitive load influences student performance in collaborative problem solving during virtual experimentation activities. The findings of this research provided significant implications for the future design and implementation of virtual laboratories in computer science engineering education. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

语种： 英文

作者： Chen, Min;Liu, Yanqiu;Yang, Harrison Hao;Li, Yating;Zhou, Chi

期刊： Education and Information Technologies,2023年28(11):15011-15030 ISSN：1360-2357

通讯作者： Chi Zhou

作者机构： [Zhou, Chi; Chen, Min] Cent China Normal Univ, Educ Informatizat Strategy Res Base Minist Educ, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating; Chen, Min] Cent China Normal Univ, Technol Comm Minist Educ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Ctr Strateg Studies Sci, Wuhan 430079, Hubei, Peoples R China.;[Liu, Yanqiu] Cent China Normal Univ, Key Res Inst Humanities & Social Sci Hubei Prov, Hubei Res Ctr Educ Informatizat Dev, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating; Zhou, Chi; Liu, Yanqiu] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan 430079, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 60543 USA.

通讯机构： [Chi Zhou] E;Educational Informatization Strategy Research Base of Ministry of Education, Central China Normal University, Wuhan, China<&wdkj&>National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China

关键词： Online teacher professional development;Teacher participation;Participation frequency;Participation quality;Lag sequential analysis

摘要： Online teacher professional development (OTPD) opportunities are made available to teachers and draw increasing research attention. As the key characteristics of teachers’ participation in OTPD, the frequency and quality of participation are increasingly concerned. However, the relationship between teacher participation frequency and participation quality is still unclear. Addressing this problem not only helps reveal teachers’ participation patterns in OTPD, but also provides support for promoting teachers’ online professional learning and improving OTPD organization and management. To identify teachers’ participation patterns and the relationship between participation frequency and participation quality in OTPD, this study analyzed 5,064 log records of 415 teachers using lag sequential analysis, t-test, and Chi-square test. The findings indicated that teachers preferred shallow participation behaviors, such as sharing resources and experience, and seldom carried out deep participation/engagement behaviors (e.g., proposing knowledge topics, establishing teaching and research practices). Teachers with higher participation frequency had lower participation quality in OTPD and tended to repeat shallow participation behaviors. Finally, the study proposed some suggestions for better supporting teachers’ participation in online professional development, such as strengthening the links between information sharing activities, knowledge construction activities, and teaching and research practices. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

语种： 英文

作者： Liu, Zhi;Zhang, Ning;Peng, Xian;Liu, Sannyuya;Yang, Zongkai

期刊： EDUCATIONAL TECHNOLOGY & SOCIETY,2023年26(1):1-15 ISSN：1176-3647

通讯作者： Peng, X.

作者机构： [Yang, Zongkai; Liu, Sannyuya; Liu, Zhi; Peng, Xian] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, Wuhan, Peoples R China.;[Yang, Zongkai; Liu, Sannyuya; Zhang, Ning] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Elearning, Wuhan, Peoples R China.

通讯机构： [Peng, X.] N;National Engineering Research Center for Educational Big Data, China

关键词： Epistemic network analysis (ena);Integrated analysis;Knowledge building;Social network analysis (sna);Social-cognitive engagement

摘要： Grounded on constructivism, mining a complex mix of social and cognitive interrelations is key to understanding collaborative discussion in online learning. A single examination of one of these factors tends to overlook the impact of the other factor on learning. In this paper, we innovatively constructed a social-cognitive engagement setting to jointly characterize social and cognitive aspects. In the online discussion forum, this study jointly characterized students’ social and cognitive aspects to investigate interactive patterns of different social-cognitive engagements and social-cognitive engagement evolution across four periods (i.e., creation, growth, maturity, and death). Multi-methods including social network analysis, content analysis, epistemic network analysis, and statistical analysis was applied in this study. The results showed that the interactive patterns of social-cognitive engagement were affected by both social network position and cognitive level. In particular, students’ social network position was a vital indicator for the contributions to cognitive level of students, and cognitive level affected the related interactions to some extent. In addition, this study found a nonlinear evolutionary development of students’ social-cognitive engagement. Furthermore, maturity is a critical period on which teachers should focus, as the co-occurrence of social-cognitive engagement reaches a maximum level in this period. Based on the results, this multi-perspective analysis including social and cognitive aspects can provide insightful methodological implications and practical suggestions for teachers in conducting in-depth interactive discussions © 2022, Educational Technology and Society.All Rights Reserved.

语种： 英文

作者： Chen, Xianke;Chen, Jingying;Liao, Mengyi;Wang, Guangshuai

期刊： Journal of Autism and Developmental Disorders,2023年53(6):2314-2327 ISSN：0162-3257

通讯作者： Jingying Chen

作者机构： [Chen, Xianke; Chen, Jingying] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Hubei, Peoples R China.;[Chen, Xianke; Chen, Jingying] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Liao, Mengyi] Pingdingshan Univ, Coll Comp Sci & Technol, Pingdingshan 467000, Henan, Peoples R China.;[Wang, Guangshuai] Wuhan Univ, Sch Comp Sci, Wuhan 430072, Hubei, Peoples R China.

通讯机构： [Jingying Chen] N;National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, People’s Republic of China<&wdkj&>National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, People’s Republic of China

关键词： Interpersonal synchrony;Body movement;Preschool-aged children;Autistic traits

摘要： Characteristics of interpersonal motor synchrony in individuals with autism spectrum disorder (ASD) have been investigated only in older children and adolescents, which calls for investigations in younger samples. The interpersonal motor synchrony was compared between preschool-aged children with (n = 23) and without ASD (n = 24) during free plays with familiar teachers. Children with ASD exhibited reduced synchrony of the upper body and trunk compared with typically developing (TD) children. Moreover, the degree of synchrony in ASD group was not above than chance. For autistic children, interpersonal motor synchrony was negatively correlated with aspects of autistic traits. The results suggest that the impairment of interpersonal motor synchrony has an onset earlier than school age and is a potential pathway for understanding autistic traits. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

语种： 英文

作者： Wang, Jingxiong;Zhang, Qi;Shi, Fobo;Li, Duantengchuan;Cai, Yuefeng;...

期刊： Information Processing & Management,2023年60(4):103350 ISSN：0306-4573

通讯作者： Li, DTC;Shi, FB

作者机构： [Zheng, Chao; Wang, Jian; Li, Duantengchuan; Wang, Jingxiong; Li, Bing] Wuhan Univ, Sch Comp Sci, Wuhan, Peoples R China.;[Zhang, Qi] Cent China Normal Univ, Sch Informat Management, Wuhan, Peoples R China.;[Shi, Fobo; Shi, FB] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Cai, Yuefeng] ZTE Corp, Wuhan 430223, Peoples R China.;[Wang, Xiaoguang; Zhang, Zhen] Wuhan Univ, Sch Informat Management, Wuhan, Peoples R China.

通讯机构： [Li, DTC ] W;[Shi, FB ] C;Wuhan Univ, Sch Comp Sci, Wuhan, Peoples R China.;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.

关键词： Convolutional neural network;Criss-cross attention mechanism;High-low level features interaction;Knowledge graph embedding;Link prediction

摘要： Knowledge graphs are sizeable graph-structured knowledge with both abstract and concrete concepts in the form of entities and relations. Recently, convolutional neural networks have achieved outstanding results for more expressive representations of knowledge graphs. However, existing deep learning-based models exploit semantic information from single-level feature interaction, potentially limiting expressiveness. We propose a knowledge graph embedding model with an attention-based high-low level features interaction convolutional network called ConvHLE to alleviate this issue. This model effectively harvests richer semantic information and generates more expressive representations. Concretely, the multilayer convolutional neural network is utilized to fuse high-low level features. Then, features in fused feature maps interact with other informative neighbors through the criss-cross attention mechanism, which expands the receptive fields and boosts the quality of interactions. Finally, a plausibility score function is proposed for the evaluation of our model. The performance of ConvHLE is experimentally investigated on six benchmark datasets with individual characteristics. Extensive experimental results prove that ConvHLE learns more expressive and discriminative feature representations and has outperformed other state-of-the-art baselines over most metrics when addressing link prediction tasks. Comparing MRR and Hits@1 on FB15K-237, our model outperforms the baseline ConvE by 13.5% and 16.0%, respectively.

语种： 英文

作者： Su, Zhu;Li, Yue;Liu, Zhi;Sun, Jianwen;Yang, Zongkai;...

期刊： ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT,2023年71(5):1941-1963 ISSN：1042-1629

通讯作者： Liu, S

作者机构： [Yang, Zongkai; Liu, Sannyuya; Liu, S; Liu, Zhi; Su, Zhu; Li, Yue; Sun, Jianwen] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Yang, Zongkai; Liu, Sannyuya; Liu, S] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Yang, Zongkai; Liu, Sannyuya; Liu, S; Liu, Zhi; Su, Zhu; Li, Yue; Sun, Jianwen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Liu, S ] C;Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

关键词： Blended learning;Weighted multiplex networks;Interaction;Sentiment;Cognition

摘要： Blended learning, as an efficient teaching mode that combines the advantages of both online and offline learning, has been widely applied in universities. Nevertheless, the different learning patterns induce difficulty in evaluating the learning quality. In this paper, an approach of integrating online and offline interactions is proposed by constructing a weighted multiplex network (WMN), in which online communication behavior and offline peer relations are represented as edges in respective network layers, and edge weight depends on the frequency of interactions. Under the framework of WMNs, learners’ attributions such as behavior, sentiment and cognition can be systematically analyzed. We use a case study to compare the differences in various indicators between the online and offline networks, and investigate the relationships between network structure and individual sentiment, cognition and grade, respectively. Results show that the correlations between network centrality and cognition or grade are significantly improved in the WMN, which demonstrate WMNs have natural advantages in the analysis of blended learning. This study provides methodological and practical implications for the analysis and understanding of learner multiple interactions, which might contribute to improving the dynamic regulation and accurate guidance of blended learning processes and optimizing existing teaching models. © 2023, Association for Educational Communications and Technology.

语种： 英文

作者： Zhang, Lizhao;Hung, Jui-Long;Du, Xu;Li, Hao;Hu, Zhuang

期刊： DATA TECHNOLOGIES AND APPLICATIONS,2023年57(3):418-435 ISSN：2514-9288

通讯作者： Hung, J.-L.

作者机构： [Zhang, Lizhao] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Peoples R China.;[Hung, Jui-Long] Boise State Univ, Dept Educ Technol, Boise, ID 83725 USA.;[Li, Hao; Hu, Zhuang; Du, Xu] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Peoples R China.

通讯机构： [Hung, J.-L.] D;Department of Educational Technology, United States

关键词： Multimodal data;Engagement;Neural network;EEG;Posture

摘要： Purpose: Student engagement is a key factor that connects with student achievement and retention. This paper aims to identify individuals' engagement automatically in the classroom with multimodal data for supporting educational research. Design/methodology/approach: The video and electroencephalogram data of 36 undergraduates were collected to represent observable and internal information. Since different modal data have different granularity, this study proposed the Fast–Slow Neural Network (FSNN) to detect engagement through both observable and internal information, with an asynchrony structure to preserve the sequence information of data with different granularity. Findings: Experimental results show that the proposed algorithm can recognize engagement better than the traditional data fusion methods. The results are also analyzed to figure out the reasons for the better performance of the proposed FSNN. Originality/value: This study combined multimodal data from observable and internal aspects to improve the accuracy of engagement detection in the classroom. The proposed FSNN used the asynchronous process to deal with the problem of remaining sequential information when facing multimodal data with different granularity. © 2022, Emerald Publishing Limited.

语种： 英文

作者： Liu, Zhi;Kong, Xi;Liu, Sannyuya;Yang, Zongkai

期刊： Distance Education,2023年44(3):544-562 ISSN：0158-7919

通讯作者： Kong, X

作者机构： [Yang, Zongkai; Liu, Sannyuya; Kong, Xi; Liu, Zhi; Kong, X] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Peoples R China.;[Yang, Zongkai; Liu, Sannyuya; Liu, Zhi] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.

通讯机构： [Kong, X ] C;Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Peoples R China.

关键词： computer-based mind mapping;reflection;cognitive presence;online learning;epistemic network analysis

摘要： Reflection plays a very important role in the learning process, contributing to improved learning performance and potentially influencing cognitive process. Few studies, however, have used computer-based mind mapping to enhance student reflective activities and examine the relationship between reflection, cognitive presence, and learning outcomes. Therefore, a quasi-experiment was implemented by recruiting students from a big data class at a normal university in central China. The collected data was analyzed by jointly using analysis of covariance, cognitive network analysis, linear regression, and moderating effect analysis. The results were as follows: (a) Students who used computer-based mind mapping performed better on reflection, higher-order cognitive presence, and learning outcomes. (b) The epistemic network analysis showed that students who used computer-based mind mapping had strong connections in higher levels of cognitive presence. (c) Reflection had a positive predictive effect on cognitive presence and learning outcomes, with mind mapping positively moderating the relationship between reflection, cognitive presence, and learning outcomes.

语种： 英文

作者： Luan, Lin;Hong, Jon-Chao;Cao, Miao;Dong, Yan*;Hou, Xiaoju

期刊： Interactive Learning Environments,2023年31(3):1703-1714 ISSN：1049-4820

通讯作者： Dong, Yan

作者机构： [Luan, Lin; Dong, Yan] Beijing Normal Univ, Fac Educ, Sch Educ Technol, Beijing 100875, Peoples R China.;[Luan, Lin] Beijing Univ Posts & Telecommun, Dept Foreign Languages, Beijing, Peoples R China.;[Hong, Jon-Chao] Natl Taiwan Normal Univ, Taipei, Taiwan.;[Cao, Miao] Shandong Normal Univ, Jinan, Peoples R China.;[Hou, Xiaoju] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.

通讯机构： [Dong, Yan] B;Beijing Normal Univ, Fac Educ, Sch Educ Technol, Beijing 100875, Peoples R China.

关键词： Online learning;student engagement;social support;EFL learner;higher education;COVID-19

摘要： During the COVID-19 pandemic period, a growing number of learning activities are taking place in online contexts. Along with the adversity in the online course of target language learning, student engagement has been considered important to improve learners’ academic achievements of the target language. Although there has been a growing interest in the relationship between students’ perceived social support and their online learning engagement, the literature lacks an in-depth investigation of the intricate relations between these two constructs in an online English as a foreign language (EFL) learning setting during the pandemic. To address this gap, this study attempts to develop a model which depicts the relationships between students’ perceived social support and their online English learning engagement. A total of 615 university students in China were invited to take part in the study. By conducting structural equation modeling, the results confirmed the mediational model in which behavioral engagement completely mediated the relationships between social support (teacher support and peer support) and three other types of student engagement (cognitive, emotional and social engagement). These findings suggest designing effective instruction and developing support strategies in online teaching to enhance EFL learners’ engagement during the COVID-19 lockdown. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

语种： 英文

作者： Yang, He;Cai, Jin;Yang, Harrison Hao;Wang, Xiaochen

期刊： Journal of Computing in Higher Education,2023年35(1):126-143 ISSN：1042-1726

通讯作者： Harrison Hao Yang

作者机构： [Cai, Jin; Yang, He] Hubei Univ Educ, Sch Comp, Wuhan 430205, Peoples R China.;[Yang, He] Cent China Normal Univ, Wuhan Huada Natl Elearning Technol Co Ltd, Wuhan 430079, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, 4060 Route 104, Oswego, NY 13126 USA.;[Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan 430079, Peoples R China.;[Wang, Xiaochen] Capital Normal Univ, Coll Teacher Educ, Beijing 100091, Peoples R China.

通讯机构： [Harrison Hao Yang] S;School of Education, State University of New York at Oswego, Oswego, USA<&wdkj&>National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China

关键词： Blended learning;Continuance intention;Expectation-confirmation model;Intrinsic motivation;Academic self-efficacy

摘要： With the outbreak of the COVID-19 pandemic, blended learning became exceptionally widespread, especially in higher education. As a result, many college students became beginners in this learning method. To identify key factors that impact beginners’ continuance intention in blended learning, this study surveyed 1845 first-year college students at a university in central China in the falls of 2020 and 2021 who used blended learning for the first time. Structural equation modeling was employed to verify a model that integrates intrinsic motivation and academic self-efficacy in the Expectation-Confirmation Model of Information System Continuance. The results show that performance expectancy, intrinsic motivation, and satisfaction significantly impact beginners’ continuance intention in blended learning. Moreover, performance expectancy, intrinsic motivation, and confirmation significantly impact beginners’ continuance intention through mediating variable satisfaction. Academic self-efficacy does not directly impact college students’ continuance intention but indirectly impacts their continuance intention through intrinsic motivation. Finally, this study provides suggestions for educators to improve beginners’ blended learning experience thus promoting their continuance intention in blended learning. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

语种： 英文

作者： Shi, Yinghui;Yang, Huiyun;Dou, Yi;Zeng, Yong

期刊： Asia Pacific Education Review,2023年24(3):303-317 ISSN：1598-1037

通讯作者： Yinghui Shi

作者机构： [Yang, Huiyun; Shi, Yinghui] Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 Luoyu Ave, Wuhan 430079, Hubei, Peoples R China.;[Zeng, Yong; Dou, Yi] Concordia Univ, Concordia Inst Informat Syst Engn, Montreal, PQ, Canada.

通讯机构： [Yinghui Shi] N;National Engineering Research Center for E-Learning, Central China Normal University, No. 152, Luoyu Avenue, Hubei, Wuhan, China

关键词： Mind mapping;Meta-analysis;Cognitive learning outcomes;Effect size

摘要： Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results regarding the effectiveness of mind mapping-based instruction on student learning outcomes. Using the meta-analysis of 21 studies, this study investigates the overall effectiveness of the mind mapping-based instructions on students’ learning outcomes in comparison with that of traditional instruction. Mind mapping-based instruction has been found to have a more positive influence on students’ cognitive learning outcomes than traditional instruction. Analysis of moderator variables suggests that the subject matter and educational level are important factors in the effectiveness of mind mapping-based instruction. Lower-grade students are more susceptible to the influence of mind mapping-based instruction than higher-grade students, and mind mapping-based instruction helps students improve their cognitive learning outcomes in all subjects, especially in the Science, Technology, Engineering, and Math disciplines. © 2022, Education Research Institute, Seoul National University, Seoul, Korea.

语种： 英文

作者： Wu, Di;Yang, Xiao;Lu, Chun;Li, Miaoyun;Wang, Meiqian;...

期刊： Children and Youth Services Review,2023年149:106916 ISSN：0190-7409

通讯作者： Yang, W

作者机构： [Li, Miaoyun; Wu, Di; Yang, Xiao] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Hubei, Peoples R China.;[Yang, Wei; Wang, Meiqian] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.;[Lu, Chun] Strateg Res Base Minist Educ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Strateg Res Base, Wuhan, Hubei, Peoples R China.

通讯机构： [Yang, W ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.

关键词： ICT competence;Internet attitude;Internet self-efficacy;Mediation effect;Network interaction

摘要： Exploring mechanisms to enhance students’ internet self-efficacy is of great importance for improving students’ online learning. This study examined the relationship between internet attitude and internet self-efficacy along with the mediating roles of information and communication technologies (ICT) competence and network interaction. The sample included 931 K-12 students from 18 classes in Hubei Province, China. Multilevel regression analysis revealed that ICT competence and network interaction play critical and comparable mediating roles in the relationship between internet attitude and self-efficacy, accounting for about half of the total effects. These findings indicate that improving student ICT competence and facilitating their network interactions during the learning process are effective alternative ways to develop K-12 students’ internet self-efficacy. © 2023 Elsevier Ltd

语种： 英文

作者： Zhao, Yongbiao;Ma, Yuanyuan;Zhang, Qilin

期刊： FRONTIERS IN PSYCHIATRY,2023年14:1149947 ISSN：1664-0640

通讯作者： Ma, YY

作者机构： [Zhao, Yongbiao] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Hubei, Peoples R China.;[Zhao, Yongbiao; Ma, Yuanyuan; Ma, YY; Zhang, Qilin] Hubei Univ Arts & Sci, Sch Comp Engn, Xiangyang, Hubei, Peoples R China.

通讯机构： [Ma, YY ] H;Hubei Univ Arts & Sci, Sch Comp Engn, Xiangyang, Hubei, Peoples R China.

关键词： association prediction;logistic matrix factorization;metabolite-disease interaction;neighborhood regularization;vicus matrix

摘要： Background: Increasing evidence indicates that metabolites are closely related to human diseases. Identifying disease-related metabolites is especially important for the diagnosis and treatment of disease. Previous works have mainly focused on the global topological information of metabolite and disease similarity networks. However, the local tiny structure of metabolites and diseases may have been ignored, leading to insufficiency and inaccuracy in the latent metabolite-disease interaction mining. Methods: To solve the aforementioned problem, we propose a novel metabolite-disease interaction prediction method with logical matrix factorization and local nearest neighbor constraints (LMFLNC). First, the algorithm constructs metabolite-metabolite and disease-disease similarity networks by integrating multi-source heterogeneous microbiome data. Then, the local spectral matrices based on these two networks are established and used as the input of the model, together with the known metabolite-disease interaction network. Finally, the probability of metabolite-disease interaction is calculated according to the learned latent representations of metabolites and diseases. Results: Extensive experiments on the metabolite-disease interaction data were conducted. The results show that the proposed LMFLNC method outperformed the second-best algorithm by 5.28 and 5.61% in the AUPR and F1, respectively. The LMFLNC method also exhibited several potential metabolite-disease interactions, such as “Cortisol” (HMDB0000063), relating to “21-Hydroxylase deficiency,” and “3-Hydroxybutyric acid” (HMDB0000011) and “Acetoacetic acid” (HMDB0000060), both relating to “3-Hydroxy-3-methylglutaryl-CoA lyase deficiency.” Conclusion: The proposed LMFLNC method can well preserve the geometrical structure of original data and can thus effectively predict the underlying associations between metabolites and diseases. The experimental results show its effectiveness in metabolite-disease interaction prediction. Copyright © 2023 Zhao, Ma and Zhang.

语种： 英文

作者： Tang, Hengtao;Dai, Miao;Du, Xu;Hung, Jui-Long;Li, Hao

期刊： Innovations in Education and Teaching International,2023年 ISSN：1470-3297

通讯作者： Du, X.;Dai, M.

作者机构： [Tang, Hengtao] Univ South Carolina, Dept Educ Studies, Columbia, SC USA.;[Dai, Miao; Li, Hao; Du, Xu] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Hung, Jui-Long] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Hubei, Peoples R China.;[Hung, Jui-Long] Boise State Univ, Dept Educ Technol, Boise, ID USA.

通讯机构： [Dai, M.; Du, X.] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China<&wdkj&>National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China

关键词： Electroencephalography (EEG);attention;blended learning;computer science;higher education

摘要： Blended learning has been widely integrated in college-level computer science education. Despite evidence about benefits of blended learning, students’ in-class activities remain underexplored. To afford effective blended learning experience, supporting students in both modalities is essential. This study thus took an initial step to fill the gap by investigating college students’ in-class activities in a blended course from the perspective of attention. Using non-intrusive electroencephalography (EEG) instruments to collect attentional data, this study found students’ attention in in-class activities positively correlated with their learning gains. Students’ attention also varied across in-class activities, reaching a higher level in group discussions than in pre-tests and lectures. Linear regression analysis indicated students’ length of time spent viewing online resources and their pre-test scores significantly predicted their in-class attention. The findings of the study provide insight into course design and facilitation for effective blended computer science courses. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

语种： 英文

作者： Chen, Min;Zhou, Chi;Man, Shuo;Li, Yating

期刊： Education and Information Technologies,2023年28(3):3145-3172 ISSN：1360-2357

通讯作者： Yating Li

作者机构： [Li, Yating; Zhou, Chi; Chen, Min; Man, Shuo] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Chen, Min] Minist Educ, Educ Informatizat Strategy Res Base, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating] Minist Educ, Strateg Res Base, Res Ctr Sci & Technol Promoting Educ Innovat & De, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Yating Li] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China<&wdkj&>Research Center of Science and Technology Promoting Educational Innovation and Development, Strategic Research Base of the Ministry of Education, Wuhan, China

关键词： Digital divide;Information literacy development;Information literacy evaluation;Status and difference analysis;Teachers’ information literacy

摘要： It is necessary to carry out large-scale evaluations to accurately diagnose the current situation and differences in teachers’ information literacy at the individual and school levels to provide a reference for information literacy education. Through a large-scale online evaluation of 152,885 participants, the current situation and its differences in individuals and schools were depicted. China has a general preference for awareness, security and ethics, but it is necessary to strengthen the learning, application and innovation of information knowledge. There are common differences in individuals and schools, which are mainly concentrated in vulnerable groups with older age and less education; furthermore, schools in nonurban or western provinces need to be supported. Suggestions are put forward at the national, district, school, and individual teacher levels to eliminate the educational information gap and promote the balanced development of teachers’ information literacy. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

语种： 英文

作者： Yang, Wei;Yang, Xiao;Lu, Chun;Li, Miaoyun

期刊： Asia Pacific Education Review,2023年:1-14 ISSN：1598-1037

通讯作者： Li, MY

作者机构： [Yang, Wei; Yang, Xiao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Lu, Chun] Minist Educ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Strateg Res Base, Wuhan, Hubei, Peoples R China.;[Li, Miaoyun] Cent China Normal Univ, Educ Informatizat Strategy Res Base, Minist Educ, Wuhan, Hubei, Peoples R China.;[Lu, Chun] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.;[Li, Miaoyun] Cent China Normal Univ, Educ Informatizat Strategy Res Base, Minist Educ, Wuhan, Hubei, Peoples R China.

通讯机构： [Li, MY ] ;Cent China Normal Univ, Educ Informatizat Strategy Res Base, Minist Educ, Wuhan, Hubei, Peoples R China.

关键词： Perceived ICT competence;Academic performance;Multilevel analysis;Rural Chinese schools

摘要： The relationship between Information and Communication Technology (ICT) and academic performance is a controversial issue that has attracted increasing attention from administrators, policymakers, and researchers. The relationship between perceived ICT competence and the academic performance of rural students deserves particular attention. Although a small but growing body of research has examined the relationship between perceived ICT competence and student academic performance, few studies have viewed perceived ICT competence as a multilevel construct. This study aimed to fill this gap by examining the relationship between multilevel perceived ICT competence (i.e., student- and school-level perceived ICT competence) and student academic performance using a sample of 5530 students from 156 schools in rural China. Two-level hierarchical linear modeling results indicated that student- and school-level perceived ICT competence could predict academic performance. Furthermore, school-level perceived ICT competence could moderate the relationship between student-level ICT competence and academic outcomes. Specifically, the role of student-level perceived ICT competence showed heterogeneity across schools. Academic performance was strongly correlated with student-level perceived ICT competence in schools with a low level of perceived ICT competence; in contrast, this outcome was not observed in schools with a high level of perceived ICT competence. The findings suggest that administrators and policymakers in China should pay special attention to rural schools where perceived ICT competence is low and consider providing services for students in these schools to promote educational equity.

语种： 英文

作者： Li, Hao;Wang, Jing;Du, Xu;Hu, Zhuang;Yang, Shuoqiu

期刊： Information Processing & Management,2023年60(1):103106 ISSN：0306-4573

通讯作者： Jing Wang

作者机构： [Yang, Shuoqiu; Li, Hao; Hu, Zhuang; Du, Xu; Wang, Jing] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan 430079, Peoples R China.;[Yang, Shuoqiu; Li, Hao; Hu, Zhuang; Du, Xu; Wang, Jing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.

通讯机构： [Jing Wang] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China<&wdkj&>Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China

关键词： Bi-hypergraph network;Intelligent education;Knowledge hypergraph;Teaching image annotation;Visual-knowledge features fusion;Visual-knowledge inconsistency

摘要： Teaching images, as an important auxiliary tool in teaching and learning, are fundamentally different from the general domain images. Besides visually similar images being more likely to share common labels, teaching images also face the challenge of visual-knowledge inconsistency, including intra-knowledge visual difference and inter-knowledge visual similarity. To address the above challenges, we present KBHN, a knowledge-aware bi-hypergraph network, which not only considers coarse-grained visual features, but also extracts fine-grained knowledge features that reflect knowledge intention hidden in teaching images. In detail, a visual hypergraph is constructed to connect images with visual similarity. It further enriches coarse-grained visual features by modeling the high-order visual relations among teaching images. Moreover, a knowledge hypergraph based on typical images is built to aggregate images with similar knowledge information, which innovatively extracts fine-grained knowledge features by modeling high-order knowledge correlations between local regions. Furthermore, a multi-head attention mechanism is adopted to fuse visual-knowledge features for enriching image representation. A teaching image dataset is constructed to train and validate our model, which contains 20744 real-world images annotated with 24 knowledge points. Experimental results demonstrate that KBHN, incorporating visual-knowledge features, achieves state-of-the-art performance compared to existing methods. © 2022 Elsevier Ltd

语种： 英文

作者： Yang, Jiumin;Wu, Changcheng;Liu, Caixia;Zhang, Yi;Pi, Zhongling

期刊： Current Psychology,2023年42(27):23687-23697 ISSN：1046-1310

通讯作者： Zhongling Pi

作者机构： [Yang, Jiumin; Liu, Caixia; Zhang, Yi] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Wu, Changcheng] Cent China Normal Univ, Natl Engn Res Ctr Learning, Artificial Intelligence Educ Div, Wuhan 430079, Peoples R China.;[Wu, Changcheng] Sichuan Normal Univ, Coll Comp Sci, Chengdu 610101, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Minist Educ, Key Lab Modern Teaching Technol, 199 South Changan Rd, Xian 710062, Shaanxi, Peoples R China.

通讯机构： [Pi, Z.] K;Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 South Chang’an Road, Yanta District, Shaanxi Province, Xi’an, China

关键词： Instructors’ speech;Parasocial interaction;Pause;Personalized principle;Video learning

摘要： The popularity of instructional videos has increased in recent years. Instructors’ speech acts as a social cue which plays an important role in children’s learning from these videos. For example, an instructor’s personalization style (personalized or non-personalized form) and pause types (pause or no pause) are potential design considerations which can support student learning within a multimedia environment. However, it is not yet well known how these factors influence children’s attention allocation, learning performance, and academic emotion. The present study examined the effect of instructors’ personalized forms and pause types on 28 six-year-old children in a laboratory setting. Eye tracking data revealed that the combined use of personalization and pauses in instructional videos best enhanced children’s learning performance and attention allocation. However, there was no significant difference in between the four conditions. The study findings recommend that when creating instructional videos, instructors should speak in a personalized form and should incorporate regular transient pauses. The use of first-person language can also act as a social cue, enabling students’ deep processing of the instructor’s verbal information and increasing the instructor’s social presence in the videos. This gives learners more time for cognitive processing, ultimately improving their learning performance. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

语种： 英文

作者： Fang, Jing*;Xiao, Xiong;He, Xiuling;Li, Yangyang;Yuan, Huanhuan;...

期刊： Interactive Learning Environments,2023年 ISSN：1049-4820

通讯作者： Fang, Jing;Xiao, X

作者机构： [Xiao, Xiong; He, Xiuling; Fang, Jing; Jiao, Xiaomin; Fang, J; Li, Yangyang; Xiao, X] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Peoples R China.;[Yuan, Huanhuan] Shanghai Jiao Tong Univ, Shanghai, Peoples R China.

通讯机构： [Fang, J; Xiao, X ] C;Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Peoples R China.

关键词： association rule mining;deep knowledge tracking;fuzzy cluster analysis;Knowledge map

摘要： Knowledge maps are teaching tools that can promote deeply learning and avoid knowledge loss by helping students plan learning paths. Mining potential association rules of concepts from student exercise data was a common method to construct knowledge maps automatically. While manual conditions should be set to filter the association rules future to improve the accuracy of knowledge maps, which made the construction of the knowledge map can not automatic totally. So, the study proposed a knowledge map construction method that combined knowledge tracking and association rule mining expanding with interaction frequencies based on exercise data to achieve rules cleaning automatically. The method first predicted students’ knowledge mastery sequences by a deep knowledge tracking model and discovered clustering relations to represent potential structures between concepts by fuzzy cluster analysis. Meanwhile, the method investigated association rule mining expanding with interaction frequencies to discover association rules between concepts. Finally, the clustering relations were used to filter the mined association rules automatically. To verify the effectiveness of the method, we constructed a knowledge map based on 34,350 online exercise data of 117 students in a computer programming course. Experimental results proved that the map was valid. Our implementations are available at https://github.com/xxdmw/FPGF-master. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

语种： 英文