作者机构：
[Yu, Shengquan] Beijing Normal Univ, Adv Innovat Ctr Future Educ, Beijing, Peoples R China;[Zhang, Lishan] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China;[Huang, Yuwei; Yang, Xi] 17Zuoye, Beijing, Peoples R China;[Zhuang, Fuzhen] Chinese Acad Sci, Inst Comp Technol, Beijing, Peoples R China
通讯机构：
[Yu, Shengquan] B;Beijing Normal Univ, Adv Innovat Ctr Future Educ, Beijing, Peoples R China.
摘要：
Automatic short-answer grading has been studied for more than a decade. The technique has been used for implementing auto assessment as well as building the assessor module for intelligent tutoring systems. Many early works automatically grade mainly based on the similarity between a student answer and the reference answer to the question. This method performs well for closed-ended questions that have single or very limited numbers of correct answers. However, some short-answer questions ask students to express their own thoughts based on various facts; hence, they have no reference answers. Such questions are called semi-open-ended short-answer questions. Questions of this type often appear in reading comprehension assessments. In this paper, we developed an automatic semi-open-ended short-answer grading model that integrates both domain-general and domain-specific information. The model also utilizes a long-short-term-memory recurrent neural network to learn the representation in the classifier so that word sequence information is considered. In experiments on 7 reading comprehension questions and over 16,000 short-answer samples, our proposed automatic grading model demonstrates its advantage over existing models.
作者机构：
[Yang, Zongkai; Liu, Sannyuya; Liu, Zhi; Peng, Xian] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Peoples R China.;[Yang, Zongkai; Liu, Sannyuya; Mu, Rui] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Chen, Jia] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
通讯机构：
[Xian Peng] N;National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, People’s Republic of China
作者机构：
[Tang, Hengtao] Univ South Carolina, Dept Educ Studies, Columbia, SC 29208 USA.;[Dai, Miao; Yang, Shuoqiu; Li, Hao; Du, Xu] Cent China Normal Univ, Natl Engn Res Ctr Learning, Wuhan, Peoples R China.;[Hung, Jui-Long] 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.
通讯机构：
[Hengtao Tang] D;Department of Educational Studies, University of South Carolina, Columbia, United States
关键词：
collaborative problem-solving (CPS);attention;multimodal learning analytics;online;hidden Markov model (HMM)
期刊：
Journal of Educational Computing Research,2022年60(5):1130 - 1165 ISSN：0735-6331
通讯作者：
Jui-Long Hung
作者机构：
[Zhang, Mingyan] Zhejiang Normal Univ, Coll Teacher Educ, Jinhua, Zhejiang, Peoples R China.;[Li, Hao; Du, Xu; Liu, Mengfan] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Hung, Jui-Long] Boise State Univ, Dept Educ Technol, 1910 Univ Dr, Boise, ID 83725 USA.;[Hung, Jui-Long] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Peoples R China.;[Tang, Hengtao] Univ South Carolina, Dept Educ Studies, Columbia, SC USA.
通讯机构：
[Jui-Long Hung] D;Department of Educational Technology, Boise State University, Boise, ID, USA<&wdkj&>National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, China
关键词：
Long Short-Term Memory autoencoder;learning pattern;time-series turning points;learning performance
摘要：
In online learning, students' learning behavior might change as the course progresses. How students adjust learning behaviors aligned with course requirements reflects their self-regulated learning strategies. Analyzing students' learning patterns can help instructors understand how the course design or activities shape students' learning behaviors, including their learning beliefs and motivation, and facilitate teaching decision makings accordingly. This study aims to propose a scientific analytic method to understand students' self-regulated learning (SRL) patterns. The whole process includes the following four steps: (1) encoding behavioral patterns; (2) detecting turning points and chunking behavioral patterns; (3) grouping similar patterns; and (4) interpreting results. A case study with 4604 K-12 students from 476 courses was conducted to validate the proposed method. Five successful patterns, three at-risk patterns, and three average patterns were identified. The case study indicated that successful students showed at least one of the following characteristics: (1) Balanced, (2) Proactive and Balanced, and (3) Balanced with one highly engaged behavior. The at-risk students showed the following characteristics: (1) Oscillatory and (2) Low Engaged. Patterns which led to successful or at-risk conditions are compared and connected with corresponding SRL strategies. Practical and research implications are discussed in the article as well.
期刊：
Education and Information Technologies,2022年27(9):13067-13087 ISSN：1360-2357
通讯作者：
Yating Li
作者机构：
[Li, Yating; Liu, Yanqiu; Chen, Min; Li, Zhaoang] Cent China Normal Univ, Natl Engn Res Ctr Learning, Wuhan 430079, Hubei, Peoples R China.;[Chen, Min] Minist Educ, Res Ctr Sci & Technol Promoting Educ Innovat & De, Strateg Res Base, Wuhan 430079, Hubei, Peoples R China.;[Chen, Min] Cent China Normal Univ, Educ Informatizat Strategy Res Base, Minist Educ, 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
关键词：
Teachers' information literacy;Principals' information leadership;Organizational climate;ICT implementation strategies;Intermediary chain analysis
摘要：
Teacher information literacy is an important aspect of teachers' professional development and is affected by the school environment. From the perspective of principals, this study discusses the impact of principals' information leadership (PIL), organizational climate (OC), and ICT implementation strategies (IMS) on teachers' information literacy (TIL) and further analyzes the complex system of TIL and the relationship between these factors. Through chain intermediary analysis, this study shows that teachers' information literacy is not only directly affected by their principals' information leadership but also indirectly affected by the chain intermediary effect of organizational climate and ICT implementation strategies. It provides insights into how to cultivate teachers' information literacy in the school system and puts forward some optimization paths to create the best conditions for improving teachers' information literacy.
期刊：
Education and Information Technologies,2022年27(6):8751-8770 ISSN：1360-2357
通讯作者：
Yating Li
作者机构：
[Zhou, Chi; Chen, Min; Wang, Yiming] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yating Li] N;National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, China
关键词：
Teacher burnout;School ICT construction;Teacher information literacy;Mediation analysis;fsQCA;Educational informatization
摘要：
Understanding the factors related to teacher burnout can support school administrators and teachers in optimizing the direction of school development and reducing teacher burnout. This study investigated the impact of school information and communication technology (ICT) construction and teacher information literacy on teacher burnout and explored the combined effects of the above factors by using a structural equation model (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). Through the analysis of 7,979 primary and secondary school teachers, the study found that the construction of high-quality school hardware facilities, software facilities and advanced ICT-related policies can reduce teacher burnout and affirmed the intermediary role of teacher information literacy. Some development suggestions on the collaborative improvement in schools and teachers have been put forward to provide ideas for reducing teacher burnout in the intelligent era.
期刊：
Education and Information Technologies,2022年27(9):12027-12047 ISSN：1360-2357
通讯作者：
Jingying Chen
作者机构：
[Liu, Xiaodi; Zhang, Kun; Wang, Xuan; Chen, Jingying; Zhang, Rujing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Wang, Guangshuai] Wuhan Univ, Sch Comp Sci, Wuhan 430079, Peoples R China.;[Zhang, Rujing] Liaocheng Univ, Sch Media & Technol, Liaocheng 252059, Shandong, Peoples R China.
通讯机构：
[Jingying Chen] F;Faculty of Artificial Intelligence in Education, National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, People’s Republic of China
关键词：
Autism;Evaluation;Games for evaluation;Human–computer interaction;PEP-3
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.
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
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.
作者机构：
[Hu, Weiping; Pi, Zhongling] Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, MOE Key Lab Modern Teaching Technol, Xian 710062, Peoples R China.;[Yang, Jiumin; Chen, Minnan] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Yang, Jiumin; Zhu, Fangfang] Cent China Normal Univ, Natl Engn Res Ctr & Elearning, Wuhan, Peoples R China.;[Hu, Weiping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yang, Jiumin] C;[Hu, Weiping] S;Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, MOE Key Lab Modern Teaching Technol, Xian 710062, Peoples R China.;Cent China Normal Univ, Wuhan 430079, Hubei, Peoples R China.
关键词：
Video lectures;eye gaze;facial expression;eye tracking technology;e-learning
作者机构：
[Liu, Lili; Zhang, Kun; Luo, Meijuan; Zhang, Yajing; Chen, Jingying; Chen, Qian] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Liu, Lili; Zhang, Kun; Luo, Meijuan; Zhang, Yajing; Chen, Jingying; Chen, Qian] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;[Zeng, Xiao] Cent China Normal Univ, Cent China Normal Univ Wollongong Joint Inst, Wuhan 430079, Peoples R China.;[Wang, Guangshuai] Wuhan Univ, Sch Comp Sci, Wuhan 430072, Peoples R China.
通讯机构：
[Kun Zhang] N;National Engineering Research Center of Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China<&wdkj&>National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
Some previous studies indicate that impaired social attention mainly results in social disorders in autistic children. In the social attention mode of autistic children, social orientation and joint attention are particularly important. The influence of different social intensity and ecological validity on them are worthy of further study. This study used realistic paintings with moderate ecological validity as experimental materials, to design isolated individual scene and social interaction scene, and to explore the impact of social interaction on the social orientation of autistic children. It found that in the scenes without social interaction, the attention patterns of autistic children and typical developing children were the same, while the attention patterns of autistic children were abnormal in the scenes with social interaction. From the eye tracking data, it was shown that the gaze processing process of autistic children was not as smooth as that of typical developing children. Compared with cartoons and other social scenes with low ecological validity, realistic painting could better restore the proportion of real scenes. Moreover, it could reduce the complexity of information which could not be done in real scenes. The findings of this study provide support for training and education of autistic children. Intervention with realistic paintings is conducive to the migration of autistic children.
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.
期刊：
JOURNAL OF BALTIC SCIENCE EDUCATION,2022年21(1):156-170 ISSN：1648-3898
通讯作者：
Lu, C.
作者机构：
[Xing, Danxia] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Lu, Chun] Cent China Normal Univ, Educ Informatizat Strategy Res Base, Minist Educ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
Educational Informatization Strategy Research Base Ministry of Education, Central China Normal University, Hubei, Wuhan, China
关键词：
computational thinking skills;Internet attitude;Internet self-efficacy;Internet use;smart classroom;secondary school students
作者机构：
[Wang, Guangshuai] Wuhan Univ, Sch Comp Sci, Wuhan, Hubei, Peoples R China.;[Wang, Guangshuai] Wuhan Univ, Natl Engn Res Ctr Multimedia Software, Wuhan, Hubei, Peoples R China.;[Wang, Guangshuai; Zhang, Kun; Chen, Jingying] Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Tang, Suyun] Guangzhou Univ, Sch Educ, Guangzhou, Guangdong, Peoples R China.;[Wang, Guanghai] Shanghai Jiao Tong Univ, Shanghai Childrens Med Ctr, Dept Dev & Behav Pediat, Pediat Translat Med Inst,Sch Med, 1678 Dongfang Rd, Shanghai 200127, Peoples R China.
通讯机构：
[Jingying Chen] N;[Guanghai Wang] P;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China<&wdkj&>Pediatric Translational Medicine Institution, Department of Developmental and Behavioral Pediatrics, Shanghai Children's Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
作者机构：
[Du, Xu; Zhang, Mingyan] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China;[Shelton, Brett E.; Hung, Jui-Long] Boise State Univ, Dept Educ Technol, Boise, ID 83725 USA
通讯机构：
[Shelton, Brett E.] B;Boise State Univ, Dept Educ Technol, Boise, ID 83725 USA.
摘要：
The study proposes two new measures, time and location entropy, to depict students' physical spatio-temporal contexts when engaged in an online course. As anytime, anywhere access has been touted as one of the most attractive features of online learning, the question remains as to the success of students when engaging in online courses through disparate locations and points-in-time. The procedures describe an analysis of 5293 students' spatio-temporal patterns using metadata relating to place and time of access. Grouping into segments that describe their patterns of engagement, results indicate that the high location-high time entropy (i.e. multiple times, multiple locations) was the segment with lowest success when compared with other students. Statistical and modeling results also found that female students tended to learn at fixed or few locations resulting in the highest performance scores on the final exam. The primary implication is that female students tend to be successful because they study in fewer locations, and all students who study at consistent times outperform those with more varied time patterns. Existing brain research supports the findings on gender differences in learning performance and spatio-temporal characteristics.
期刊：
DATA TECHNOLOGIES AND APPLICATIONS,2022年56(2):303-326 ISSN：2514-9288
通讯作者：
Yang, Juan
作者机构：
[Yang, Juan] Wuhan Univ Sci & Technol, Sch Comp Sci & Technol, Wuhan, Peoples R China.;[Yang, Juan; Du, Xu] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Hung, Jui-Long] Boise State Univ, Dept Educ Technol, Boise, ID 83725 USA.;[Tu, Chih-Hsiung] No Arizona Univ, Dept Educ Specialties, Flagstaff, AZ 86011 USA.
