作者机构：
[Liu, Sannyuya; Yuan, Xin; Yue, Jieyu; Li, Zhen; Li, Qing; Liu, SNYY; Hu, Tianhui; Chen, Sijing; Sun, Jianwen] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;[Liu, Sannyuya; Liu, SNYY] Cent China Normal Univ, Natl Engn Res Ctr E Elearning, Wuhan 430079, Peoples R China.
通讯机构：
[Liu, SNYY ; Chen, SJ] C;Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Natl Engn Res Ctr E Elearning, Wuhan 430079, Peoples R China.
摘要：
The purpose of this study was to investigate the frontier, science, and public engagement of educational science research. This paper conducted a systematic literature review of 101 educational science research articles published in Nature and Science in 1982-2021 based on the Web of Science database and analyzed the current status of research in terms of basic publication characteristics, research themes, and research processes. Five research topics were recognized, namely, education policy evaluation and reform, learning mechanisms and learning interventions, science education, educational technology, and education equity. Content of each topic had a distinctive emphasis. Findings revealed that most studies were dominated by empirical research, involving causal relationships between various educational phenomena, diverse range of research subjects, rigorous scientific randomized experiments, and quantitative analysis. We encourage more research on educational science in the future from four feasible directions, namely, developing active learning approaches to promoting effective learning, extending the research subjects and objectives of science education, conducting long-term, large-scale and practice-oriented research, and introducing new research methods into educational research.
作者机构：
[Liu, Leyuan; Wang, Guangshuai; Liu, Lili; Zhang, Kun; Chen, Jingying] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;[Liu, Leyuan; Wang, Guangshuai; Liu, Lili; Zhang, Kun; Chen, Jingying] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Liu, Leyuan; Yao, Xinyu; Wang, Guangshuai; Liu, Lili; Zhang, Kun; Chen, Jingying] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Ling, Yutao; Ling, YT] Cent China Normal Univ, Coll Phys Sci & Technol, Wuhan 430079, Peoples R China.
通讯机构：
[Ling, YT ; Wang, GS ] C;Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Coll Phys Sci & Technol, Wuhan 430079, Peoples R China.
关键词：
virtual reality;autism spectrum disorder;safety skills;skills training
摘要：
In recent years, virtual reality technology, which is able to simulate real-life environments, has been widely used in the field of intervention for individuals with autism and has demonstrated distinct advantages. This review aimed to evaluate the impact of virtual reality technology on safety skills intervention for individuals with autism. After searching and screening three databases, a total of 20 pertinent articles were included. There were six articles dedicated to the VR training of street-crossing skills for individuals with autism, nine articles focusing on the training of driving skills for individuals with ASD, and three studies examining the training of bus riding for individuals with ASD. Furthermore, there were two studies on the training of air travel skills for individuals with ASD. First, we found that training in some complex skills (e.g., driving skills) should be selected for older, high-functioning individuals with ASD, to determine their capacity to participate in the training using scales or questionnaires before the intervention; VR devices with higher levels of immersion are not suitable for younger individuals with ASD. Second, VR is effective in training safety skills for ASD, but there is not enough evidence to determine the relationship between the level of VR immersion and intervention effects. Although the degree of virtual reality involvement has an impact on the ability of ASD to be generalized to the real world, it is important to ensure that future virtual reality settings are realistic and lifelike. Again, adaptive models that provide personalized training to individuals with ASD in VR environments are very promising, and future research should continue in this direction. This paper also discusses the limitations of these studies, as well as potential future research directions.
关键词：
Key-frame extraction;Audiovisual interaction and fusion;Attention mechanism;Emotion recognition;Intra-modality interaction;Cross-modality interaction
摘要：
Purpose - Although numerous signal modalities are available for emotion recognition, audio and visual modalities are the most common and predominant forms for human beings to express their emotional states in daily communication. Therefore, how to achieve automatic and accurate audiovisual emotion recognition is significantly important for developing engaging and empathetic human-computer interaction environment. However, two major challenges exist in the field of audiovisual emotion recognition: (1) how to effectively capture representations of each single modality and eliminate redundant features and (2) how to efficiently integrate information from these two modalities to generate discriminative representations.Design/methodology/approach - A novel key-frame extraction-based attention fusion network (KE-AFN) is proposed for audiovisual emotion recognition. KE-AFN attempts to integrate key-frame extraction with multimodal interaction and fusion to enhance audiovisual representations and reduce redundant computation, filling the research gaps of existing approaches. Specifically, the local maximum-based content analysis is designed to extract key-frames from videos for the purpose of eliminating data redundancy. Two modules, including "Multi-head Attention-based Intra-modality Interaction Module" and "Multi-head Attention-based Cross-modality Interaction Module", are proposed to mine and capture intra- and cross-modality interactions for further reducing data redundancy and producing more powerful multimodal representations.Findings - Extensive experiments on two benchmark datasets (i.e. RAVDESS and CMU-MOSEI) demonstrate the effectiveness and rationality of KE-AFN. Specifically, (1) KE-AFN is superior to state-of-the-art baselines for audiovisual emotion recognition. (2) Exploring the supplementary and complementary information of different modalities can provide more emotional clues for better emotion recognition. (3) The proposed key-frame extraction strategy can enhance the performance by more than 2.79 per cent on accuracy. (4) Both exploring intra- and cross-modality interactions and employing attention-based audiovisual fusion can lead to better prediction performance.Originality/value - The proposed KE-AFN can support the development of engaging and empathetic human-computer interaction environment.
期刊：
Journal of Science Education and Technology,2023年32(3):379-389 ISSN：1059-0145
通讯作者：
Xiao Yang
作者机构：
[Lu, Chun] Cent China Normal Univ, Minist Educ, Educ Informatizat Strategy Res Base, Wuhan, Hubei, Peoples R China.;[Yang, Wei; Yang, Xiao] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Hubei, Peoples R China.;[Wu, Longkai] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.;[Lu, Chun; Wu, Longkai; Yang, Wei; Yang, Xiao] Cent China Normal Univ, Sci Hall, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Xiao Yang] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China<&wdkj&>Science Hall, Central China Normal University, Wuhan, China
摘要：
Understanding factors that influence k-12 students’ Science, Technology, Engineering, and Mathematics (STEM) performance is essential to improving their problem-solving ability. Most studies have focused on the relationship between students’ psychological factors and STEM performance and have paid little attention to the relationship between behavioral factors and STEM performance. This study explored the impact of behavioral factors (i.e., information and communications technology (ICT) readiness and online interaction (OI)) and psychological factors (i.e., internet self-efficacy (ISE)) on k-12 students’ STEM performance. The sample included 851 fifth graders and 535 eighth graders from cities in central China. The results of structural equation modeling analysis showed that ISE and ICT readiness (IR) significantly impacted the STEM performance of eighth graders. More importantly, ISE, a psychological factor, had the greatest effect on STEM performance and played a mediating role in the relationship between IR, OI, and STEM performance. These findings have important implications for STEM teachers. To improve students’ STEM performance, teachers should intervene to improve ISE according to students’ grades and cognitive ability, guide students to use ICT correctly, and encourage them to actively engage in OI.
作者机构：
[Han, Shuyun; Xue, Zengcan; Zhang, Zhaoli; Liu, Hai] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Kong, Weiliang] Henan Normal Univ, Fac Educ, Xinxiang, Peoples R China.;[Cao, Taihe] Beijing Normal Univ, Fac Educ, Beijing, Peoples R China.;[Shu, Jiangbo] Cent China Normal Univ, Natl Engn Lab Educ BIG DATA, Wuhan, Peoples R China.
通讯机构：
[Liu, H ] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
期刊：
Journal of Science Education and Technology,2023年32(6):858-871 ISSN：1059-0145
通讯作者：
Zhao, L
作者机构：
[Sun, Chengzhang; Dai, Zhicheng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Zhao, Liang; Zhu, Xiaoliang] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;[Sun, Chengzhang; Dai, Zhicheng; Zhao, Liang; Zhu, Xiaoliang] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Zhao, L ] C;Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Classroom interaction affects the classroom atmosphere as well as students' behavior and participation, thus affecting the quality of classroom teaching. In traditional classrooms, inherent problems (e.g., inflexible tables and chairs, rigid multimedia consoles, and traditional software) have seriously restricted the overall quality of classroom interpersonal interaction. In recent years, the problem of enhancing classroom interaction has gradually attracted the attention of scholars. The application of project-based learning (PBL) in higher education is effective, but few studies have analyzed the differences in interaction between smart classrooms and traditional classrooms in PBL courses. In this study, through the proposed teacher-student classroom interaction behavior analysis framework, 20 sessions in smart classrooms and 20 sessions in traditional classrooms were encoded to illustrate the differences between interaction in these two types of classrooms. Furthermore, 765 student questionnaires on satisfaction with and participation in smart classrooms were collected to determine whether smart classrooms affect students' satisfaction and participation in PBL courses. The questionnaires were analyzed using SPSS 27.0. The results showed that there were significant differences in four dimensions of teachers' behavior, students' behavior, technology, and other interactions between the smart classroom and the traditional classroom. After taking PBL courses in a smart classroom, students were generally satisfied and thought that the smart learning environment could help them improve their thinking and learning. Suggestions on the further construction and application of smart classrooms are proposed.
作者：
Li, Miaoyun;Lu, Chun;Yang, Harrison H.;Wu, Di;Yang, Xiao
期刊：
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT,2023年71(5):2137-2154 ISSN：1042-1629
通讯作者：
Yang, HH
作者机构：
[Li, Miaoyun; Yang, Harrison H.] Cent China Normal Univ, Fac Artificial Intelligence Educ, Nanhu Campus Complex Bldg,382 Xiongchu Ave, Wuhan, Hubei, Peoples R China.;[Lu, Chun] Strateg Res Base Minist Educ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Sci Hall,152 Luoyu Rd, Wuhan, Hubei, Peoples R China.;[Yang, Harrison H.] SUNY Coll Oswego, Sch Educ, 7060 State Route 104, Oswego, NY 13126 USA.;[Wu, Di] Cent China Normal Univ, Educ Informatizat Strategy Res Base Minist Educ, Sci Hall,152 Luoyu Rd, Wuhan, Hubei, Peoples R China.;[Yang, Xiao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Sci Hall,152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
通讯机构：
[Yang, HH ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Nanhu Campus Complex Bldg,382 Xiongchu Ave, Wuhan, Hubei, Peoples R China.;SUNY Coll Oswego, Sch Educ, 7060 State Route 104, Oswego, NY 13126 USA.
作者机构：
[Zhu, Sha; Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Guo, Qing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构：
[Harrison Hao Yang] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China<&wdkj&>School of Education, State University of New York at Oswego, Oswego, NY 13126, USA<&wdkj&>Author to whom correspondence should be addressed.
关键词：
assessment methodologies;digital games;21st century skills;media in education
摘要：
Traditional methods of student assessment (SA) include self-reported surveys, standardized tests, etc. These methods are widely regarded by researchers as inducing test anxiety. They also ignore students' thinking processes and are not applicable to the assessment of higher-order skills. Digital game-based assessment (DGBA) is thought to address the shortcomings of traditional assessment methods. Given the advantages of DGBA, an increasing number of empirical studies are working to apply digital games for SA. However, there is a lack of any systematic review of DGBA studies. In particular, very little is known about the characteristics of the games, the content of the assessment, the methods of implementation, and the distribution of the results. This study examined the characteristics of DGBA studies, and the adopted games on SA in the past decade from different perspectives. A rigorous systematic review process was adopted in this study. First, the Web of Science (WOS) database was used to search the literature on DGBA published over the last decade. Then, 50 studies on SA were selected for subsequent analysis according to the inclusion and exclusion criteria. The results of this study found that DGBA has attracted the attention of researchers around the world. The participants of the DGBA studies were distributed across different educational levels, but the number of participants was small. Among all game genres, educational games were the most frequently used. Disciplinary knowledge is the most popular SA research content. Formative assessment modeling with process data and summative assessment using final scores were the most popular assessment methods. Correlation analysis was the most popular analysis method to verify the effectiveness of games on SA. However, many DGBA studies have reported unsatisfactory data analysis results. For the above findings, this study further discussed the reasons, as well as the meanings. In conclusion, this review showed the current status and gaps of DGBA in the SA application; directional references for future research of researchers and game designers are also provided.
作者机构：
[Tang, Hengtao] Univ South Carolina, Dept Educ Studies, Columbia, SC USA.;[Dai, Miao; Du, Xu; Li, Hao] Cent China Normal Univ, Natl Engn Res Ctr Elearning, 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 USA.
通讯机构：
[Du, X ] C;Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Peoples R China.
期刊：
Behaviour & Information Technology,2023年 ISSN：0144-929X
通讯作者：
Chen, JY
作者机构：
[Sun, Jianchi; Wang, Guangshuai; Liu, Xiaodi; Chen, Jingying; Zhang, Kun; Ma, Pianpian] 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, Peoples R China.;[Zhang, Rujing] Liaocheng Univ, Sch Media & Technol, Liaocheng, Peoples R China.
通讯机构：
[Chen, JY ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.
关键词：
Evaluation;autism;gross motor skills;PEP-3
摘要：
To effectively evaluate the gross motor ability of autistic children, we proposed a method of computerised evaluation of gross motor skills (CEGM). The CEGM integrates Dynamic Time Warping (DTW) method and OpenPose technology to automatically detect key joints and return a score. Ten items were selected for evaluation based on the gross motor subtest of the Psychoeducational Profile - Third Edition (PEP-3) scale, including upper limb movement, lower limb movement, and body coordination performance. 30 autistic participants (males: 23, female: 7) with an average age of 5.00 years were recruited in this study. Then we compared the results of evaluation using CEGM and the original PEP-3 gross motor subtest in autistic children. The results showed that in the evaluations using CEGM and PEP-3, Cronbach's alpha coefficients and Spearman-rank correlation coefficients were all greater than 0.80, intraclass correlation coefficient (ICC) were all greater than 0.90, indicating good agreement in evaluating the gross motor ability of autistic children. Moreover, compared to the PEP-3, the evaluation using CEGM provided precise quantitative indicators (trajectory, velocity, and angle of joint). Therefore, our findings demonstrate that CEGM can be used in the initial evaluation of the gross motor ability of autistic children.
作者：
Zhou, Chi;Wu, Di;Li, Yating;Yang, Harrison Hao;Man, Shuo;...
期刊：
Education and Information Technologies,2023年28(2):2207-2227 ISSN：1360-2357
通讯作者：
Min Chen
作者机构：
[Li, Yating; Zhou, Chi; Man, Shuo; Chen, Min] Cent China Normal Univ, Natl Engn Res Ctr Learning, Wuhan 430079, Hubei, Peoples R China.;[Zhou, Chi; Wu, Di] Cent China Normal Univ, Res Ctr Sci & Technol Promoting Educ Innovat & De, Strateg Res Base, Minist Educ, Wuhan 430079, Hubei, Peoples R China.;[Zhou, Chi] Cent China Normal Univ, Educ Informatizat Strategy Res Base Minist Educ, Wuhan 430079, Hubei, Peoples R China.;[Wu, Di] Cent China Normal Univ, Hubei Res Ctr Educ Informatizat Dev, Wuhan 430079, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 60543 USA.
通讯机构：
[Min Chen] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China
关键词：
Teacher learning;Technological pedagogical content knowledge;Student engagement;Stimulus-organism-response framework;Integrative model of behavior prediction
作者：
Miao, Tian-Chang;Gu, Chuan-Hua;Liu, Shengyingjie;Zhou, Z. K.*
期刊：
Behaviour & Information Technology,2023年42(11) ISSN：0144-929X
通讯作者：
Zhou, Z. K.
作者机构：
[Miao, Tian-Chang; Gu, Chuan-Hua; Zhou, Z. K.] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;[Miao, Tian-Chang; Gu, Chuan-Hua; Zhou, Z. K.] Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Liu, Shengyingjie] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Zhou, Z. K.] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Zhou, Z. K.] C;[Zhou, Z. K.] M;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.
摘要：
Tian-Chang Miao, Chuan-Hua Gu, Shengyingjie Liu & Z. K. Zhou (2020) Internet literacy and academic achievement among Chinese adolescent: a moderated mediation model, Behaviour & Information Technology, DOI: 10.1080/0144929X.2020.1831074
作者：
Li, Huan;Zhu, Sha*;Wu, Di;Yang, Harrison Hao;Guo, Qing
期刊：
Education and Information Technologies,2023年28(10):13485-13504 ISSN：1360-2357
通讯作者：
Zhu, Sha;Yang, HH;Zhu, S
作者机构：
[Guo, Qing; Yang, HH; Zhu, Sha; Yang, Harrison Hao; Li, Huan; Zhu, S; Wu, Di] Cent China Normal Univ, Natl Engn Res Ctr Elearning, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.;[Zhu, Sha; Zhu, S; Wu, Di] Cent China Normal Univ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Strateg Res Base, Minist Educ, Wuhan, Peoples R China.;[Yang, HH; Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, 232 Wilber Hall, Oswego, NY 12306 USA.
通讯机构：
[Yang, HH ; Zhu, S ; Zhu, S] C;Cent China Normal Univ, Natl Engn Res Ctr Elearning, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.;Cent China Normal Univ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Strateg Res Base, Minist Educ, Wuhan, Peoples R China.;SUNY Coll Oswego, Sch Educ, 232 Wilber Hall, Oswego, NY 12306 USA.
摘要：
The adoption of online learning for adolescent students accelerated with the outbreak of the COVID-19 pandemic. However, few studies have investigated the mechanisms influencing adolescent students’ online learning engagement systematically and comprehensively. This study applied the Presage-Process-Product (3P) model of learning to investigate the direct effects of presage factors (i.e., information literacy and self-directed learning skills) and process factors (i.e., academic emotions) on high school students’ online learning engagement; and the mediating role of process factors. Data from 1993 high school students in China (49.3% males and 50.7% females) were analyzed using structural equation modeling. The result showed that students’ information literacy, self-directed learning skills, and positive academic emotions positively predicted their online learning engagement. Moreover, the positive impact of self-directed learning skills on students’ online learning engagement was significantly and largely enhanced through the mediation effects of positive academic emotions (
$${\upbeta }$$
= 0.606, 95% CI = [0.544, 0.674]). Based on these results, to enhance adolescent students’ online learning engagement, it is important for school administrators, teachers, and parents to improve students’ information literacy, self-directed learning skills, and positive academic emotions.
期刊：
Journal of Computing in Higher Education,2023年35(3):487-520 ISSN：1042-1726
通讯作者：
Lingyun Kang
作者机构：
[Yang, Zongkai; Liu, Sannyuya; Liu, Zhi; Zhao, Liang; Kang, Lingyun; Su, Zhu] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Yang, Zongkai; Liu, Sannyuya; Liu, Zhi; Zhao, Liang; Su, Zhu] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Hubei, Peoples R China.
通讯机构：
[Lingyun Kang] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, People’s Republic of China
摘要：
Understanding the relationship between interactive behaviours and discourse content has critical implications for instructors' design and facilitation of collaborative discussion activities in the online discussion forum (ODF). This paper adopts social network analysis (SNA) and epistemic network analysis (ENA) methods to jointly investigate the relationships between students' network characteristics, discussion topics, and learning outcomes in a course discussion forum. Discourse data from 207 participants were included in this study. The findings indicated that (1) the interactive network generated in the collaborative discussion activities was sparsely connected, and there was limited information exchange between instructors and students; (2) students' discussion topics were mainly related to the learning content; (3) compared with the isolated group, students in the leader, mediator, and animator groups were more concerned about topics related to the learning content; and (4) students who discussed more topics related to the learning content performed better than the students who discussed more topics related to learning methods and social interactions. The learning outcomes of the influencer and leader groups were significantly higher than those of the peripheral and isolated groups. However, there was no significant correlation between students' individual centrality and their learning outcomes. The findings enrich the ODF research on the comprehensive identification of interactive behaviours and discourse content in the process of collaborative discussion activities and on the discussion topic differences between different role groups. The study findings also have practical implications for instructors to design effective instructional interventions aimed at improving the quality of collaboration in the ODF.
作者：
Yang, Shuoqiu;Du, Xu;Tang, Hengtao;Hung, Jui-Long;Tang, Yeye
期刊：
Education and Information Technologies,2023年:1-28 ISSN：1360-2357
通讯作者：
Tang, HT
作者机构：
[Yang, Shuoqiu; Du, Xu; Tang, Yeye] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Peoples R China.;[Tang, Hengtao; Tang, HT] Univ South Carolina, Dept Leadership Learning Design & Inquiry, Columbia, SC 29208 USA.;[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 USA.
通讯机构：
[Tang, HT ] U;Univ South Carolina, Dept Leadership Learning Design & Inquiry, Columbia, SC 29208 USA.
关键词：
Collaborative problem solving;Group interaction;Group interaction density;Collaborative performance
摘要：
Collaborative Problem Solving (CPS) has received increasing attention for its role in promoting learners' cognitive and social development in STEM education. However, little is known about how learners interact dynamically within a group at different time granularities. This gap mainly resulted from overlooking the time dimension of interactions, leading to a lack of nuanced understanding of moment-to-moment interaction in CPS. In this study, we demonstrated the potential of temporal group interaction density in modeling online CPS interactions and investigated the impact of temporal interaction density on CPS processes and outcomes. Specifically, we proposed using cumulative weighted density to measure the holistic state of group interactions and explained the differences in group interactions with different collaborative performance and interaction densities by modeling the transition and evolution of interaction sequences through Apriori and cumulative relative centrality. Results indicated that group interaction density cannot directly predict their collaborative performance, but notable differences in interaction patterns existed in the high-performance groups with different interaction densities, while low-performance groups showed interactive commonalities towards the completion of CPS. The findings of this study guided the design of CPS interventions and supported the process mining of CPS interactions, with vital practical implications for CPS assessment and skills development.
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
摘要：
Computer-supported collaborative concept mapping (CSCCM) integrates technology and concept mapping to support students’ knowledge understanding, and much research on the behavioral patterns involved in CSCCM activities has been conducted. However, there is limited understanding of the differences in knowledge understanding and behavioral patterns between students with different levels of collaboration perception. This study examined the impact of students’ perceptions of collaboration on their knowledge understanding and behavioral patterns in the CSCCM activity. A total of 36 individuals from the same university participated in this study. The findings suggested that compared with students with a low level of collaborative perception, students with a high level of collaborative perception could obtain better conceptual knowledge understanding. However, there was no significant difference in factual knowledge understanding between students with different levels of collaboration perception. For behavioral patterns, students with a high level of collaboration perception demonstrated more diverse behavioral transition sequences, students with a middle level of collaboration perception demonstrated more repetitive behavioral sequences, and students with a low level of collaboration perception demonstrated less behavioral transition sequences. The findings of this research can provide a reference for teachers to design CSCCM activities in the classroom.
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
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
