作者：
Gong, Xin;Yu, Shufan;Xu, Jie;Qiao, Ailing;Han, Han
期刊：
Education and Information Technologies,2024年29(5):6383-6405 ISSN：1360-2357
通讯作者：
Qiao, AL;Yu, SF
作者机构：
[Gong, Xin; Qiao, Ailing] Capital Normal Univ, Coll Educ, 105 West Third Ring North Rd, Beijing 100048, Peoples R China.;[Yu, Shufan] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Xu, Jie] Zhejiang Univ, Coll Educ, 866 Yuhangtang Rd,Zijingang Campus, Hangzhou 310058, Peoples R China.;[Han, Han] Beijing Normal Univ, Fac Educ, 19 Xinjiekou Outer St, Beijing 100875, Peoples R China.;[Yu, Shufan] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yu, SF ; Qiao, AL ] ;Capital Normal Univ, Coll Educ, 105 West Third Ring North Rd, Beijing 100048, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.
期刊：
British Journal of Educational Technology,2024年55(5) ISSN：0007-1013
通讯作者：
Ba, S;Hu, X
作者机构：
[Ba, Shen] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China.;[Hu, Xiao] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Stein, David] Ohio State Univ, Coll Educ & Human Ecol, Columbus, OH USA.;[Liu, Qingtang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Ba, Shen; Ba, S] Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.
通讯机构：
[Ba, S ] E;[Hu, X ] U;Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.;Univ Hong Kong, Fac Educ, Pokfulam, Room 209, Runme Shaw Bldg, Hong Kong, Peoples R China.
关键词：
community of inquiry;epistemic network analysis;learning analytics;online discussion;trajectory tracking
摘要：
<jats:title>Abstract</jats:title><jats:p>Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem‐solving and critical thinking in online inquiry‐based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis (ENA) has recently gained increasing recognition for modelling and visualizing the temporal characteristics of online discussions. However, due to methodological restraints, some valuable information regarding online discussion dynamics remains unexplained, including the directionality of connections between theoretical indicators and the trajectory of thinking development. Guided by the community of inquiry (CoI) model, this study extended generic ENA by incorporating directional connections and stanza‐based trajectory tracking. By examining the proposed extensions with discussion data of an online learning course, this study first verified that the extensions arecomparable with QCA, indicating acceptable assessment validity. Then, the directional ENA revealed that two‐way connections between CoI indicators could vary over time and across groups, reflecting different discussion strategies. Furthermore, trajectory tracking effectively detected and visualized the fine‐grained progression of thinking. At the end, we summarize several research and practical implications of the ENA extensions for assessing the learning process.<jats:boxed-text content-type="box" position="anchor"><jats:caption><jats:title>Practitioner notes</jats:title></jats:caption><jats:sec><jats:title>What is already known about this topic</jats:title><jats:p>
<jats:list list-type="bullet">
<jats:list-item><jats:p>Assessment and feedback are crucial for cultivating collaborative problem‐solving and critical thinking in online inquiry‐based discussions.</jats:p></jats:list-item>
<jats:list-item><jats:p>Cognitive presence is an important construct describing the progression of thinking in online inquiry‐based discussions.</jats:p></jats:list-item>
<jats:list-item><jats:p>Epistemic network analysis is gaining increasing recognition for modelling the temporal characteristics of online inquiries.</jats:p></jats:list-item>
</jats:list></jats:p></jats:sec><jats:sec><jats:title>What this paper adds</jats:title><jats:p>
<jats:list list-type="bullet">
<jats:list-item><jats:p>Directional connections between discourses can reflect different online discussion strategies of groups and individuals.</jats:p></jats:list-item>
<jats:list-item><jats:p>A pair of connected discourses coded with the community of inquiry model can have different meanings depending on their temporal order.</jats:p></jats:list-item>
<jats:list-item><jats:p>A trajectory tracking approach can uncover the fine‐grained progression of thinking in online inquiry‐based discussions.</jats:p></jats:list-item>
</jats:list></jats:p></jats:sec><jats:sec><jats:title>Implications for practice and/or policy</jats:title><jats:p>
<jats:list list-type="bullet">
<jats:list-item><jats:p>Besides the occurrences of individual discourses, examining the meanings of directional co‐occurrences of discourses in online discussions is worthwhile.</jats:p></jats:list-item>
<jats:list-item><jats:p>Groups and individuals can employ different discussion strategies and follow diverse paths to thought development.</jats:p></jats:list-item>
<jats:list-item><jats:p>Developmental assessment is crucial for understanding how participants achieve specific outcomes and providing adaptive feedback.</jats:p></jats:list-item>
</jats:list></jats:p></jats:sec></jats:boxed-text></jats:p>
作者机构：
[Gao, Ya; Kong, Xi; Liu, Zhi; Zhao, Liang] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan, Hubei, Peoples R China.;[Liu, Zhi; Zhao, Liang] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Gao, Y] 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Gao, Y ] 1;152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
Cognitive engagement;Collaborative programming;Epistemic network analysis;Learning outcomes;Students' perceptions of collaboration
摘要：
Collaborative programming is being increasingly used to overcome the difficulties of the individual programming process. In this study, we investigated the effect of collaborative perception on cognitive engagement and learning outcomes in collaborative programming. We used a quasi-experimental research to determine the differences in cognitive engagement and learning outcomes of three groups with different levels of collaborative perception. The findings highlight several important conclusions. First, there were significant differences in cognitive engagement and learning outcomes across collaborative perception groups. Students with high levels of collaborative perception demonstrate more comprehensive and diverse cognitive engagement, resulting in higher learning outcomes compared to those with lower perception. Second, students in the low collaborative perception group had more Clarification-Elaboration cognitive connections, and students in the high collaborative perception group had stronger Clarification-Positioning and Clarification-Verification cognitive connections. Third, collaborative perception positively moderated the relationship between cognitive engagement and learning outcomes. In particular, three cognitive engagement, Clarification, Elaboration, and Positioning, had a greater impact on performance when moderated by collaborative perceptions. These findings have practical implications for educators and course designers, emphasizing the importance of considering students' collaborative perception when forming groups and promoting effective collaborative programming.
作者机构：
[Liu, Yanshen; Wan, Qian; Liu, Zhi; Liu, Yi; Shu, Jiangbo; Hao, Mingrui] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr E Learning NERCEL, Wuhan, Peoples R China.;[Wan, Qian; Liu, Zhi; Shu, Jiangbo] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data NELEBD, Wuhan, Peoples R China.;[Liu, Yanshen; Liu, Yi] Cent China Normal Univ, Fac Artificial Intelligence Educ, Hubei Res Ctr Educ Informatizat, Wuhan, Peoples R China.;[Chen, Jia] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Mei, Linghan] Dongguk Univ, Dept Educ, Seoul, South Korea.
通讯机构：
[Liu, Z ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr E Learning NERCEL, Wuhan, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data NELEBD, Wuhan, Peoples R China.
摘要：
Online discussion forums are an important component of communication and interactions between teachers and students. The success of online discussion forums depends largely on the e-moderating behavior of the students who are assigned the role of peer moderators. Their ability to facilitate meaningful discussions, encourage diverse perspectives, and keep the conversation on track is paramount to achieving group cognitive engagement and superior performance. This study analyzed the discourse generated by learners in online discussion forums, with a particular focus on the still under-explored effort of peer moderation on groups' cognitive engagement and learning achievement in online discussion forums. The result of multiple regression analyzes demonstrates how certain levels of cognitive engagement and peer moderation relate to learning achievement. Furthermore, this study examined the moderating role of peer moderation in the association between high-order cognitive engagement and learning achievement. The findings indicate that while peer moderation can have a positive moderating effect, this effect is weaker for a higher number of Development moderations, suggesting that excessive Development may lead to endless arguments and decrease discussion efficiency.
期刊：
Education and Information Technologies,2024年:1-32 ISSN：1360-2357
通讯作者：
Sun, Jianwen;Zhao, L
作者机构：
[Liu, Sannyuya; Sun, Jianwen; Jin, Yanyan; Zhao, Liang; Li, Rui; Peng, Xian; Zhao, L] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan, Peoples R China.;[Liu, Sannyuya] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Liu, Sannyuya; Sun, Jianwen; Jin, Yanyan; Zhao, Liang; Li, Rui; Peng, Xian; Zhao, L] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, 11th Floor,South Lake Bldg,382 Xiongchu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Sun, JW; Zhao, L ] C;Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, 11th Floor,South Lake Bldg,382 Xiongchu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Positive emotional design has been shown to have an important impact on multimedia learning. However, before learning multimedia materials, students may inevitably be stressed by external factors such as learning uncertainties brought about by COVID-19, that can affect their final performance. Moreover, whether the principles of emotional design are still valid with the consideration of stress arousal is still unexplored and deserves further investigation. Therefore, this study explored the mixed influence of stress arousal and positive emotional design on learning outcomes (e.g., physiological signals, subjective perception, learning performance measured by test scores). 103 college students were divided into four experimental groups in this study: the SAPE group—stress arousal tasks and positive design (25 students), the SANE group—stress arousal tasks and neutral emotional design (25 students), the NSPE group—not stress arousal and positive emotional design (26 students), and the NSNE group—not stress arousal tasks and neutral emotional design (27 students). Employing an electrocardiogram (ECG) apparatus, questionnaires for data collection, and rigorous statistical techniques for analysis, this research investigates the impact of positive emotional design on students’ learning outcomes when subjected to stress arousal. The findings indicated that under conditions of stress arousal, the effect of the positive emotion design on learning outcomes was enhanced. Specifically, analysis of variance was performed on students’ physiological signals, regarding the high-frequency (HF) value, and spectral power (SP)value within the [2.2, 2.3] and [3.7, 3.8] ranges, which showed significant interactions between stress and emotional design factors. The spectral power was negatively related to positive emotions. Besides, the analysis suggests that there is a significant interplay between stress and emotional design factors in shaping subjective perception (e.g., learning motivation, experienced satisfaction, and perceived learning). Additionally, compared with the other three groups, the SAPE group performed better on recall and transfer tests. The research results could provide valuable references for the follow-up study of multimedia emotional design.
期刊：
British Journal of Educational Technology,2024年 ISSN：0007-1013
通讯作者：
Qiao, AL
作者机构：
[Gong, Xin; Qiao, Ailing] Capital Normal Univ, Coll Educ, 105 West Third Ring North Rd, Beijing 100048, Peoples R China.;[Xu, Weiqi] Zhejiang Univ, Coll Educ, Hangzhou, Peoples R China.;[Ma, Jingjing; Yu, Shufan] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
通讯机构：
[Qiao, AL ] C;Capital Normal Univ, Coll Educ, 105 West Third Ring North Rd, Beijing 100048, Peoples R China.
摘要：
Abstract Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper‐and‐pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh‐grade students from three natural classes: Class A (TPG, n1=37), Class B (BPG, n2=38), and Class C (PPG, n3=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better abstraction and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper‐and‐pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools.
作者机构：
[Gao, Ya; Liu, Sannyuya; Liu, Zhi] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan, Peoples R China.;[Zhang, Ning] Zhejiang Univ, Coll Educ, Hangzhou, Peoples R China.;[Long, Taotao] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Liu, Sannyuya; Liu, Zhi] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Peoples R China.;[Peng, X; Peng, Xian] Natl Engn Res Ctr Educ Big Data, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Peng, X ] N;Natl Engn Res Ctr Educ Big Data, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Online discussions, as a critical interaction tool, have become increasingly popular among instructors and students who can share learning experience and psychological feelings by the means of discourse interactions. Self-regulated learning (SRL) and cognitive engagement are key elements of online learning, which are essential to helping students achieve high learning achievement. However, the relationship between these two elements and their impact on learning achievement are still unclear, which may hinder our understanding of student cognitive processing and psychological mechanism during online self-directed learning. To fill these gaps, this study designed an eight-week quasi-experiment in which students were grouped according to their self-reported SRL features (e.g., metacognitive skills, time management), and investigated the effects of SRL on cognitive engagement and learning achievement. The results showed that students in four SRL groups varied significantly in five dimensions of cognitive engagement within discussions over time. Weak regulators became less engaged over time and tended to share collected information and passively respond to peers, while self-regulators performed better overall and were able to actively think and elaborate their ideas to peers. Besides, SRL played a positive moderating role in the relationship between cognitive engagement and learning achievement, with self-regulators having the strongest moderating effect and better learning achievement. This study suggested that SRL can explain part of the variability in students’ cognitive engagement in online discussions. It also provided inspiration for educational researchers on the design of SRL interventions including the necessity to integrate support for weak self-regulators in online learning.
摘要：
Abstract This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These students participated in a science lesson on ‘The structure of peach blossom’. This study represents students' science learning outcomes by measuring their academic performance and cognitive load. The fsQCA results reveal that: (1) factors influencing students' academic performance and cognitive load are interdependent, and a single factor cannot constitute a necessary condition for learning outcomes; (2) multiple pathways can lead to the same learning outcome, challenging the notion of a singular best path derived from traditional analysis methods; (3) the configurations of good and poor learning outcomes exhibit asymmetry. For example, high prior knowledge exists in both configurations leading to good and poor learning outcomes, depending on how other conditions are combined. Practitioner notes What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes.
期刊：
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT,2024年:1-32 ISSN：1042-1629
通讯作者：
Long, TT
作者机构：
[Long, Taotao] Cent China Normal Univ, Fac Fac Artificial Intelligence Educ, Dept Sci Commun & Sci Educ, 382 Xiongchu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zheng, Zhixia] Expt Primary Sch Ind Technol Dev Area, Longquanyi Dist,3 Taodu Ave, Chengdu 610100, Sichuan, Peoples R China.;[Shi, Yu] Suzhou Ind Pk Xinghai Expt Sr High Sch, Ind Pk Dist,168 Shenhu Rd, Suzhou 215021, Jiangsu, Peoples R China.;[Tong, Mingwen] Cent China Normal Univ, Fac Fac Artificial Intelligence Educ, Dept Educ Technol, 382 Xiongchu Rd, Wuhan 430079, Hubei, Peoples R China.;[Liu, Zhi] Cent China Normal Univ, Fac Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, 382 Xiongchu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Long, TT ] C;Cent China Normal Univ, Fac Fac Artificial Intelligence Educ, Dept Sci Commun & Sci Educ, 382 Xiongchu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Inquiry-based instruction has played an important role in science education, and been recognized as a critical approach to improve students' scientific learning effectiveness. However, current research revealed that it is a challenge for teacher education programs to improve pre-service science teachers' inquiry-based instructional activity design competency. Due to the dynamic and complicated process of the instructional design competency improvement, there is a strong need for new methods that could trace this process. Considering the Knowledge Integration (KI) theory has been demonstrated to be able to help science teachers design their inquiry-based instructional activities in a large amount of existing research, in this study, a KI-based collaborative learning environment was designed to support 19 pre-service science teachers' inquiry-based instructional activity design. Epistemic network analysis (ENA) was applied to trace the development process of their inquiry-based instructional activity design e behaviour patterns. Data analysis results revealed that the pre-service science teachers demonstrated gradually more active in "guiding students to design exploratory activities" and "guiding students to communicate and cooperate" in their instructional designs during the process of using the KI-based collaborative learning environment. Through identifying and comparing the design patterns of the high-performing and low-performing groups, the results showed that the low-performing groups demonstrated more active on "posing inquiry questions" and "guiding students to formulate scientific explanation," while the high performing groups demonstrated more active in "guiding students to design exploratory activities" and "guiding students to communicate and cooperate." Furthermore, the semi-structured interview results demonstrated that the KI-based collaborative learning environment not only provided the pre-service science teachers a convenient way on online collaboration, but also helped them form more normative and integrated understandings on inquiry-based instruction. However, this study demonstrated that quite a few pre-service science teachers still had misconceptions on inquiry-based instruction. Suggestions are provided for improving pre-service science teachers' inquiry-based instructional design competency in a technology-enhanced learning environment.
期刊：
Multimedia Tools and Applications,2023年83(17):52509-52534 ISSN：1380-7501
通讯作者：
Kong, X
作者机构：
[Yang, Zongkai; Liu, Sannyuya; Liu, Zhi] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan 430079, Hubei, Peoples R China.;[Yang, Zongkai; Liu, Sannyuya; Kong, Xi; Liu, Zhi; Kong, X; Wen, Chaodong; Chen, Hao] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Hubei, Peoples R China.;[Chen, Jia] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Kong, X ] C;Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Hubei, Peoples R China.
关键词：
Story segmentation;Teaching video segmentation;Subtitle length-rewarding strategy;Semantic relatedness graph;Natural language processing
摘要：
Story segmentation plays an important role in helping students quickly locate key knowledge points within massive and fragmented teaching video resources. It also serves as the basis for accurate searching of valuable teaching video clips. While keyframe-based story segmentation has achieved remarkable results in news videos, achieving accurate story segmentation in teaching videos is challenging. Therefore, we propose an unsupervised teaching video story segmentation method called SegRewardGraph, which utilizes a subtitle length-rewarding strategy and semantic relatedness graphs. SegRewardGraph employs subtitle semantic similarity to divide video stories, ensuring semantic integrity and improving the accuracy of story segmentation. Specifically, SegRewardGraph first uses the Bidirectional Encoder Representation from Transformers (BERT) model combined with first-last-avg pooling to encode semantic vectors for sentences within video stories. Then, it computes similarities between all sentence vectors and utilizes the associations to build semantic relatedness graphs. A subtitle length-rewarding strategy is formulated to evaluate the segmentation effect. Additionally, boundary detection and boundary merging algorithms are designed based on the subtitle length-rewarding strategy to generate effective segmentation suggestions. Finally, the selected boundaries are mapped to keyframes, enabling semantic content-based segmentation of teaching videos. This study verifies the effectiveness of the proposed method using massive open online courses (MOOC) teaching video datasets. Experimental results demonstrate that the model proposed in this paper outperforms existing methods and achieves state-of-the-art results for teaching video segmentation tasks.
作者：
Wu, Min;Sun, Daner;Yang, Yuqin;Li, Mengxue;Sun, Jin
期刊：
International Journal of Science Education,2023年45(16):1395-1418 ISSN：0950-0693
通讯作者：
Sun, D
作者机构：
[Wu, Min] East China Normal Univ, Sch Chem & Mol Engn, Shanghai, Peoples R China.;[Sun, Daner] Educ Univ Hong Kong, Dept Math & Informat Technol, Hong Kong, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Li, Mengxue] Shaanxi Normal Univ, Sch Educ, Xian, Peoples R China.;[Sun, Jin] Univ Macau, Fac Educ, Macau, Peoples R China.
通讯机构：
[Sun, D ] E;Educ Univ Hong Kong, Dept Math & Informat Technol, Hong Kong, Peoples R China.
期刊：
Education and Information Technologies,2023年29(5):6319-6340 ISSN：1360-2357
通讯作者：
Yu, Shufan;Liu, QT
作者机构：
[Ma, Jingjing; Liu, Qingtang; Liu, Jiaxu; Yu, Shufan] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Ma, Jingjing; Liu, Qingtang; Liu, Jiaxu; Yu, Shufan] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.;[Yang, Yuanyuan] Shuanglin primary Sch, Chengdu, Sichuan, Peoples R China.;[Yu, Shufan; Liu, Qingtang] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Yu, Shufan; Liu, Qingtang] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.
通讯机构：
[Yu, SF; Liu, QT ] ;Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan, Peoples R China.;Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.
作者：
Jiaojiao Wang;Kui Xie*;Qingtang Liu;Taotao Long;Guoqing Lu
期刊：
Journal of Computers in Education,2023年10(2):217-235 ISSN：2197-9987
通讯作者：
Kui Xie
作者机构：
[Jiaojiao Wang; Qingtang Liu; Taotao Long; Guoqing Lu] School of Educational Information Technology, Central China Normal University, Wuhan, China;[Kui Xie] Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, Columbus, USA
通讯机构：
[Kui Xie] D;Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, Columbus, USA
