期刊:
British Journal of Educational Technology,2024年 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:
Abstract 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 are comparable 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.Practitioner notesWhat is already known about this topic Assessment and feedback are crucial for cultivating collaborative problem‐solving and critical thinking in online inquiry‐based discussions. Cognitive presence is an important construct describing the progression of thinking in online inquiry‐based discussions. Epistemic network analysis is gaining increasing recognition for modelling the temporal characteristics of online inquiries. What this paper adds Directional connections between discourses can reflect different online discussion strategies of groups and individuals. A pair of connected discourses coded with the community of inquiry model can have different meanings depending on their temporal order. A trajectory tracking approach can uncover the fine‐grained progression of thinking in online inquiry‐based discussions. Implications for practice and/or policy Besides the occurrences of individual discourses, examining the meanings of directional co‐occurrences of discourses in online discussions is worthwhile. Groups and individuals can employ different discussion strategies and follow diverse paths to thought development. Developmental assessment is crucial for understanding how participants achieve specific outcomes and providing adaptive feedback.
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.
摘要:
Electronic portfolios are crucial means to evaluate the performance of students. However, the traditional student e-portfolio(SEP) system cannot meet the needs of guaranteeing students' information safety due to the system using centralized third-party storage. In addition, the SEP system involves multiple stakeholders and has an extreme volume of learning data, while the current access control model fails to satisfy the requirements of the SEP system. Blockchain technology provides a possible solution to the issues, while the massive data stored in the blockchain can cause congestion in the blockchain network. Therefore, we propose StuChain, an efficient blockchain-based SEP platform integrating a hybrid access control approach, to solve the above problems. Firstly, we design a hybrid access control model to manage and share student e-portfolio. Secondly, we propose to use blockchain technology to solve the security issue and design smart contracts to realize identity certification, recording, access control management, and sharing. Thirdly, we present an efficient storage approach, which achieves massive storage without threatening the system's efficiency. The student e-portfolio information is encrypted through the symmetric encryption scheme(AES-128), signed through the Edwards-curve digital signature algorithm (EdDSA), and recorded in the off-chain. We store the corresponding storage address and hash values in the blockchain. Finally, we conduct theoretical analysis and extensive experiments. Theoretical analysis demonstrates that our proposed approach outperforms other schemes. Experimental results show that our proposed StuChain can achieve secure and efficient storage, fine-grained access control, and our proposed system maintains high throughput.
摘要:
As a collection of various IoT devices, smart classroom can record various forms of teaching data and provide rich data for recognizing teachers' emotions. Recognizing and analyzing teachers' emotions can promote teachers' professional development. Nowadays, most of the automatic emotion recognition methods for teachers in smart classroom are based on facial expressions. However, since teachers usually keep smiling to mobilize the classroom atmosphere, the recognition results may not reflect the real mental state of teachers. By observing teaching videos, it is found that the prosody and text in the teachers' speech can reflect the implicit emotion of the teacher. Therefore, a multimodal teacher emotion dataset (MTED) was built based on teaching videos recorded by IoT cameras and microphones in smart classroom. A neural network combining multiple prosodic features and text content for teacher speech emotion recognition is proposed. The proposed method fills the gap in teacher speech emotion recognition, our proposed method has higher accuracy. Experimental results show that ProsodyBERT achieves 78.6 % UA4 and 66.2 % UA6 on IEMOCAP and MELD, respectively, surpassing the existing methods. The proposed method reached 82.1% UA6 on MTED self -built dataset, which is 9.6 %-21.4 % higher than that of unimodal method in teacher emotion recognition. An ablation experiment is designed and implemented on MTED dataset to explore the influence of each module in ProsodyBERT on teacher speech emotion recognition task. The experimental results in the smart classroom record show that ProsodyBERT has higher accuracy and stronger robustness than unimodal methods.
期刊:
Education and Information Technologies,2024年:1-32 ISSN:1360-2357
通讯作者:
Jianwen Sun<&wdkj&>Liang Zhao
作者机构:
National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan, China;National Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, P. R. China;National Engineering Research Center of E-Learning, Central China Normal University, Wuhan, China;[Xian Peng; Yanyan Jin; Jianwen Sun; Liang Zhao; Rui Li] National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan, China<&wdkj&>National Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, P. R. China;[Sannyuya Liu] National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan, China<&wdkj&>National Engineering Research Center of E-Learning, Central China Normal University, Wuhan, China<&wdkj&>National Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, P. R. China
通讯机构:
[Jianwen Sun; Liang Zhao] N;National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan, China<&wdkj&>National Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, P. R. China<&wdkj&>National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan, China<&wdkj&>National Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, P. 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.
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.
摘要:
The impact of self-regulated learning (SRL) on students’ performance in various subjects has been extensively studied. However, there has been limited research on how task-specific SRL skills and self-reported SRL skills affect students’ learning outcomes in chemistry classes at senior secondary schools. To address this gap, we examined the task-specific SRL skills, self-reported SRL skills, and learning outcomes of a group of Grade 10 students (n = 170) studying the topic: Changes of Charged Electrolyte Solutions. Data was collected through a self-report SRL skills survey, a task-specific SRL skills survey, and an achievement test, and a path analysis was conducted to explore the relationship and effects between SRL skills and learning outcomes. Our findings revealed a direct relationship between students’ task-specific SRL skills and their chemistry achievement. The clustering analysis showed that a significant number of students had SRL skills at the middle level in chemistry learning. Additionally, students with different SRL levels performed differently at specific SRL phases and strategies. These findings have important implications for teaching strategies aimed at promoting students’ SRL and for the assessment of SRL in science education.
期刊:
Education and Information Technologies,2023年:1-22 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.
期刊:
Multimedia Tools and Applications,2023年:1-26 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:
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
作者机构:
[Zhou, Jin] Cent China Normal Univ CCNU, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Ye, Jun-min] Cent China Normal Univ, Sch Comp, Wuhan, Peoples R China.
通讯机构:
[Zhou, Jin] C;Cent China Normal Univ CCNU, Sch Educ Informat Technol, Wuhan, Peoples R China.
作者机构:
[Chen, Zhenhong; Xu, Peihua; Wang, Biqiang; Cheng, Chi] Hubei Meteorol Serv Ctr, Wuhan 430079, Peoples R China.;[Xu, Peihua] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan 430079, Peoples R China.;[Zhang, Maoyuan] Cent China Normal Univ, Hubei Prov Key Lab Artificial Intelligence & Smart, Wuhan 430079, Peoples R China.;[Liu, Renfeng] Wuhan Polytech Univ, Sch Math & Comp Sci, Wuhan 430023, Peoples R China.
通讯机构:
[Maoyuan Zhang] H;Hubei Provincial Key Laboratory of Artificial Intelligence and Smart Learning, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
关键词:
discrete wavelet transform;autoencoder;bidirectional LSTM;wind power forecasting
摘要:
Due to the increasing proportion of wind power connected to the grid, day-ahead wind power prediction plays a more and more important role in the operation of the power system. This paper proposes a day-ahead wind power short-term prediction model based on deep learning (DWT_AE_BiLSTM). Firstly, discrete wavelet transform (DWT) is used to denoise the data, then an autoencoder (AE) technology is used to extract the data features, and finally, bidirectional long short-term memory (BiLSTM) is used for prediction. To verify the effectiveness of the proposed DWT_AE_BiLSTM model, we studied three different power stations and compared their performance with the shallow neural network model. Experimental analysis shows that this model is more competitive in forecasting accuracy and stability. Compared with the BP model, the proposed model has increased by 3.86%, 3.22% and 3.42% in three wind farms, respectively.
期刊:
FRONTIERS IN PSYCHOLOGY,2023年14:1080294 ISSN:1664-1078
通讯作者:
Sun, D;Luo, H
作者机构:
[Wang, Xiang] Beijing Normal Univ, Fac Educ, Beijing, Peoples R China.;[Sun, Di] Dalian Univ Technol, Fac Human & Social Sci, Dalian, Liaoning, Peoples R China.;[Cheng, Gang] Open Univ China, Dept Informat Technol, Beijing, Peoples R China.;[Cheng, Gang] Minist Educ, Engn Res Ctr Integrat & Applicat Digital Learning, Beijing, Peoples R China.;[Luo, H; Luo, Heng] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
通讯机构:
[Sun, D ] D;[Luo, H ] C;Dalian Univ Technol, Fac Human & Social Sci, Dalian, Liaoning, Peoples R China.;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
期刊:
Journal of Research on Technology in Education,2023年55(4):646-662 ISSN:1539-1523
通讯作者:
Shufan Yu
作者机构:
[Wang, Cixiao] School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China;[Yu, Shufan] School of Educational Information Technology, Central China Normal University, Wuhan, China
通讯机构:
[Shufan Yu] S;School of Educational Information Technology, Central China Normal University, Wuhan, China
关键词:
Mobile learning;virtual manipulative;CSCL;cognitive load;task involvement;inquiry learning
摘要:
The use of virtual manipulatives (VMs) in tablets has become increasingly popular in science courses, and previous studies have indicated its educational benefits. However, the tablet-to-student ratio (TSR), which may affect students’ learning, has rarely been examined. This study compares how learning in groups with different TSRs influences the learning performance and mental experience of elementary school students. Participants were 117 fifth-grade students who were randomly assigned to two groups: Group 1:1 (i.e., each student had one tablet) and Group 1:m (i.e., each group shared one tablet) to learn the topic of triboelectrification. The results demonstrated that the students with a 1:m TSR performed better than those with a 1:1 TSR in terms of group work; that students with a 1:m TSR showed a higher degree of involvement during collaborative inquiries; and that the retention test, cognitive load, and group-process satisfaction results showed no significant difference between the two conditions. The findings indicate that the positive effect of collaboration on individuals may gradually disappear and the tradeoff between TSR and time of intervention should be considered during instruction.
作者机构:
[Ma, Jingjing; Han, Miaomiao; Liu, Qingtang; Yu, Shufan; Wu, Linjing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Ma, Jingjing; Han, Miaomiao; Liu, Qingtang; Yu, Shufan; Wu, Linjing] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan 430079, Hubei, Peoples R China.;[Johnson-Glenberg, Mina C.] Arizona State Univ, Dept Psychol, Tempe, AZ 85281 USA.;[Ba, Shen] Univ Hong Kong, Fac Educ, Hong Kong 999077, Peoples R China.
通讯机构:
[Shufan Yu; Qingtang Liu] S;School of Educational Information Technology, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, 430079, Hubei, China<&wdkj&>Hubei Research Center for Educational Informationization, Central China Normal University, 430079, Hubei, China
关键词:
Augmented and virtual reality;Applications in subject areas;Human-computer interface;Media in education;Simulations
摘要:
While virtual reality (VR) provides a great potential for musical instrument learning, little attention has been paid to the instructional design in creating a VR musical instrument. Previous research has suggested that high embodied interaction or added visual cues (e.g., distinctive colors, flashing areas) on VR-based musical instrument may aid students' learning. In this study, we investigated the feasibility and efficacy of the embodied design (low and high level of embodiment; LoEmb and HiEmb) and visual cues (low and high level of visual cues; LoViz and HiViz) on students' musical instrument learning. Four corresponding virtual Chinese dulcimers (Yangqin) were thereby designed. A sample of 112 university students participated in our study, and they were randomly assigned into the four conditions (LoEmb & LoViz, LoEmb & HiViz, HiEmb & LoViz, and HiEmb & HiViz). Results showed that the LoEmb design benefited students' completion rate, the HiViz improved students' playing rhythmic accuracy. Both LoEmb and HiViz decreased students' playing errors and improved their overall performance. Moreover, we found that the HiViz and HiEmb designs had a combined effect on reducing students’ cognitive load and improving the instructional efficiency of learning material. These findings collectively reveal that the design of VR learning materials should carefully consider the trade-off between the level of embodiment and visual cues.
期刊:
Learning and Individual Differences,2023年107:102348 ISSN:1041-6080
通讯作者:
Lu, GQ
作者机构:
[Lu, Guoqing] Northwest Normal Univ, Sch Educ Technol, Lanzhou, Gansu, Peoples R China.;[Xie, Kui] Michigan State Univ, Coll Educ, Lansing, MI 48824 USA.;[Liu, Qingtang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Lu, Guoqing] 967 Anning East Rd, Lanzhou 730070, Gansu, Peoples R China.
通讯机构:
[Lu, GQ ] 9;967 Anning East Rd, Lanzhou 730070, Gansu, Peoples R China.
关键词:
Emotional engagement;Experience sampling method;Blended classroom;Hierarchical linear modeling;Distal and proximal factors
摘要:
As emotional experience is a crucial factor influencing students' learning and performance, it is important to understand what influences their emotional engagement in blended learning. In this study, pretest, posttest, and experience sampling methods were used to capture longitudinal data from 61 preservice teachers from two classes at a university in central China. Hierarchical linear modeling techniques were employed to investigate how distal course-level academic motivation, proximal appraisals, and activity types affected emotional engagement. We found: (1) positive emotional engagement in classroom lectures was higher than that in online micro-lectures, while negative emotional engagement in classroom group discussions was higher than that in online group discussions; (2) proximal situational interest and perceived skill had a strong positive influence on positive emotional engagement and a strong negative influence on negative emotions; and (3) distal autonomous motivations positively predicted positive emotional engagement, while controlled motivations positively predicted negative emotional engagement. Educational Relevance and Implications Statement. In this study, the results of hierarchical linear modeling indicated that situational interest and perceived skill positively predicted positive emotional engagement and negatively predicted negative emotional engagement. The distal course-level autonomous motivation positively predicted positive emotional engagement during subsequent learning activities, while distal course-level controlled motivation positively predicted negative emotional engagement. The results also showed that course-level academic motivation and cognitive appraisals of the activity were more important than the mode and type of learning activities for emotional engagement. In practice, to improve students' emotional experiences in blended learning contexts, instructors should enhance students' autonomous motivation, perceived control and value of learning activities in blended learning contexts.
摘要:
Background: As a fundamental approach to fostering students' scientific literacy, argumentation has received more and more attention from science researchers and educators. Preservice science teachers' (PSTs) abilities to both construct and evaluate arguments are fundamental to their future science teaching. Research combining these two aspects of PSTs' argumentation abilities is lacking. Purpose: This study aims to investigate PSTs' argumentation ability from both construction and evaluation perspectives and to explore their relationship. Sample: A total of 76 first-year graduates enrolling in a postgraduate-level science teachers preparation program at a university in China participated in this study, and 69 valid responses were obtained. Design and methods: This study employed the Chinese version of the Argument Evaluation Test (AET) translated from Martin-Gamez and Erduran (2018) to assess the participants' abilities to evaluate arguments, and the Argument Construction Test (ACT) designed following Toulmin's Argument Pattern (TAP) to assess the participants' abilities to construct arguments. The participants completed the tests via an online questionnaire system. Results: The findings show: (1) Many limitations concerning PSTs' abilities to evaluate arguments were visible. They were more incompetent in identifying 'what is a good rebuttal' than in identifying 'what is a good argument'. (2) PSTs had obvious deficiencies in constructing arguments. Their performance in the dimensions of data, rebuttal and backing was significantly lower than their performance in the dimesion of warrant. (3) PSTs performed significantly better in a socio-technological issue (STI) than in a socio-scientific issue (SSI) in the dimension of evidence, and significantly better in an SSI than in a social issue (SI) in the dimension of the warrant. (4) A significant and moderate correlation was found between PSTs' abilities to evaluate arguments and their abilities to construct arguments. Conclusions: This study suggests that first-year graduates (also postgraduate-level PSTs) are not well-prepared for teaching argumentation. There are a high necessity and urgency to offer systematic courses focusing on argumentation skills in PSTs programs. The ability to evaluate arguments and ability to construct rebuttals need to be highlighted in such courses. More attention needs to be paid to PSTs' abilities to construct arguments with data and evidence rather than their abilities to simply propose claims and to show their warrants.