期刊：
International Journal of Human-Computer Interaction,2024年 ISSN：1044-7318
通讯作者：
Zhu, S
作者机构：
[Guo, Qing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.;[Zhu, Sha; Zhu, S; Yang, Harrison Hao; Wu, Di] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY USA.
通讯机构：
[Zhu, S ] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
摘要：
The assessment of information literacy (IL) is challenging. Traditional methods often fail to capture students' true performance and their behavioral processes. Evidence-centered game design (ECgD) offers an alternative assessment framework. However, IL assessment based on ECgD often overlooks further analysis of behavioral processes, which could reveal detailed performance differences beyond scores. In this study, a general ECgD paradigm is presented and this paradigm was used to develop assessment rules. Game log data were collected from 132 middle school students, who also completed an external IL test. Game logs recorded the behavioral processes, from which evidence required for assessment was extracted. Six supervised machine learning models were employed to predict students' IL levels. The assessment results indicate that students have lower levels of information knowledge and skills, as well as information thinking and behavior. Further analysis of in-game behaviors revealed that students with higher IL levels were able to complete tasks correctly and spent more time in the game, earning more coins, while seeking help less frequently. These findings demonstrate the feasibility of using ECgD for IL assessment and uncover deeper differences in student performance underlying IL levels. Finally, the theoretical and practical implications of the study are discussed, and future research directions are proposed.
期刊：
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT,2024年:1-33 ISSN：1042-1629
通讯作者：
Yang, W
作者机构：
[Wu, Di] Cent China Normal Univ, Educ Informatizat Strategy Res Base, Minist Educ, Wuhan, Hubei, Peoples R China.;[Zhang, Xinyan] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.;[Wang, Kaili] Cent China Normal Univ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Strateg Res Base, Minist Educ, Wuhan, Peoples R China.;[Wu, Longkai] Cent China Normal Univ, Natl Expt Base Intelligent Social Governance Major, Wuhan, Peoples R China.;[Yang, Wei] Cent China Normal Univ, Natl Engn Res Ctr ELearning, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yang, W ] C;Cent China Normal Univ, Natl Engn Res Ctr ELearning, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Artificial Intelligence (AI) is driving ecological shifts and systemic reforms in education. As practitioners of educational reform, teachers' behavioral intention to experience and accept the effectiveness of AI technologies will affect the quality of educational change. From an educational ecology perspective, this study explores the impact of core elements within three dimensions-technologies, pedagogies, and cultures-on teachers' behavioral intention to use AI in an AI-enabled educational ecosystem (AI-e3) environment. The study uses a multi-level mediation model to analyze data of 4349 teachers from 189 primary and secondary schools from a western province of China. The results indicated that school-level dimensional elements, directly or indirectly, influenced teachers' behavioral intention to use AI, mediated by teacher-level dimensional elements. The findings are relevant to school administrators and policy makers, who should consider the key influences on teachers' behavioral intentions to use AI and promote the effective application of AI science for educational change.
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.
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：
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
期刊：
LIBRARY HI TECH,2023年41(4):1039-1062 ISSN：0737-8831
作者机构：
[Li, Yating] National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, China;[Zhou, Chi; Wu, Di; Chen, Min] National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China
关键词：
Teachers’ information literacy;Information literacy evaluation;Online information behavior;Online learning and teaching platform;Process evaluation;Supervised learning models
摘要：
<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>Advances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>First, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>The results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>The evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.</jats:p></jats:sec>
期刊：
Children and Youth Services Review,2023年149:106916 ISSN：0190-7409
通讯作者：
Yang, W
作者机构：
[Li, Miaoyun; Wu, Di; Yang, Xiao] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Hubei, Peoples R China.;[Yang, Wei; Wang, Meiqian] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.;[Lu, Chun] Strateg Res Base Minist Educ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Strateg Res Base, Wuhan, Hubei, Peoples R China.
通讯机构：
[Yang, W ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.
