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This study utilised the instant semantic analysis and feedback system (ISAFS) to assist learners in the online discussion learning activities of socio-scientific issues (SSIs) and to document their learning process behaviours for behavioural analyses. The aim was to understand the learners' discussion behaviours during the ISAFS assisted learning process and to guide them in exhibiting more effective discussion behaviours in order to facilitate the learning effectiveness of online asynchronous discussions. The research participants were 55 eleventh-grade students from a senior high school in northeastern Taiwan. A single pre-experimental group design was adopted to collect the learning process data. Eventually, 34 effective samples were considered following the online discussions. The results showed that learners with distinct computer-mediated communication competences and personality traits have different behaviour patterns. Overall, the behavioural analyses reveal that different learning behaviours would result in distinct learning effectiveness, and that learners with different computer-mediated communication competences and personality traits would present various learning behaviours. Based on the research results, suggestions for the application of ISAFS in teaching and implications for future developments are proposed. The findings could be instrumental in the improvement of the teaching process through online discussions. [ABSTRACT FROM AUTHOR]

AbstractThis study analyzed the effects of presentation format (digital text, no images video, decorative images video), and verbal ability and working memory capacity, on comprehension performance and metacomprehension judgments and bias. Two hundred and thirty-eight college students were tested in an experimental remote e-learning setting. For comprehension performance, decorative images hindered comprehension. Verbal ability was a predictor of comprehension for both text and video. For metacomprehension judgments, video led to lower and less precise judgments than text. Results are discussed in terms of seductive video versus emotional design effects in multimedia learning, and the multimedia heuristic and deception effect in metacomprehension. [ABSTRACT FROM AUTHOR]

Knowledge-sharing in forums is an integral part of many MOOCs (Massive Open Online Courses). However, forum usage for knowledge-sharing in MOOCs is often inadequate. This study adopts a mixed-methods approach to investigate problems behind MOOC learners’ problematic forum participation and propose real-time sharing-quality-monitoring mechanisms to mitigate the problems. We explore different designs and implementation of computerised nudges to enhance knowledge contribution, considering challenges such as vast data, user aversion to AI monitoring, and complex user interactions. Through testing graphical (Model A), numerical (Model B), and textual message (Model C) interface designs, we found that graphical and numerical designs were most effective in improving performance. However, Model C received conflicting judgments, with some users feeling controlled by the AI while others found algorithmic guidance valuable. Our findings shed light on leveraging computerised nudges for meaningful contributions and address concerns related to AI monitoring. The complex nature of user interactions, behaviours, and the abundance of data present significant challenges that require innovative approaches. This study contributes to understanding the issues in MOOC forum participation and provides insights into effective computerised nudges. We discuss directions for refining the current design, emphasising the need for more design science research in this domain. [ABSTRACT FROM AUTHOR]

Students' perceptions towards synchronous and asynchronous online delivery modes of three engineering courses, in a large UK university is conceptualised, inspired by the Community of Inquiry theoretical framework. Using a qualitative methodology, 76 written student narratives were analysed. An overwhelming focus on the elements that helped them to process the information being taught and to synthesise their understanding (cognitive presence) was found, regardless of the delivery mode. Furthermore, despite the perceived benefits in terms of time management, narratives of asynchronous learning lacked connectivity between such cognitive elements and those allowing them to interact, share, and communicate their understanding with their peers and teachers (social presence). Student reflections on which delivery mode best supported their learning were conflicting at times, but a balance between cognitive and social presence is recommended to integrate the opportunities that stem from both. [ABSTRACT FROM AUTHOR]

The current digital transformation agenda connects beliefs/attitudes to behaviour/practice. Both of these elements are well established and continue to evolve. This paper conceptualizes the effects of digital transformation during the COVID-19 pandemic. It focuses on understanding the effects of causal factors (COVID-19 and digital transformation, on teachers' beliefs and practices. In the context of this conceptual paper, we delineate this to university education but argue that it is conceptually applicable to any educational setting. Our exploration of the phenomenon has yielded the conclusion that beliefs/attitudes are fluid, are formed cyclically, and that teachers' associated behaviour/practices are located along a continuum and are influenced by both technological and personal factors. We believe our arguments are valid because when COVID-19 fades as an "event", the world will have evolved new norms that include newer practices, inevitably informed by technological and personal factors. We provide a basis for understanding the effects of digitally transformed environments and how one might respond to such eventualities. We suggest a theoretical model that outlines the moderating constructs inherent in any digitally transformed environment. The theoretical model provides a hook for research into the beliefs-practice nexus and as a basis for supporting teachers in digitally transformed environments. [ABSTRACT FROM AUTHOR]

It is known that teachers commonly utilize learning platforms equipped with Learning Analytics Dashboards (LAD) to support students in their Self-Regulated Learning (SRL) endeavors. However, students may struggle to effectively employ LAD due to a lack of sufficient metacognitive skills. Co-regulation of learning (CoRL) has been proven to facilitate metacognitive knowledge sharing. However, the implementation of LAD with CoRL mechanisms in self-paced, asynchronous learning environments, aimed at enhancing students' SRL, remains unclear. Investigating how students utilize a LAD with CoRL and how such a system can promote SRL in selfpaced, asynchronous courses is an important topic. This study designed a gamified LAD utilizing a futures trading market interactive interface as the CoRL mechanism. A quasi-experimental design was adopted to assess the effects of the gamified LAD with CoRL on SRL, learning engagement, and academic achievement among 60 students from two Business Ethics classes over the course of a semester. The gamified LAD with CoRL had positive effects on the SRL and learning engagement of the asynchronous learners in the experimental group. Significant differences were observed in the academic achievement of the experimental and control groups. The gamified LAD with CoRL had positive effects on learners in self-paced, asynchronous courses. [ABSTRACT FROM AUTHOR]

However, this is not the case when comparing NOD completers and NOD dropouts (Graph HT ht ). Moreover, a significant main effect of Time (Graph HT ht ), revealed that the overall SUS score was slightly better at the end of the MOOC (Usability mid-term = 76, Usability end-term = 78.2) for both groups. However, this correlation is rather low (Graph HT ht ). [Extracted from the article]

Many learners of English as a foreign language often feel that learning spoken English is frustrating and quite difficult, especially when they have to talk to English-speaking foreigners. In general, because they are unfamiliar with the spoken mode of English and are worried about making grammatical errors, they often feel very scared to speak English. Furthermore, spoken language and reading differ in many ways. For instance, when seeing text containing new words, learners can stop and look up words in a dictionary. Additionally, a passage can be read multiple times by learners to understand it. Conversely, spoken language must be understood immediately in order to communicate effectively. The purpose of this study is to propose an interactive chatbot system named TPBOT which stands for "TOEIC Practice Chatbot" for EFL learners to eliminate their fear of speaking English and enable them to chat with online chatbots to practice spoken English at any time. This TPBOT would be very helpful to eliminate learners' anxiety about speaking a foreign language with foreigners. Participants in this study are Taiwanese students whose oral scores on the TOEIC® test are below 100. They hope to improve their oral English ability after participating in the four-month experiment. The results have shown that students are satisfied with using this TPBOT and believe that it has indeed helped them improve their English speaking skills. Obviously, the TPBOT was very effective for the intended purpose. For educators, the TPBOT is very useful to build learning content in the TPBOT, provide learners with interactive exercises and improve learning effects. [ABSTRACT FROM AUTHOR]

Emerging technologies such as augmented reality are impacting the field of education, it can be seen in the attention given to technology, specifically augmented reality. Systematic reviews on research related to learning through augmented reality aim to find gaps of augmented reality in learning. However, there is a limited number of systematic reviews that analyze current research articles that discuss learning experiences. Thus, this paper aims to analyze recent research articles on (1) the learning experience of augmented reality, (2) the usability of the applied method, (3) issues, and (4) the challenges of learning through augmented reality. Forty-eight articles in the recent five years, from 2018 to 2022, were selected, based on the designed query and PRISMA method. All articles were analyzed and the results show that the System Usability Scale (SUS) is the most popular usability questionnaire and qualitative method to evaluate learning experience. This scale was used in almost 70% of the research articles selected for this review. Several constructs to evaluate learning experience were identified including satisfaction, learning efficiency, assessment, and engagement. The limitations and challenges are summarized into three categories: respondent, data collection, and technical issues. [ABSTRACT FROM AUTHOR]

Online learning has been greatly widespread since the explosion of COVID-19. However, due to the lack of interaction between teachers and students in online courses, it is very difficult for students to focus on course content and complete the learning. Therefore, we developed a novel intelligent multilevel knowledge graph to help students quickly and systematically grasp the framework and key content of video lectures. Specifically, our method introduced cues into the interactive knowledge mapping. This approach not only allows students to interact with the graphs but also displays different levels of knowledge based on its importance. In addition, a quasi-experiment was implemented to verify the effectiveness of our method. Specifically, we compare the effects of knowledge graphs in three weighting strategies for cues with traditional manual concept maps on students' learning effectiveness and learning perception. Our study shows that although static artificial concept maps do enhance student learning to a certain extent compared to traditional learning, its development efficiency and enhancement of student learning outcomes are not ideal. In contrast, interactive graphs presenting overlay cues can effectively help students to restructure and systematize their knowledge, direct their attention and thus improve their learning outcomes. [ABSTRACT FROM AUTHOR]

Second language teaching approaches that were originally proposed for classroom context are used for blended learning context as well as distance learning contexts regardless of their fundamental differences in terms of applicability, accessibility, objectives, designs and theoretical bases. Such theoretical and practical incompatibilities served as the rationale to bridge the gap of a basically devised second language (L2) teaching approach for blended and distance learning contexts. The proposed computer-assisted nonlinear dynamic approach (CANDA) enables L2 learners and teachers to improve psychological factors and communicative skills by suggesting the use of a variety of technology-based apps for a multitude of learning styles. The CANDA, as an L2 teaching approach has significant theoretical and pedagogical implications for educational app designers, computer-assisted teaching programmers, blended and distance learning researchers and officials. [ABSTRACT FROM AUTHOR]

While research and practice centred around students and academics working together to co-create in the higher level sector has increased, co-creation in assessment remains relatively rare in a higher education context. It is acknowledged in the literature that deeper comprehension of content can be realised when students author their own questions and solutions, rather than just answering teacher-designed questions. However, to date, studies measuring the impact of students co-creating assessment instruments on academic performance are limited. Situated within a constructivist learning paradigm, this study examines the effect on academic performance of students creating their own multiple-choice questions using an on-line peer-learning environment. We use a novel experimental approach, designed to overcome many of the acknowledged limitations of prior studies, to quantitatively measure the effectiveness of the co-creation assignment on student learning. We find that co-creation has a statistically significant impact on their academic performance in relevant topic in the end-of-semester exam. [ABSTRACT FROM AUTHOR]

In this study, a personalized gamified recommender system was developed to help secondary-school students in Saudi Arabia learn computer programming. This recommender system supports those students by providing personalized recommendations to address their weaknesses and increase their motivation toward computer programming. A total of 60 female secondary-school students participated in this empirical study and were divided in to an intervention and comparison group. Due to the distance learning directives imposed by the COVID-19 pandemic, the whole study was conducted online. Data were collected through a post-test to measure student performance. In addition, a learning motivation questionnaire was distributed to all the study participants to measure their motivation toward learning programming. The Instructional Materials Motivation Survey questionnaire was distributed to the experimental group to measure their level of motivation after using the recommender system. The results showed that the personalized gamified recommender system positively affected the students' performance in the intervention group and enhanced their motivation toward learning computer programming. [ABSTRACT FROM AUTHOR]

Supporting teachers professionally, both in their teaching skills and the inclusion of technology, is one of the few direct interventions to help them grow. Currently, few instruments assessing these perceptions exist, and evidence on their validity is sparse. Hence, this paper presents the development and validation of an instrument assessing teachers' perceived institutional support for online and blended learning professional development. A sample of 317 adult education teachers completed the eight-item instrument. Overall, the reliability, exploratory and confirmatory factor analyses suggest that the presented scale can be used to determine how teachers perceive institutional support for online and blended learning professional development and provides evidence supporting a validity argument. Recommendations for the academic and practical use of the ISOBL questionnaire are made. [ABSTRACT FROM AUTHOR]