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H. M., Bearman, M., & Boud, D. (2022). Feedback that works: A realist review of feedback interventions for written tasks. Studies in Higher Education, 47(7), 1343–1356. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03075079.2021.1894115\nAnderson, V. (2020). A digital pedagogy pivot: Rethinking higher education practice from an HRD perspective. Human Resource Development International, 23(4), 452–467.\nBartolic, S. K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Moreno, M. M., Polly, P., Tai, J., Marsh, H. L., & Guppy, N. (2022a). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. Educational Review, 74(3), 517–533. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00131911.2021.1955830\nBartolic, S., Matzat, U., Tai, J., Burgess, J. L., Boud, D., Craig, H., Archibald, A., De Jaeger, A., Kaplan-Rakowski, R., Lutze-Mann, L., Polly, P., & Guppy, N. (2022b). Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic. Studies in Higher Education, 47(12), 2460–2472. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03075079.2022.2081679\nBoud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167. https:\u002F\u002Fdoi.org\u002F10.1080\u002F713695728\nBoud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698–712. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02602938.2012.691462\nBronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0003-066X.32.7.513\nBronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.\nButler-Henderson, K., & Crawford, J. (2020). A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity. Computers & Education, 159, 104024. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2020.104024\nCrawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20. https:\u002F\u002Fdoi.org\u002F10.37074\u002Fjalt.2020.3.1.7\nDawson, P. (2023). Remote Proctoring: Understanding the Debate. In S. E. Eaton (Ed.), Handbook of academic integrity (pp. 1–16). Springer Nature Singapore. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-981-287-079-7_150-1\nDawson, P., Nicola-Richmond, K., & Partridge, H. (2023). Beyond open book versus closed book: a taxonomy of restrictions in online examinations. Assessment & Evaluation in Higher Education. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02602938.2023.2209298\nFuller, R., Joynes, V., Cooper, J., Boursicot, K., & Roberts, T. (2020). Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment? Medical Teacher, 42(7), 781–786. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0142159X.2020.1779206\nGuangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: A case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32, 519–535. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11092-020-09340-w\nGuppy, N., Boud, D., Heap, T., Verpoorten, D., Matzat, U., Tai, J., & Bartolic, S. (2022a). Teaching and learning under COVID-19 public health edicts: The role of household lockdowns and prior technology usage. Higher Education, 84(3), 487–504. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fbjet.13212\nGuppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & Bartolic, S. (2022b). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, 53(6), 1750–1765. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fbjet.13212\nHarper, R., Bretag, T., & Rundle, K. (2021). Detecting contract cheating: Examining the role of assessment type. Higher Education Research & Development, 40(2), 263–278. https:\u002F\u002Fdoi.org\u002F10.1080\u002F07294360.2020.1724899\nHew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17, 1–22. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs41239-020-00234-x\nHodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Retrieved https:\u002F\u002Fer.educause.edu\u002Farticles\u002F2020\u002F3\u002Fthe-difference-between-emergency-remote-teaching-and-online-learning\nImran, R., Fatima, A., Salem, I. E., & Allil, K. (2023). Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era. The International Journal of Management Education, 5, 6. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijme.2023.100805\nJohnson, L., Partridge, H. & Dawson, P. (2023). 1,300 years is long enough: It’s pens down for the exam hall. Retrieved https:\u002F\u002Fblogs.deakin.edu.au\u002Fcradle\u002F2023\u002F01\u002F16\u002F1300-years-is-long-enough-its-pens-down-for-the-exam-hall\u002F\nJohnson, N., Veletsianos, G., & Seaman, J. (2020). U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6–21. https:\u002F\u002Fdoi.org\u002F10.24059\u002Folj.v24i2.2285\nKerres, M., & Buchner, J. (2022). Education after the pandemic: What we have (not) learned about learning. Education Sciences. https:\u002F\u002Fdoi.org\u002F10.3390\u002Feducsci12050315\nKoh, J. H. L., & Daniel, B. K. (2022). Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes. International Journal of Educational Technology in Higher Education, 19(1), 56. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs41239-022-00361-7\nKottmann, A., Westerheijden, D., & van der Meulen, B. (2020). Learning from Innovations in Higher Education. Centre for Higher Education Policy Studies. https:\u002F\u002Fwww.nokut.no\u002Fglobalassets\u002Fnokut\u002Frapporter\u002Fua\u002F2020\u002Flearning-from-innovations-in-higher-education_2020.pdf\nLee, J., & Jung, I. (2021). Instructional changes instigated by university faculty during the COVID-19 pandemic: The effect of individual, course and institutional factors. International Journal of Educational Technology in Higher Education, 18, 1–19. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs41239-021-00286-7\nLiu, Q., Geertshuis, S., & Grainger, R. (2020). Understanding academics’ adoption of learning technologies: A systematic review. Computers & Education, 151, 103857. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2020.103857\nMottiar, Z., Byrne, G., Gorham, G., & Robinson, E. (2022). An examination of the impact of COVID-19 on assessment practices in higher education. European Journal of Higher Education. https:\u002F\u002Fdoi.org\u002F10.1080\u002F21568235.2022.2125422\nRapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education, 3(3), 715–742. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs42438-021-00249-1\nRitchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & R. Burgess (Eds.), Analyzing qualitative data (pp. 305–329). Routledge.\nSelwyn, N., O’Neill, C., Smith, G., Andrejevic, M., & Gu, X. (2021). A necessary evil? The rise of online exam proctoring in Australian universities. Media International Australia. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1329878X211005862\nSlade, C., Lawrie, G., Taptamat, N., Browne, E., Sheppard, K., & Matthews, K. E. (2022). Insights into how academics reframed their assessment during a pandemic: Disciplinary variation and assessment as afterthought. Assessment & Evaluation in Higher Education, 47(4), 588–605. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02602938.2021.1933379\nSum, M., & Oancea, A. (2022). The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: A systematic review. International Journal of Educational Technology in Higher Education, 19(1), 59. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs41239-022-00364-4\nTai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P., de St, J., & Jorre, T. (2023a). Assessment for inclusion: Rethinking contemporary strategies in assessment design. Higher Education Research & Development, 42(2), 483–497. https:\u002F\u002Fdoi.org\u002F10.1080\u002F07294360.2022.2057451\nTai, J., Mahoney, P., Ajjawi, R., Bearman, M., Dargusch, J., Dracup, M., & Harris, L. (2023b). How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis. Assessment & Evaluation in Higher Education, 48(3), 390–402. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02602938.2022.2077910\nVillarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43, 840–854. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02602938.2017.1412396\nWatermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81, 623–641. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10734-020-00561-y\nWeidlich, J., & Kalz, M. (2021). Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education, 18, 1–26. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs41239-021-00278-7",{"EN":169},"The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022\u002F2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.",{"EN":171},"Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?",{"VOID":173},"10.1186\u002Fs41239-023-00428-z","PUBLICATION","VERIFIED","Auto Verify","https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-023-00428-z",[179,198,211,224,261],{"id":180,"sortIndex":181,"researcher":20,"roles":182,"affiliations":184,"properties":195},"83e3e1bf-3276-40ef-ad77-121e82d8af65",4,[183],"AUTHOR",[185],{"id":20,"sortIndex":21,"affiliation":186,"properties":20},{"id":187,"createTime":188,"updateTime":189,"relativeEntities":190,"slug":191,"properties":192,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"cf862bcf-e0f1-4d0b-b5e8-94919cc637a2","2024-01-08T14:07:10.355+00:00","2024-10-10T03:33:51.092+00:00",[],"Centre-for-Research-in-Assessment-and-Digital-Learning-Deakin-University-Geelong-Australia",{"title":193},{"VI":194},"Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia",{"title":196},{"VI":197},"P. Dawson",{"id":199,"sortIndex":200,"researcher":20,"roles":201,"affiliations":202,"properties":208},"2920c9fe-7447-458f-bc1d-44ac4ef6fcc8",2,[183],[203],{"id":20,"sortIndex":21,"affiliation":204,"properties":20},{"id":187,"createTime":188,"updateTime":189,"relativeEntities":205,"slug":191,"properties":206,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":207},{"VI":194},{"title":209},{"VI":210},"M. Bearman",{"id":212,"sortIndex":213,"researcher":20,"roles":214,"affiliations":215,"properties":221},"0b19b62a-a3b6-4207-b659-9acf349b3cd3",1,[183],[216],{"id":20,"sortIndex":21,"affiliation":217,"properties":20},{"id":187,"createTime":188,"updateTime":189,"relativeEntities":218,"slug":191,"properties":219,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":220},{"VI":194},{"title":222},{"VI":223},"R. Ajjawi",{"id":225,"sortIndex":226,"researcher":20,"roles":227,"affiliations":228,"properties":258},"abad9036-144e-4dd6-905e-d4bf62f79672",3,[183],[229,234,246],{"id":20,"sortIndex":21,"affiliation":230,"properties":20},{"id":187,"createTime":188,"updateTime":189,"relativeEntities":231,"slug":191,"properties":232,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":233},{"VI":194},{"id":235,"sortIndex":213,"affiliation":236,"properties":245},"7d20398b-dfbb-4a86-84f1-553c1c9c8699",{"id":237,"createTime":238,"updateTime":239,"relativeEntities":240,"slug":241,"properties":242,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"02386a22-4c36-452a-b8ca-3e36777ab558","2023-12-06T06:03:41.627+00:00","2025-06-11T15:38:33.818+00:00",[],"Faculty-of-Arts-and-Social-Sciences-University-of-Technology-Sydney-Sydney-Australia",{"title":243},{"VI":244},"Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, Australia",{},{"id":247,"sortIndex":200,"affiliation":248,"properties":257},"ad7e62b6-f3c6-4146-846b-1263a7c90662",{"id":249,"createTime":250,"updateTime":251,"relativeEntities":252,"slug":253,"properties":254,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"de4762d1-c47f-488e-873c-d6d04ee6fe61","2024-01-08T14:07:10.375+00:00","2024-10-10T03:33:51.103+00:00",[],"Work-and-Learning-Research-Centre-Middlesex-University-London-UK",{"title":255},{"VI":256},"Work and Learning Research Centre, Middlesex University, London, UK",{},{"title":259},{"VI":260},"D. Boud",{"id":262,"sortIndex":21,"researcher":20,"roles":263,"affiliations":264,"properties":282},"8a346e6b-9779-45ba-9001-d38a6d9873d3",[183],[265,270],{"id":20,"sortIndex":21,"affiliation":266,"properties":20},{"id":187,"createTime":188,"updateTime":189,"relativeEntities":267,"slug":191,"properties":268,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":269},{"VI":194},{"id":271,"sortIndex":213,"affiliation":272,"properties":281},"3c9cd0a0-f427-4609-90da-5fac18c80f07",{"id":273,"createTime":274,"updateTime":275,"relativeEntities":276,"slug":277,"properties":278,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"0b7d846e-b589-47eb-972c-e6a42adc779b","2023-12-28T03:39:09.155+00:00","2025-06-12T00:21:46.563+00:00",[],"School-of-Psychology-Deakin-University-Geelong-Australia",{"title":279},{"VI":280},"School of Psychology, Deakin University, Geelong, Australia",{},{"title":283},{"VI":284},"J. 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(2016). On the number of attempts students made on some online programming exercises during semester and their subsequent performance on final exam questions. In: Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, pp. 218–223\nAlsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology. https:\u002F\u002Fdoi.org\u002F10.1108\u002FIJILT-02-2017-0009.\nBai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322.\nBranch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Berlin: Springer.\nBriffa, M., Jaftha, N., Loreto, G., Pinto, F. C. M., Chircop, T., & Hill, C. (2020). Improved students’ performance within gamified learning environment: A meta-analysis study. 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The systematic design of instruction.\nDragicevic, P. (2016). Fair statistical communication in hci. In: Modern Statistical Methods for HCI, pp. 291–330. Springer\nEstey, A., Coady, Y. (2016). Can interaction patterns with supplemental study tools predict outcomes in CS1? Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education—ITiCSE ’16, 236–241\nFonseca, S. C., Pereira, F. D., Oliveira, E. H., Oliveira, D. B., Carvalho, L. S., Cristea, A. I. (2020). Automatic subject-based contextualisation of programming assignment lists. In Proceedings of The 13th International Conference on Educational Data Mining (EDM 2020).\nGalvão, L., Fernandes, D., Gadelha, B.(2016). Juiz online como ferramenta de apoio a uma metodologia de ensino híbrido em programação. In: Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), vol.27, p. 140\nGoldstein, E. B. (2014). Cognitive Psychology: Connecting Mind. Nelson Education: Research and Everyday Experience.\nGrangeia, T.d.A.G., de Jorge, B., Cecílio-Fernandes, D., Tio, R.A., de Carvalho-Filho, M.A. (2019). Learn+ fun! social media and gamification sum up to foster a community of practice during an emergency medicine rotation. Health Professions Education, 5(4), 321–335.\nHallifax, S., Serna, A., Marty, J.-C., & Lavoué, É. (2019). Adaptive gamification in education: A literature review of current trends and developments. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming learning with meaningful technologies (pp. 294–307). Cham: Springer.\nHamari, J., Koivisto, J., Sarsa, H. (2014). Does gamification work?–a literature review of empirical studies on gamification. In: 2014 47th Hawaii International Conference on System Sciences, pp. 3025–3034 . Ieee\nHanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers& Education, 80, 152–161. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2014.08.019.\nHelmefalk, M. (2019). An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes. International Journal of Serious Games, 6(1), 3–26.\nHernández, M. I. O., Lezama, R. M., Gómez, S. M.(2021). Work-in-progress: The road to learning, using gamification. In: 2021 IEEE Global Engineering Education Conference (EDUCON), pp. 1393–1397 . IEEE\nHuang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., et al. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11423-020-09807-z.\nHyrynsalmi, S., Smed, J., Kimppa, K. (2017). The dark side of gamification: How we should stop worrying and study also the negative impacts of bringing game design elements to everywhere. In: GamiFIN, pp. 96–104\nJafari, M., & Ansari-Pour, N. (2019). Why, when and how to adjust your p values? Cell Journal (Yakhteh), 20(4), 604.\nKeselman, H., Algina, J., Wilcox, R. R., & Kowa, R. K. (2000). Testing repeated measures hypotheses when covariance matrices are heterogeneous: Revisiting the robustness of the welch-james test again. Educational and Psychological Measurement, 60(6), 925–938.\nKlock, A. C. T., Gasparini, I., Pimenta, M. S., & Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijhcs.2020.102495.\nKoivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.chb.2014.03.007.\nKoivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijinfomgt.2018.10.013.\nKotrlik, J., & Williams, H. (2003). The incorporation of effect size in information technology, learning, information technology, learning, and performance research and performance research. Information Technology, Learning, and Performance Journal, 21(1), 1.\nKowalchuk, R. K., Keselman, H., & Algina, J. (2003). Repeated measures interaction test with aligned ranks. Multivariate Behavioral Research, 38(4), 433–461.\nKyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? an experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers& Education, 118, 25–37.\nLanders, R. N., & Landers, A. K. (2014). An empirical test of the theory of gamified learning: The effect of leaderboards on time-on-task and academic performance. Simulation& Gaming, 45(6), 769–785.\nLiu, D., Santhanam, R., & Webster, J. (2017). Toward meaningful engagement: A framework for design and research of gamified information systems. MIS quarterly, 41(4), 1011–1034.\nLopez, C. E., Tucker, C. S. (2021). Adaptive gamification and its impact on performance. In: International Conference on Human-Computer Interaction, pp. 327–341 . Springer\nMair, P., Wilcox, R. (2018). Robust statistical methods using wrs2. The WRS2 Package.\nMavletova, A. (2015). A gamification effect in longitudinal web surveys among children and adolescents. International Journal of Market Research, 57(3), 413–438.\nMitchell, R., Schuster, L., & Drennan, J. (2017). Understanding how gamification influences behaviour in social marketing. Australasian Marketing Journal (AMJ), 25(1), 12–19.\nMustafa, A. S., Karimi, K. (2021). Enhancing gamified online learning user experience (ux): A systematic literature review of recent trends. Human-Computer Interaction and Beyond-Part I, 74–99\nNacke, L. E., & Deterding, C. S. (2017). The maturing of gamification research. Computers in Human Behaviour. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.chb.2016.11.062.\nPalomino, P.T., Toda, A.M., Oliveira, W., Cristea, A.I., Isotani, S. (2019). Narrative for gamification in education: why should you care? In: 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), vol. 2161, pp. 97–99 . IEEE\nPalomino, P., Toda, A., Rodrigues, L., Oliveira, W., Isotani, S.(2020). From the lack of engagement to motivation: Gamification strategies to enhance users learning experiences. In: 2020 19th Brazilian Symposium on Computer Games and Digital Entertainment (SBGames)-GranDGames BR Forum, pp. 1127–1130\nPereira, F. D., Fonseca, S. C., Oliveira, E. H., Cristea, A. I., Bellhäuser, H., Rodrigues, L., Oliveira, D. B., Isotani, S., Carvalho, L. S. (2021). Explaining individual and collective programming students’ behaviour by interpreting a black-box predictive model. IEEE Access\nPereira, F. D., Oliveira, E. H., Oliveira, D. B., Cristea, A. I., Carvalho, L. S., Fonseca, S. C., Toda, A., Isotani, S. (2020). Using learning analytics in the amazonas: Understanding students’ behaviour in introductory programming. British Journal of Educational Technology. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fbjet.12953.\nPereira, F. D., Toda, A., Oliveira, E. H., Cristea, A. I., Isotani, S., Laranjeira, D., Almeida, A., Mendonça, J. (2020). Can we use gamification to predict students’ performance? a case study supported by an online judge. In: International Conference on Intelligent Tutoring Systems, pp. 259–269. Springer\nPutz, L.-M., Hofbauer, F., & Treiblmaier, H. (2020). 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Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14–31.\nToda, A. M., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing gamification taxonomy. Smart Learning Environments, 6(1), 16.\nToda, A., Pereira, F. D., Klock, A. C. T., Rodrigues, L., Palomino, P., Oliveira, W., Oliveira, E. H. T., Gasparini, I., Cristea, A. I., Isotani, S. (2020). For whom should we gamify? insights on the users intentions and context towards gamification in education. In: Anais do XXXI Simpósio Brasileiro de Informática na Educação, pp. 471–480 . SBC\nToda, A. M., Valle, P. H. D., & Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In A. I. Cristea, I. I. Bittencourt, & F. Lima (Eds.), Higher education for all. 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Florianópolis, SC, Brasil: Bookess Editora.\nVornhagen, J. B., Tyack, A., Mekler, E. D. (2020). Statistical significance testing at chi play: Challenges and opportunities for more transparency. In: Proceedings of the Annual Symposium on Computer-Human Interaction in Play, pp. 4–18\nWilcox, R. (2017). Introduction to robust estimation and hypothesis testing (4th ed.). Amsterdam: Elsevier.\nWilcox, R. R., & Tian, T. S. (2011). Measuring effect size: A robust heteroscedastic approach for two or more groups. Journal of Applied Statistics, 38(7), 1359–1368.\nYuen, K. K. (1974). The two-sample trimmed T for unequal population variances. Biometrika, 61(1), 165–170.",{"EN":333},"There are many claims that gamification (i.e., using game elements outside games) impact decreases over time (i.e., the novelty effect). Most studies analyzing this effect focused on extrinsic game elements, while fictional and collaborative competition have been recently recommended. Additionally, to the best of our knowledge, no long-term research has been carried out with STEM learners from introductory programming courses (CS1), a context that demands encouraging practice and mitigating motivation throughout the semester. Therefore, the main goal of this work is to better understand how the impact of a gamification design, featuring fictional and competitive-collaborative elements, changes over a 14-week period of time, when applied to CS1 courses taken by STEM students (N = 756). In an ecological setting, we followed a 2x7 quasi-experimental design, where Brazilian STEM students completed assignments in either a gamified or non-gamified version of the same system, which provided the measures (number of attempts, usage time, and system access) to assess user behavior at seven points in time. Results indicate changes in gamification’s impact that appear to follow a U-shaped pattern. Supporting the novelty effect, the gamification’s effect started to decrease after four weeks, decrease that lasted between two to six weeks. Interestingly, the gamification’s impact shifted to an uptrend between six and 10 weeks after the start of the intervention, partially recovering its contribution naturally. Thus, we found empirical evidence supporting that gamification likely suffers from the novelty effect, but also benefits from the familiarization effect, which contributes to an overall positive impact on students. These findings may provide some guidelines to inform practitioners about how long the initial contributions of gamification last, and how long they take to recover after some reduction in benefits. It can also help researchers to realize when to apply\u002Fevaluate interventions that use gamification by taking into consideration the novelty effect and, thereby, better understand the real impact of gamification on students’ behavior in the long run. 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E-Learning and Digital Media, 14(3), 138–163. https:\u002F\u002Fdoi.org\u002F10.1177\u002F2042753017731355\nPrinsloo, P. (2020). Data frontiers and frontiers of power in higher education: A view of the Global South. Teaching in Higher Education. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13562517.2020.1723537\nPrinsloo, P., & Slade, S. (2017, March). An elephant in the learning analytics room: The obligation to act. In Proceedings of the seventh international learning analytics & knowledge conference (pp. 46–55).\nPrinsloo, P., & Slade, S. (2014). Educational triage in higher online education: walking a moral tightrope. International Review of Research in Open Distributed Learning, 14(4), 306–331. http:\u002F\u002Fwww.irrodl.org\u002Findex.php\u002Firrodl\u002Farticle\u002Fview\u002F1881.\nPrinsloo, P., & Slade, S. (2016). Student vulnerability, agency, and learning analytics: An exploration. 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Journal of the Learning Sciences, 13(1), 43–76. doi: http:\u002F\u002Fdx.doi.org\u002F10.1207\u002Fs15327809jls1301_3\nGaseric, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is the research on open online courses headed? A data analysis of the MOOC research initiative. International Review of Research in Open and Distance Learning, 15(5), 134–176.\nGibson, J.J. (1977). The theory of affordances. In: R. Shaw, & J. Bransford (Eds). Perceiving, Acting and knowing: toward an Ecological Psychology, pp. 67–82. Michigan: Lawrence Erlbaum Associates.\nGravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In: J. Van Den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research, pp. 17–51. London: Routledge.\nHaggard, S. (2013). The maturing of the MOOC. BIS Research Paper Number 130. London: Department for Business, nnovation and Skills.\nHollands, F. M., & Tirthali, D. (2014). MOOCs: expectations and reality. Full report. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University, NY. Retrieved from: http:\u002F\u002Fcbcse.org\u002Fwordpress\u002Fwp-content\u002Fuploads\u002F2014\u002F05\u002FMOOCs_Expectations_and_Reality.pdf\nJona, K., & Naidu, S. (2014). MOOCs: emerging research. Distance Education, 35(2), 141–144. doi: http:\u002F\u002Fdx.doi.org\u002F10.1080\u002F01587919.2014.928970\nKarsenti, T. (2013). The MOOC. What research says. International Journal of Technologies in Higher Education, 10(2), 23–37. http:\u002F\u002Fritpu.org\u002FIMG\u002Fpdf\u002FRITPU_v10_n02_23.pdf\nKelly, A. E., Lesh, R. A., & Baek, J. Y (Eds). (2008). Handbook of Design Research Methods in Education Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching. New York: Routledge.\nKirkwood, A., & Price, L. (2005). Learners and learning in the twenty-first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30, 257–274. doi: http:\u002F\u002Fdx.doi.org\u002F10.1080\u002F03075070500095689\nKoller, D., Ng, A., Do, C., & Chen, Z. (2013). Retention and intention in Massive Open Online Courses. Depth. Educause Review (http:\u002F\u002Fgoo.gl\u002FDEJzxZ).\nKolowich, S. (2013). MOOCs are largely reaching privileged learners, survey finds. The Chronicle of Higher Education. http:\u002F\u002Fchronicle.com\u002Fblogs\u002Fwiredcampus\u002Fmoocs-are-reaching-only-privileged-learners-survey-finds\u002F48567\nKolowich, S. (2015). The MOOC Hype Fades, in 3 Charts. The Chronicle of Higher Education. http:\u002F\u002Fchronicle.com\u002Fblogs\u002Fwiredcampus\u002Fthe-mooc-fades-in-3-charts\u002F55701\nKop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning, 9(3). http:\u002F\u002Fwww.irrodl.org\u002Findex.php\u002Firrodl\u002Farticle\u002Fview\u002F523\u002F1103\nKukulska-Hulme, A., & Traxler, J. (2007). Mobile Learning: A Handbook for Educators and Trainers. London: Routledge.\nLajoie, S., & Azevedo, R. (2006). Teaching and learning in technology-rich environments. In: P. A. Alexander and P. H. Winne (Eds.). Handbook of Educational Psychology, pp. 803–821, 2nd. ed. Mahwah: Lawrence Erlbaum.\nLi, Z. (2014). Rethinking the relationship between learner, learning contexts, and technology: a critique and exploration of Archer’s morphogenetic approach. Learning, Media and Technology. doi: http:\u002F\u002Fdx.doi.org\u002F10.1080\u002F17439884.2014.978336\nLiyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: a systematic study of the published literature 2008–2012. The International Review of Research in Open and Distance Learning 14(3), 202–227. Retrieved from: http:\u002F\u002Fwww.irrodl.org\u002Findex.php\u002Firrodl\u002Farticle\u002Fview\u002F1455\nMargaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77–33. doi: http:\u002F\u002Fdx.doi.Org\u002F10.1016\u002Fj.compedu.2014.08.005\nMartin, F. G. (2012). Will Massive Open Online Courses change how we teach? Communications of the ACM, 55(8), 26–28. doi: http:\u002F\u002Fdx.doi.org\u002F10.1145\u002F2240236.2240246\nMcKenney, S., & Reeves, T. C. (2012). Conducting Educational Design Research. London: Routledge.\nMurray, O. T., & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55(6), 42–48. doi: http:\u002F\u002Fdx.doi.org\u002F10.1007\u002Fs11528-011-0540-6\nNorman, D. (1988). The Psychology of Everyday Things. New York: Basic Books.\nNorman, D. (1999). 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Vinters (Eds.) Handbook of Design in Educational Technology. New York: Routledge.\nSelwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26, 65–73. doi: http:\u002F\u002Fdx.doi.org\u002F10.1111\u002Fj.1365-2729.2009.00338.X\nSelwyn, N. (2012). Making sense of young people, education and digital technology: The role of sociological theory. Oxford Review of Education, 38(1), 81–96. doi: http:\u002F\u002Fdx.doi.org\u002F10.1080\u002F03054985.2011.577949\nShah, D. (2013). MOOCs in 2013: Breaking down the numbers. https:\u002F\u002Fwww.edsurge.com\u002Fn\u002F2013-12-22-moocs-in-2013-breaking-down-the-numbers\nSharpies, M., Taylor, J., & Vavoula, G. (2010). A theory of learning for the mobile age. In: B. Bachmair (Ed). In Medienbildung in neuen Kulturräumen, pp. 87–99. Wiesbaden: VS Verlag für Sozialwissenschaften.\nSiemens, G. (2004). Connectivism: A learning theory for the digital age. http:\u002F\u002Fwww.elearnspace.org\u002FArticles\u002Fconnectivism.htm\nSiemens, G. (2006). Knowing knowledge. Retrieved from www.knowingknowledge.com\nSiemens, G. (2012). What is the theory that underpins our moocs? ElearnSpace, 3\u002F6\u002F2012 (http:\u002F\u002Fgoo.gl\u002FNV72pe).\nTraxler, J. (2013). Mobile learning: Shaping the frontiers of learning technologies in global context. In R. Huang, J. M. Kinshuk, and M. Spector (Eds.) Reshaping Learning: Frontiers of Learning Technology in a Global Context. Berlin Heidelberg: Springer.\nUNESCO (2013). Introduction to MOOCs: Avalanche, Illusion or Augmentation? Policy Brief Moscow: UNESCO Institute for Information Technologies in Education. http:\u002F\u002Funesdoc.unesco.org\u002Fimages\u002F0022\u002F002238\u002F223896e.pdf\nVerhagen, P. (2006). Connectivism: A new learning theory? Retrieved from http:\u002F\u002Felearning.surf.nl\u002Fe-learning\u002Fenglish\u002F3793\nYang, D., Sinha, T., Adamson, D., & Rose, C. P. (2013). Turn on, tune in, drop out: Anticipating student dropouts in Massive Open Online Courses. (http:\u002F\u002Fgoo.gl\u002FFyZjlX).\nYeager, C., Hurley-Dasgupta, B., & Bliss, C. A. (2013). cMOOCs and global learning: an authentic alternative. Journal of Asynchronous Learning Networks, 17(2), 133–147. http:\u002F\u002Fsloanconsortium.org\u002Fsites\u002Fdefault\u002Ffiles\u002F12%20CMOOCS%20AND%20GLOBAL%20LEARNING_0.pdf\nZapata-Ros, M. (2014). Los MOOC en la crisis de la Educación Universitaria: Docencia, diseñoy aprendizaje. CreateSpace Independent Publishing Platform.\nZemsky, R. (2014). With a MOOC MOOC here and a MOOC MOOC there, here a MOOC, there a MOOC, everywhere a MOOC MOOC. Journal of General Education, 63(4), 237–243. doi: http:\u002F\u002Fdx.doi.org\u002F10.1353\u002Fjge.2014.0029",{"EN":978},"Our societies are considered knowledge societies in which lifelong learning is becoming increasingly important. At the same time, digital technologies are entering almost every aspect of our lives and now play an important role in education. The last decade has seen numerous new developments in the field of technology-enhanced learning. In 2004, George Siemens presented connectivism as a learning theory for the digital age. His ideas inspired the creation of Massive Open Online Courses (MOOCs), which have recently received a great deal of attention. Theoretical works on the use of digital devices for learning have focused on the affordances users perceive in these devices. Design research has also shown us that learning environments enriched by digital technologies are extremely complex and should be viewed as learning ecologies. The discussions on connectivism and MOOCs, affordances of digital devices, and design research have taken place in different discourses that have paid hardly any attention to each other. It is important to point out, however, that the developments in technology-enhanced learning not only can but need to be related to each other.",{"EN":980},"Recent Developments in Technology-Enhanced Learning: A Critical Assessment",{"VOID":982},"10.7238\u002Frusc.v12i2.2453","http:\u002F\u002Frusc.uoc.edu\u002Frusc\u002Fca\u002Findex.php\u002Frusc\u002Farticle\u002Fview\u002Fv12n2-steffens-bannan-dalgarno-bartolome-esteve-cela.html",[985,1000,1015,1030,1045,1057],{"id":986,"sortIndex":213,"researcher":20,"roles":987,"affiliations":988,"properties":997},"94c4641b-9fa7-45c0-9a59-ee40876b0705",[183],[989],{"id":20,"sortIndex":21,"affiliation":990,"properties":20},{"id":991,"createTime":992,"updateTime":992,"relativeEntities":993,"slug":20,"properties":994,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"3ab4fbde-8586-4c96-a347-97979379ad62","2023-12-07T08:07:19.829+00:00",[],{"title":995},{"VI":996},"Division of Learning Technologies, College of Education and Human Development, George Mason University, Fairfax, USA",{"title":998},{"VI":999},"Brenda Bannan",{"id":1001,"sortIndex":125,"researcher":20,"roles":1002,"affiliations":1003,"properties":1012},"d67af4a0-bf34-4873-a65f-08f2499dabdb",[183],[1004],{"id":20,"sortIndex":21,"affiliation":1005,"properties":20},{"id":1006,"createTime":1007,"updateTime":1007,"relativeEntities":1008,"slug":20,"properties":1009,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"89848f6e-4aad-4fea-9c5e-3be224e9ac09","2023-12-28T09:05:08.485+00:00",[],{"title":1010},{"VI":1011},"Departament de Pedagogia, Universitat Rovira i Virgili, Tarragona, Spain",{"title":1013},{"VI":1014},"José María Cela-Ranilla",{"id":1016,"sortIndex":21,"researcher":20,"roles":1017,"affiliations":1018,"properties":1027},"61d9cb0f-44b7-4f56-94b1-8fcf636c0809",[183],[1019],{"id":20,"sortIndex":21,"affiliation":1020,"properties":20},{"id":1021,"createTime":1022,"updateTime":1022,"relativeEntities":1023,"slug":20,"properties":1024,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"cc9d5fa3-76e2-4a93-bbf5-c35dddec8bb6","2023-12-28T09:05:08.421+00:00",[],{"title":1025},{"VI":1026},"Institute of Didactics and Educational Research, University of Cologne, Cologne, Germany",{"title":1028},{"VI":1029},"Karl Steffens",{"id":1031,"sortIndex":200,"researcher":20,"roles":1032,"affiliations":1033,"properties":1042},"a99476cd-2c87-40d1-ba3a-409660da65a1",[183],[1034],{"id":20,"sortIndex":21,"affiliation":1035,"properties":20},{"id":1036,"createTime":1037,"updateTime":1037,"relativeEntities":1038,"slug":20,"properties":1039,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"75180f34-c791-4dc0-99cb-9098923c9021","2023-12-28T09:05:08.443+00:00",[],{"title":1040},{"VI":1041},"ulmagine Division of Student Learning, Charles Sturt University, Wagga Wagga, Australia",{"title":1043},{"VI":1044},"Barney Dalgarno",{"id":1046,"sortIndex":181,"researcher":20,"roles":1047,"affiliations":1048,"properties":1054},"b9926a2d-9bd2-4031-adb9-33a71cb147c9",[183],[1049],{"id":20,"sortIndex":21,"affiliation":1050,"properties":20},{"id":1006,"createTime":1007,"updateTime":1007,"relativeEntities":1051,"slug":20,"properties":1052,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1053},{"VI":1011},{"title":1055},{"VI":1056},"Vanessa Esteve-González",{"id":1058,"sortIndex":226,"researcher":20,"roles":1059,"affiliations":1060,"properties":1071},"7956ce2b-2365-4822-a5ce-aa43323b5681",[183],[1061],{"id":20,"sortIndex":21,"affiliation":1062,"properties":20},{"id":1063,"createTime":1064,"updateTime":1065,"relativeEntities":1066,"slug":1067,"properties":1068,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"176d3f2e-dbf9-4a0a-b422-2c0e86247c8a","2024-04-17T07:48:48.954+00:00","2025-01-29T17:01:33.800+00:00",[],"Universitat-de-Barcelona-Barcelona-Spain",{"title":1069},{"EN":1070},"Universitat de Barcelona, Barcelona, Spain",{"title":1072},{"VI":1073},"Antonio R. Bartolome",{"url":983,"publisher":1075,"properties":1103},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1076,"slug":10,"properties":1077,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1081,"manageAffiliations":1082,"indexDatabases":1083,"url":20,"thumbnailPath":20,"statistic":1098,"gsStatistic":20,"type":154,"analyzePriority":20},[],{"issn":1078,"title":1079,"url":1080},{"VOID":13},{"EN":15},{"VOID":17},[],[],[1084,1091],{"id":73,"indexDatabase":1085,"url":86,"indexYears":87,"academicFieldIds":1090,"indexDatabaseRanking":92},{"id":75,"createTime":76,"updateTime":77,"relativeEntities":1086,"label":1087,"description":1088,"key":83,"publicationTags":1089,"standard":20},[],{"EN":80,"VI":80},{"EN":80,"VI":82},[85],[89,90,91],{"id":94,"indexDatabase":1092,"url":109,"indexYears":20,"academicFieldIds":1097,"indexDatabaseRanking":20},{"id":96,"createTime":97,"updateTime":98,"relativeEntities":1093,"label":1094,"description":1095,"key":105,"publicationTags":1096,"standard":20},[],{"EN":101,"VI":101},{"VI":103,"EN":104},[107,108],[111],{"impactFactor":21,"impactFactorByYear":1099,"i10Index":121,"i10IndexLast5Year":122,"totalPublication":123,"totalPublicationByYear":1100,"totalCitation":136,"totalCitationByYear":1101,"totalCitationPerPublication":145,"totalCitationPerPublicationByYear":1102,"hindexLast5Year":128,"hindex":128},{"2017":114,"2018":115,"2019":116,"2020":117,"2021":118,"2022":119,"2023":120},{"2010":59,"2011":125,"2012":125,"2013":126,"2014":127,"2015":128,"2016":129,"2017":130,"2018":131,"2019":132,"2020":133,"2021":134,"2022":135,"2023":131,"2024":127},{"2016":138,"2017":139,"2018":140,"2019":141,"2020":142,"2021":143,"2022":144},{"2016":147,"2017":148,"2018":149,"2019":150,"2020":151,"2021":152,"2022":153},{"volume":1104,"pages":1106},{"VOID":1105},"12",{"VOID":1107},"73-86","2015-04-15",2015,{"id":1111,"createTime":1112,"updateTime":1113,"relativeEntities":1114,"slug":1115,"properties":1116,"entityType":174,"verifyStatus":175,"verifyTime":1113,"verifyNote":176,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1125,"fullTextUrl":20,"authors":1126,"publicationType":285,"publisherRelationship":1157,"citationCount":20,"citationInfo":20,"publishDate":1189,"publishYear":671,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":322},"4defac60-460d-421d-931e-ed889e67385e","2024-01-24T09:47:02.498+00:00","2024-12-31T23:47:50.636+00:00",[],"Redeveloping-a-global-MOOC-to-be-more-locally-relevant-design-based-research",{"references":1117,"abstract":1119,"title":1121,"doi":1123},{"VOID":1118},"Alharbi, H., & Jacobsen, M. 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MERLOT Journal of Online Learning and Teaching, 10, 44–55.\nBarab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14.\nBentley, J. P. H., Tinney, M. V., & Chia, B. H. (2005). Intercultural Internet-based learning: Know your audience and what it values. Educational Technology Research & Development, 53(2), 117–127.\nChen, K.-Z., Bauer, C., Anderson, J., Hannah, E., & Provant-Robishaw, C. (2015). Resolving bottlenecks: Converting three high-enrollment nursing courses to an online format. Journal of Nursing Education, 54, 404–408. https:\u002F\u002Fdoi.org\u002F10.3928\u002F01484834-20150617-09.\nChen, K.-Z., Lowenthal, P., & Bauer, C. (2015). Effectiveness and student perception of three high-enrollment health studies online courses. Health Education Journal, 74, 197–208. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0017896915581060.\nCobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). 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Structuring asynchronous discussion groups by introducing roles: Do students act in line with assigned roles? Small Group Research, 39(6), 770–794.\nDeng, R., & Benckendorff, P. (2017). A contemporary review of research methods adopted to understand students' and instructors' use of Massive Open Online Courses (MOOCs). International Journal of Information and Education Technology, 7, 601–607. https:\u002F\u002Fdoi.org\u002F10.18178\u002Fijiet.2017.7.8.939.\nDesign-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32, 5–8.\nEdmundson, A. (2013). Cases on cultural implications and considerations in online learning. New York: ISR.\nFeng, X., Lu, G., & Yao, Z. (2015). Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research. The International Review of Research in Open and Distributed Learning, 16(2), 288–310.\nFirmansyah, M., & Timmis, S. 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Design-based research and technology-enhanced learning environments. ETR&D, 53, 5–23. https:\u002F\u002Fdoi.org\u002F10.1007\u002FBF02504682.\nWilliams, V. S., & Su, N.-F. (2015). Much a MOOC about nothing: Is real research coming? International Journal on e-Learning, 14, 373–383.\nZhong, S.-H., Zhang, Q.-B., Li, Z.-P., & Liu, Y. (2016). Motivations and challenges in MOOCs with Eastern insights. International Journal of Information and Education Technology, 6, 954–960.\nZhu, M., Sari, A., & Lee, M. M. (2018). A systematic review of research methods and topics of the empirical MOOC literature (2014–2016). The Internet and Higher Education, 37, 31–39.",{"EN":1120},"This study demonstrated a globally and locally relevant MOOC design model. By redeveloping a culturally responsive MOOC based on the course “Learning How to Learn (LHTL)” on the Coursera, the researchers created a sister MOOC to meet the local needs of Chinese learners. In this three-year design-based research study, four major iterations were conducted: (1) to analyze and prototype culturally responsive course contents for Chinese MOOCs learners; (2 and 3) to redevelop, pilot, field-test, and improve the new MOOC; and (4) to develop research-supported instructional practice for continued growth. This research contributed to the study of MOOCs by providing a thorough understanding of the design principles of, and theoretical claims about, the development of a culturally responsive MOOC. We hope this effort will help underpin further studies involving culturally responsive and comparable sister courses to advance MOOC research.",{"EN":1122},"Redeveloping a global MOOC to be more locally relevant: design-based research",{"VOID":1124},"10.1186\u002Fs41239-020-0178-6","https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-020-0178-6",[1127,1142],{"id":1128,"sortIndex":21,"researcher":20,"roles":1129,"affiliations":1130,"properties":1139},"9b6828c3-1fe8-411d-9f42-cc8b709f406c",[183],[1131],{"id":20,"sortIndex":21,"affiliation":1132,"properties":20},{"id":1133,"createTime":1134,"updateTime":1134,"relativeEntities":1135,"slug":20,"properties":1136,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"13b4c89e-fb91-43d4-b3ea-7959048c5ff3","2024-01-24T09:47:02.509+00:00",[],{"title":1137},{"VI":1138},"Institute of Education, National Chiao-Tung University, Hsinchu City, Taiwan",{"title":1140},{"VI":1141},"Ken-Zen Chen",{"id":1143,"sortIndex":213,"researcher":20,"roles":1144,"affiliations":1145,"properties":1154},"4273cc9d-a959-4e0f-a19a-ff2113f65402",[183],[1146],{"id":20,"sortIndex":21,"affiliation":1147,"properties":20},{"id":1148,"createTime":1149,"updateTime":1149,"relativeEntities":1150,"slug":20,"properties":1151,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"0e1994f8-4837-4876-b5ec-d556ffbc65ea","2024-01-24T09:47:02.523+00:00",[],{"title":1152},{"VI":1153},"Department of Industrial System & Engineering, Oakland University, Rochester, Michigan, USA",{"title":1155},{"VI":1156},"Barbara Oakley",{"url":1125,"publisher":1158,"properties":1186},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1159,"slug":10,"properties":1160,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1164,"manageAffiliations":1165,"indexDatabases":1166,"url":20,"thumbnailPath":20,"statistic":1181,"gsStatistic":20,"type":154,"analyzePriority":20},[],{"issn":1161,"title":1162,"url":1163},{"VOID":13},{"EN":15},{"VOID":17},[],[],[1167,1174],{"id":73,"indexDatabase":1168,"url":86,"indexYears":87,"academicFieldIds":1173,"indexDatabaseRanking":92},{"id":75,"createTime":76,"updateTime":77,"relativeEntities":1169,"label":1170,"description":1171,"key":83,"publicationTags":1172,"standard":20},[],{"EN":80,"VI":80},{"EN":80,"VI":82},[85],[89,90,91],{"id":94,"indexDatabase":1175,"url":109,"indexYears":20,"academicFieldIds":1180,"indexDatabaseRanking":20},{"id":96,"createTime":97,"updateTime":98,"relativeEntities":1176,"label":1177,"description":1178,"key":105,"publicationTags":1179,"standard":20},[],{"EN":101,"VI":101},{"VI":103,"EN":104},[107,108],[111],{"impactFactor":21,"impactFactorByYear":1182,"i10Index":121,"i10IndexLast5Year":122,"totalPublication":123,"totalPublicationByYear":1183,"totalCitation":136,"totalCitationByYear":1184,"totalCitationPerPublication":145,"totalCitationPerPublicationByYear":1185,"hindexLast5Year":128,"hindex":128},{"2017":114,"2018":115,"2019":116,"2020":117,"2021":118,"2022":119,"2023":120},{"2010":59,"2011":125,"2012":125,"2013":126,"2014":127,"2015":128,"2016":129,"2017":130,"2018":131,"2019":132,"2020":133,"2021":134,"2022":135,"2023":131,"2024":127},{"2016":138,"2017":139,"2018":140,"2019":141,"2020":142,"2021":143,"2022":144},{"2016":147,"2017":148,"2018":149,"2019":150,"2020":151,"2021":152,"2022":153},{"volume":1187,"pages":1188},{"VOID":667},{"VOID":669},"2020-02-26",{"id":1191,"createTime":1192,"updateTime":1193,"relativeEntities":1194,"slug":1195,"properties":1196,"entityType":174,"verifyStatus":175,"verifyTime":1193,"verifyNote":176,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1205,"fullTextUrl":20,"authors":1206,"publicationType":285,"publisherRelationship":1222,"citationCount":20,"citationInfo":20,"publishDate":1254,"publishYear":543,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":322},"22eb7f7d-0602-4636-af4a-81a64fa4e81a","2023-12-11T00:58:17.863+00:00","2025-02-16T23:47:23.531+00:00",[],"Network-analysis-of-gratitude-messages-in-the-learning-community",{"references":1197,"abstract":1199,"title":1201,"doi":1203},{"VOID":1198},"Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-Morilla, M. 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Retrieved December 10, 2020 from http:\u002F\u002Fuis.unesco.org\u002Fen\u002Fglossary-term\u002Fpercentage-students-lower-secondary-showing-adequate-understanding-issues-relating?wbdisable=true\nValdez, J. P. M., & Chu, S. K. W. (2020). Examining the psychometric validity of the five-item gratitude questionnaire: An item response theory approach. Journal of Psychoeducational Assessment, 38(4), 529–536. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0734282918816542\nValdez, J. P. M., Datu, J. A. D., & Chu, S. K. W. (2022). Gratitude intervention optimizes effective learning outcomes in Filipino high school students: A mixed-methods study. Computers and Education. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2021.104268\nValociková, C., & Velencei, J. (2020). How did reciprocity evolve in online communication? Turnout of reciprocal altruism. Theory Methodology Practice, 16(2), 103–113. https:\u002F\u002Fdoi.org\u002F10.18096\u002FTMP.2020.02.11\nVan der Pol, J. (2019). Introduction to network modeling using exponential random graph models (ERGM): Theory and an application using R-project. Computational Economics, 54(3), 845–875. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10614-018-9853-2\nVercellone-Smith, P., Jablokow, K., & Friedel, C. (2012). Characterizing communication networks in a web-based classroom: Cognitive styles and linguistic behavior of self-organizing groups in online discussions. Computers & Education, 59(2), 222–235. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2012.01.006\nWalker, J., Kumar, A., & Gilovich, T. (2016). Cultivating gratitude and giving through experiential consumption. Emotion, 16(8), 1126–1136. https:\u002F\u002Fdoi.org\u002F10.1037\u002Femo0000242\nWatkins, P. C., Woodward, K., Stone, T., & Kolts, R. L. (2003). Gratitude and happiness: Development of a measure of gratitude, and relationships with subjective well-being. Social Behavior and Personality An International Journal, 31(5), 431–451. https:\u002F\u002Fdoi.org\u002F10.2224\u002Fsbp.2003.31.5.431\nWatson, S. L., Watson, W. R., Yu, J. H., Alamri, H., & Mueller, C. (2017). Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study. Computers and Education, 114, 274–285. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2017.07.005\nWhite, P. (1999). Gratitude, citizenship and education. Studies in Philosophy and Education, 18(1), 43–52. https:\u002F\u002Fdoi.org\u002F10.1023\u002FA:1005183220317\nWilson, J. T. (2016). Brightening the mind: The impact of practicing gratitude on focus and resilience in learning. Journal of the Scholarship of Teaching and Learning, 16(4), 1–13. https:\u002F\u002Fdoi.org\u002F10.14434\u002Fjosotl.v16i4.19998\nWilson, J., & Foster, R. (2018). The power, structure, and practice of gratitude in education: A demonstration of epistemology and empirical research working together. International Christian Community of Teacher Educators Journal, 13(1), 4.\nWilson, J., & Harris, P. (2015). Ripples of gratitude: The flow-on effects of practicing gratitude in the classroom environment. International Christian Community of Teacher Educators Journal, 10(1), 1–12.\nWood, A. M., Froh, J. J., & Geraghty, A. W. (2010). Gratitude and well-being: A review and theoretical integration. Clinical Psychology Review, 30(7), 890–905. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cpr.2010.03.005\nYon, G. G. V., Slaughter, A., & De La Haye, K. (2021). Exponential random graph models for little networks. Social Networks, 64, 225–238. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.socnet.2020.07.005\nYoshida, M. (2021). Investigation of university students’ behaviour in a Heterarchical Twitter community. Education and Information Technologies, 26(3), 3155–3174.",{"EN":1200},"In pedagogical practice, gratitude is recognised not as an emotion, but as an approach to learning. This study introduced gratitude messages into the academic online communication of university students and specifically examined the community in which students shared their messages with gratitude. This study examined the tendency of message connections and how gratitude messages prompted replies. To elucidate their connections, exponential random graph models (ERGMs) were used. A post-event questionnaire to evaluate gratitude experiences was also administered. Results revealed that 77.3% of the 172 connected messages from 123 students involved gratitude. When the post-event questionnaire results were examined using an ERGM, the score effects on increasing message connections were found not to be significant. The most prominent indication was a higher level of significant propensities to make mutual connections. The homophily of the message content was found to have a significant propensity to increase connections. The ERGM results and a review of messages revealed that students expressed gratitude for being both benefactors and beneficiaries of gratitude messages, which confirmed their prosocial behaviour.",{"EN":1202},"Network analysis of gratitude messages in the learning community",{"VOID":1204},"10.1186\u002Fs41239-022-00352-8","https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-022-00352-8",[1207],{"id":1208,"sortIndex":21,"researcher":20,"roles":1209,"affiliations":1210,"properties":1219},"186f4b4d-3df4-45fb-b14f-07feacb3e086",[183],[1211],{"id":20,"sortIndex":21,"affiliation":1212,"properties":20},{"id":1213,"createTime":1214,"updateTime":1214,"relativeEntities":1215,"slug":20,"properties":1216,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"cb694be0-5484-4116-8528-6a2712b776b2","2023-12-11T00:58:17.881+00:00",[],{"title":1217},{"VI":1218},"The Faculty of Education, Chiba University, Chiba, Japan",{"title":1220},{"VI":1221},"Masami Yoshida",{"url":1205,"publisher":1223,"properties":1251},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1224,"slug":10,"properties":1225,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1229,"manageAffiliations":1230,"indexDatabases":1231,"url":20,"thumbnailPath":20,"statistic":1246,"gsStatistic":20,"type":154,"analyzePriority":20},[],{"issn":1226,"title":1227,"url":1228},{"VOID":13},{"EN":15},{"VOID":17},[],[],[1232,1239],{"id":73,"indexDatabase":1233,"url":86,"indexYears":87,"academicFieldIds":1238,"indexDatabaseRanking":92},{"id":75,"createTime":76,"updateTime":77,"relativeEntities":1234,"label":1235,"description":1236,"key":83,"publicationTags":1237,"standard":20},[],{"EN":80,"VI":80},{"EN":80,"VI":82},[85],[89,90,91],{"id":94,"indexDatabase":1240,"url":109,"indexYears":20,"academicFieldIds":1245,"indexDatabaseRanking":20},{"id":96,"createTime":97,"updateTime":98,"relativeEntities":1241,"label":1242,"description":1243,"key":105,"publicationTags":1244,"standard":20},[],{"EN":101,"VI":101},{"VI":103,"EN":104},[107,108],[111],{"impactFactor":21,"impactFactorByYear":1247,"i10Index":121,"i10IndexLast5Year":122,"totalPublication":123,"totalPublicationByYear":1248,"totalCitation":136,"totalCitationByYear":1249,"totalCitationPerPublication":145,"totalCitationPerPublicationByYear":1250,"hindexLast5Year":128,"hindex":128},{"2017":114,"2018":115,"2019":116,"2020":117,"2021":118,"2022":119,"2023":120},{"2010":59,"2011":125,"2012":125,"2013":126,"2014":127,"2015":128,"2016":129,"2017":130,"2018":131,"2019":132,"2020":133,"2021":134,"2022":135,"2023":131,"2024":127},{"2016":138,"2017":139,"2018":140,"2019":141,"2020":142,"2021":143,"2022":144},{"2016":147,"2017":148,"2018":149,"2019":150,"2020":151,"2021":152,"2022":153},{"volume":1252,"pages":1253},{"VOID":539},{"VOID":669},"2022-09-07",{"id":1256,"createTime":1257,"updateTime":1258,"relativeEntities":1259,"slug":1260,"properties":1261,"entityType":174,"verifyStatus":175,"verifyTime":1258,"verifyNote":176,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1270,"fullTextUrl":20,"authors":1271,"publicationType":285,"publisherRelationship":1299,"citationCount":20,"citationInfo":20,"publishDate":1331,"publishYear":321,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":322},"dfb128b3-a216-46f6-9cc7-5014392c9861","2024-01-02T06:13:45.358+00:00","2025-01-16T23:44:52.534+00:00",[],"An-integrated-approach-for-knowledge-extraction-and-analysis-in-collaborative-knowledge-construction",{"references":1262,"abstract":1264,"title":1266,"doi":1268},{"VOID":1263},"Aghabozorgi, S., SeyedShirkhorshidi, A., & Ying Wah, T. 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The influence of discipline on teachers’ knowledge and decision making. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography (pp. 177–188). Springer International Publishing. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-030-33232-7_15\nShen, J. T., Yamashita, M., Prihar, E., Heffernan, N., Wu, X., McGrew, S., & Lee, D. (2021). Classifying math knowledge components via task-adaptive pre-trained BERT. In I. Roll, D. McNamara, S. Sosnovsky, R. Luckin, & V. Dimitrova (Eds.), Artificial Intelligence in Education (pp. 408–419). Springer International Publishing. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-030-78292-4_33\nSimonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2022). Domain-specific prior knowledge and learning: A meta-analysis. Educational Psychologist, 57(1), 31–54. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00461520.2021.1939700\nSun, D., Ouyang, F., Li, Y., & Zhu, C. (2021). Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education. International Journal of STEM Education, 8(1), 1–15. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-021-00311-1\nSundararajan, N., Adesope, O., & Cavagnetto, A. (2018). The process of collaborative concept mapping in kindergarten and the effect on critical thinking skills. Journal of STEM Education, 19(1). 5–13. Retrieved from https:\u002F\u002Fwww.learntechlib.org\u002Fp\u002F182981\u002F\nVälimaa, J., & Hoffman, D. (2008). Knowledge society discourse and higher education. Higher Education, 56(3), 265–285. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10734-008-9123-7\nVygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.\nde Weerd, J., Tan, E., & Stoyanov, S. (2017). Fostering interdisciplinary knowledge construction in computer-assisted collaborative concept mapping. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education (pp. 391–396). Springer International Publishing. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-319-66610-5_32\nWen, Z., Gui, L., Wang, Q., Guo, M., Yu, X., Du, J., & Xu, R. (2022). Sememe knowledge and auxiliary information enhanced approach for sarcasm detection. Information Processing & Management, 59(3), 1–12. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ipm.2022.102883\nWu, D., Yang, R., & Shen, C. (2021). Sentiment word co-occurrence and knowledge pair feature extraction based LDA short text clustering algorithm. Journal of Intelligent Information Systems, 56, 1–23. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10844-020-00597-7\nYe, Y., Qi, F., Liu, Z., & Sun, M. (2022). Going “deeper”: Structured sememe prediction via transformer with tree attention. In S. Muresan, P. Nakov, & A. Villavicencio (Eds.), Findings of the Association for Computational Linguistics: ACL 2022 (pp. 128–138). Retrieved from https:\u002F\u002Faclanthology.org\u002F2022.findings-acl.12\nYeari, M., & van den Broek, P. (2016). A computational modeling of semantic knowledge in reading comprehension: Integrating the landscape model with latent semantic analysis. Behavior Research Methods, 48(3), 880–896. https:\u002F\u002Fdoi.org\u002F10.3758\u002Fs13428-016-0749-6\nYoon, M., Lee, J., & Jo, I.-H. (2021). Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning. The Internet and Higher Education, 50, 1–10. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.iheduc.2021.100806\nZabolotna, K., Malmberg, J., & Järvenoja, H. (2023). Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task. Computers in Human Behavior, 138, 1–17. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.chb.2022.107494\nZhang, S., Liu, Q., & Cai, Z. (2019). Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis. British Journal of Educational Technology, 50(6), 3437–3455. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fbjet.12751\nZhao, J., Bai, T., Wei, Y., & Wu, B. (2022). PoetryBERT: Pre-training with sememe knowledge for classical Chinese poetry. In Y. Tan & Y. Shi (Eds.), Data Mining and Big Data (pp. 369–384). Springer Nature. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-981-19-8991-9_26",{"EN":1265},"Collaborative knowledge construction (CKC) involved students’ sharing of information, improvement of ideas, and construction of collective knowledge. In this process, knowledge extraction and analysis can provide valuable insights into students’ knowledge capacities, depths, and levels in order to improve the CKC quality. However, existing studies tended to extract and analyze knowledge from a single perspective (e.g., the number of certain knowledge types and knowledge structures), which failed to demonstrate the complexity and dynamics of knowledge construction and advancement. To fill this gap, this research designed a series of computer-supported collaborative concept mapping (CSCCM) activities to facilitate students’ CKC process and then used an integrated approach (i.e., semantic knowledge analysis combined with learning analytics) to extract, analyze, and understand students’ knowledge characteristics and evolutionary trends. Results demonstrated that compared to the low-performing pairs, the high-performing pairs mainly discussed knowledge related to the course content, and their knowledge evolution trend was relatively stable. Based on the results, this research provided analytical implications to extract, analyze, and understand students’ knowledge and pedagogical implications to promote students’ knowledge construction and advancement.",{"EN":1267},"An integrated approach for knowledge extraction and analysis in collaborative knowledge construction",{"VOID":1269},"10.1186\u002Fs41239-023-00414-5","https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-023-00414-5",[1272,1287],{"id":1273,"sortIndex":21,"researcher":20,"roles":1274,"affiliations":1275,"properties":1284},"49afe7df-72b5-412d-a2a1-0192ebcf490a",[183],[1276],{"id":20,"sortIndex":21,"affiliation":1277,"properties":20},{"id":1278,"createTime":1279,"updateTime":1279,"relativeEntities":1280,"slug":20,"properties":1281,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"cbf608f0-b103-4319-bb07-8988fd9c9045","2023-12-11T23:10:35.139+00:00",[],{"title":1282},{"VI":1283},"College of Education, Zhejiang University, Hangzhou, China",{"title":1285},{"VI":1286},"Ning Zhang",{"id":1288,"sortIndex":213,"researcher":20,"roles":1289,"affiliations":1290,"properties":1296},"ff01cb44-b823-4545-8fe3-b8ce1dbeee53",[183],[1291],{"id":20,"sortIndex":21,"affiliation":1292,"properties":20},{"id":1278,"createTime":1279,"updateTime":1279,"relativeEntities":1293,"slug":20,"properties":1294,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1295},{"VI":1283},{"title":1297},{"VI":1298},"Fan Ouyang",{"url":1270,"publisher":1300,"properties":1328},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1301,"slug":10,"properties":1302,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1306,"manageAffiliations":1307,"indexDatabases":1308,"url":20,"thumbnailPath":20,"statistic":1323,"gsStatistic":20,"type":154,"analyzePriority":20},[],{"issn":1303,"title":1304,"url":1305},{"VOID":13},{"EN":15},{"VOID":17},[],[],[1309,1316],{"id":73,"indexDatabase":1310,"url":86,"indexYears":87,"academicFieldIds":1315,"indexDatabaseRanking":92},{"id":75,"createTime":76,"updateTime":77,"relativeEntities":1311,"label":1312,"description":1313,"key":83,"publicationTags":1314,"standard":20},[],{"EN":80,"VI":80},{"EN":80,"VI":82},[85],[89,90,91],{"id":94,"indexDatabase":1317,"url":109,"indexYears":20,"academicFieldIds":1322,"indexDatabaseRanking":20},{"id":96,"createTime":97,"updateTime":98,"relativeEntities":1318,"label":1319,"description":1320,"key":105,"publicationTags":1321,"standard":20},[],{"EN":101,"VI":101},{"VI":103,"EN":104},[107,108],[111],{"impactFactor":21,"impactFactorByYear":1324,"i10Index":121,"i10IndexLast5Year":122,"totalPublication":123,"totalPublicationByYear":1325,"totalCitation":136,"totalCitationByYear":1326,"totalCitationPerPublication":145,"totalCitationPerPublicationByYear":1327,"hindexLast5Year":128,"hindex":128},{"2017":114,"2018":115,"2019":116,"2020":117,"2021":118,"2022":119,"2023":120},{"2010":59,"2011":125,"2012":125,"2013":126,"2014":127,"2015":128,"2016":129,"2017":130,"2018":131,"2019":132,"2020":133,"2021":134,"2022":135,"2023":131,"2024":127},{"2016":138,"2017":139,"2018":140,"2019":141,"2020":142,"2021":143,"2022":144},{"2016":147,"2017":148,"2018":149,"2019":150,"2020":151,"2021":152,"2022":153},{"volume":1329,"pages":1330},{"VOID":317},{"VOID":669},"2023-08-01",{"id":1333,"createTime":1334,"updateTime":1335,"relativeEntities":1336,"slug":1337,"properties":1338,"entityType":174,"verifyStatus":175,"verifyTime":1335,"verifyNote":176,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1347,"fullTextUrl":20,"authors":1348,"publicationType":285,"publisherRelationship":1442,"citationCount":20,"citationInfo":20,"publishDate":1476,"publishYear":1109,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":322},"f69b2cb0-6764-4efd-91fa-632e8e3932d0","2023-12-02T02:52:16.959+00:00","2024-12-29T23:38:24.020+00:00",[],"-Fit-for-Purpose-a-cohort-centric-approach-to-MOOC-design",{"references":1339,"abstract":1341,"title":1343,"doi":1345},{"VOID":1340},"Anderson, T. (2008). Towards a theory of online learning. In T. Anderson & F. Elloumi (eds.). Theory and practice of online learning, Chapter 2 (pp. 45–74). Edmonton, Canada: AU Press.\nAusburn, L. J. (2004). Course design elements most valued by adult learners in blended online education environments: an American perspective. Educational Media International, 41(4), 327–337. doi http:\u002F\u002Fdx.doi.org\u002F10.1080\u002F0952398042000314820\nBady, A. (2013, May 15). The MOOC moment and the end of reform [Web log post]. Retrieved from http:\u002F\u002Fthenewinquiry.com\u002Fblogs\u002Fzunguzungu\u002Fthe-mooc-moment-and-the-end-of-reform\u002F\nBourdeau, J., & Bates, A. (1996). Instructional design for distance learning. Journal of Science Education and Technology, 5(4), 267–283. doi http:\u002F\u002Fdx.doi.org\u002F10.1007\u002FBF01677124\nCaffarella, R. S., & Barnett, B. G. (1994). Characteristics of adult learners and foundations of experiential learning. New directions for adult and continuing education, 1994(62), 29–42. doi http:\u002F\u002Fdx.doi.org\u002F10.1002\u002Face.36719946205\nCollins, M., & Berge, Z. L. (2000). Technological Minimalism in Distance Education. The Technology Source, November\u002FDecember.\nConnective Knowledge (2011). Things you should know about MOOCs. Educause Learning Initiative, 1–2.\nDaniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education. Retrieved from http:\u002F\u002Fwww-jime.open.ac.uk\u002Fjime\u002Farticle\u002FviewArticle\u002F2012-18\u002Fhtml\nEmanuel, E. J. (2013). Online education: MOOCs taken by educated few. Nature, 503(7476), 342–342. doi http:\u002F\u002Fdx.doi.org\u002F10.1038\u002F503342a\nErickson, A. S. G., & Noonan, P. M. (2010). Late-Career Adults in Online Education: A Rewarding Experience for Individuals Aged 50 to 65. MERLOT Journal of Online Learning and Teaching. 6(2), 388–397.\nFreeman, R. (1991). Quality assurance in learning materials production. Open Learning: The Journal of Open, Distance and e-Learning, 6(3), 24–31. doi http:\u002F\u002Fdx.doi.org\u002F10.1080\u002F0268051910060304\nGraham, G. (2012, October 1). How the Embrace of MOOC’s Could Hurt Middle America. Chronicle of Higher Education. Retrieved from http:\u002F\u002Fchronicle.com\u002Farticle\u002FA-Pioneer-in-Online-Education\u002F134654\u002F\nGrimley, M., Green, R., Nilsen, T., & Thompson, D. (2012). Comparing Computer Game and Traditional Lecture Using Experience Ratings From High and Low Achieving Students. Australasian Journal of Educational Technology, 28(4), 619–638.\nHaggard, S. (2013) The Maturing of the MOOC: literature review of massive open online courses and other forms of online distance learning. Department for Business, Innovation and Skills, UK Government. Retrieved from https:\u002F\u002Fwww.gov.uk\u002Fgovernment\u002Fpublications\u002Fmassive-open-online-courses-and-online-distance-learning-review\nJordan, K. (2014). MOOC Completion Rates: The Data. Retrieved from http:\u002F\u002Fwww.katyjordan.com\u002FMOOCproject.html\nKelder, J.-A., King, C., Carew, T., O’Reilly, J., Robinson, A., & Vickers J. (2013). Evaluation of a MOOC pilot: impacts on pedagogical, technical and research design. Paper presented at the ascilite 2013, Sydney.\nKellogg, S. (2013). Online learning: How to make a MOOC. Nature, 499(7458), 369–371. doi http:\u002F\u002Fdx.doi.org\u002F10.1038\u002Fnj7458-369a\nKing, C., Kelder, J.-A., Phillips, R., McInerney, F., Doherty, K., Walls, J., Robinson, A., & Vickers, J. (2013). Something for Everyone: MOOC Design for Informing Dementia Education and Research. Paper presented at the European Conference in E-Learning (ECEL 2013), Sophia Antipolis, France. Retrieved from http:\u002F\u002Facademic-conferences.org\u002Fecel\u002Fecel2013\u002Fecel13-home.htm\nKing, C., Kelder, J.-A., Doherty, K., Phillips, R., McInerney, F., Walls, J., Robinson, A., & Vickers, J. (2014a). Designing for Quality: The Understanding Dementia MOOC. Electronic Journal of e-learning, Submitted.\nKing, C., Robinson, A. and Vickers, J. (2014b). Online education: Targeted MOOC captivates students. Nature, 505(7481), 26–26. doi http:\u002F\u002Fdx.doi.org\u002F10.1038\u002F505026a\nKnowles, M. S., Holton III, E. F., & Swanson, R. A. (2011). The adult learner (7th ed.) London: Elsevier.\nKolowich, S. (2013, February 4). Georgia tech and Coursera try to recover from MOOC stumble [Web log post]. Retrieved from http:\u002F\u002Fchronicle.com\u002Fblogs\u002Fwiredcampus\u002Fgeorgia-tech-and-coursera-try-to-recover-from-mooc-stumble\u002F42167\nKoper, R. (2006). Current Research in Learning Design, Educational Technology & Society, 9(1), 13–22.\nLaurillard, D. (2012). Teaching as a Design Science: building pedagogical patterns for learning and technology. New York: Routledge.\nMazoue, J. G. (2013). The MOOC Model: Challenging Traditional Education. Educause Review Online. Retrieved from http:\u002F\u002Fwww.educause.edu\u002Fero\u002Farticle\u002Fmooc-model-challenging-traditional-education\nMitchell, S., Kiely, D., & Hamel, M. (2004). Dying with Advanced Dementia in the Nursing Home. Archives of Internal Medicine, 164(3), 321–6. doi http:\u002F\u002Fdx.doi.org\u002F10.1001\u002Farchinte.164.3321\nMitchell, S. L., Teno, J. M., Kiely, D. K., Shaffer, M. L., Jones, R. N., Prigerson, H. G., Hamel, M. B. (2009). The clinical course of advanced dementia. New England Journal of Medicine, 361(16), 1529–1538. doi http:\u002F\u002Fdx.doi.org\u002F10.1056\u002FNEJMoa0902234\nNichols, M. (2010). No. 3: Designing for E-learning, 3, 1–31.\nParr, C. (2013, May 9). MOOC completion rates ‘below 7%,’. Times Higher Education. Retrieved from http:\u002F\u002Fwww.timeshighereducation.co.uk\u002Fnews\u002Fmooc-completion-rates-below-7\u002F2003710.article\nSadler, D. (2012). How Australian universities can play in the MOOCs market. The Conversation. Retrieved from https:\u002F\u002Ftheconversation.com\u002Fhow-australian-universities-can-play-in-the-moocs-market-9735\nSampson, E., Ritchie, C., Lai, R., Raven P., & Blanchard, M. (2005) A Systematic Review of the Scientific Evidence for the Efficacy of a Palliative Care Approach in Advanced Dementia. International Psychogeriatrics, 17(1), 31–40. doi http:\u002F\u002Fdx.doi.org\u002F10.1017\u002FS1041610205001018\nSmith, V. C. (2013). The Adult Learner and MOOCs (New Horizons). Educause Review, 48(4), 54–55. Retrieved from https:\u002F\u002Fnet.educause.edu\u002Fir\u002Flibrary\u002Fpdf\u002FERM1347.pdf\nThorpe, M. (2002). Rethinking learner support: The challenge of collaborative online learning. Open learning, 17(2), 105–119. doi http:\u002F\u002Fdx.doi.org\u002F10.1080\u002F02680510220146887a\nToye, C., Popescus, A., Drake, J., & Lester, L. (2007). Effectiveness of dementia specific carer education delivered throughout Western Australia: Early findings. Poster presentation at the Alzheimer’s Australia National Conference in Perth, WA.\nWeller, M. (2013, December 12). Completion data for MOOCs [Web log post]. Retrieved from http:\u002F\u002Fnogoodreason.typepad.co.uk\u002Fno_good_reason\u002F2013\u002F12\u002Fcompletion-data-for-moocs.html",{"EN":1342},"How do you design a quality massive open online course (MOOC) that will be ‘fit for purpose’? The Understanding Dementia MOOC is an initiative of the University of Tasmania’s Wicking Dementia Research and Education Centre (Wicking Centre). It is an outworking of institutional commitment to open education resources (OER) and open educational practices (OEP). This paper describes the development of the university’s first MOOC, grounded in a philosophy that open learning design includes the criterion ‘fit for purpose’ and thus explicitly considers: the impetus for attempting a MOOC design; the goal (desired outcomes); the nature of the content; assumed capability thresholds of the intended cohort and; the technical and pedagogical design implications of the cohort’s learning readiness. The development team used a design-based research approach underpinned by an evaluation framework. This paper will discuss the interplay of factors which influenced decision-making, including the nature of expert content (packaged by the development team, translated by students and applied in individual contexts), the intended scope of influence, barriers to access in open learning design, pedagogical commitments including adult learning theory, technological constraints, as well as external stakeholder requirements. The paper concludes with a discussion of the impact of maintaining a clear purpose in making a specific body of knowledge available as open content. In particular, we suggest that considerations of content access are not simply physical or technical, but require tailoring the approach to threshold learning capabilities, as well as providing scaffolded content delivery such that individuals can translate their learning for their own contexts.",{"EN":1344},"‘Fit for Purpose’: a cohort-centric approach to MOOC design",{"VOID":1346},"10.7238\u002Frusc.v11i3.2090","http:\u002F\u002Frusc.uoc.edu\u002Frusc\u002Fca\u002Findex.php\u002Frusc\u002Farticle\u002Fview\u002Fv11n3-king-doherty-kelder-mcinerney-walls-robinson-vickers.html",[1349,1364,1379,1391,1403,1415,1427],{"id":1350,"sortIndex":21,"researcher":20,"roles":1351,"affiliations":1352,"properties":1361},"02484fc5-0f53-4f01-b9ff-54e137edba46",[183],[1353],{"id":20,"sortIndex":21,"affiliation":1354,"properties":20},{"id":1355,"createTime":1356,"updateTime":1356,"relativeEntities":1357,"slug":20,"properties":1358,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"45a75d77-954a-4ab5-b047-97f061ce3507","2023-12-31T07:16:29.240+00:00",[],{"title":1359},{"VI":1360},"Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Australia",{"title":1362},{"VI":1363},"Carolyn King",{"id":1365,"sortIndex":213,"researcher":20,"roles":1366,"affiliations":1367,"properties":1376},"1bdc3e4d-9cee-4b2f-9d9d-655350e88d15",[183],[1368],{"id":20,"sortIndex":21,"affiliation":1369,"properties":20},{"id":1370,"createTime":1371,"updateTime":1371,"relativeEntities":1372,"slug":20,"properties":1373,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"e4f9749b-57d3-4599-89b0-9198deabbdda","2023-12-02T02:52:16.980+00:00",[],{"title":1374},{"VI":1375},"Faculty of Health, University of Tasmania, Hobart, Australia",{"title":1377},{"VI":1378},"Kathleen Doherty",{"id":1380,"sortIndex":125,"researcher":20,"roles":1381,"affiliations":1382,"properties":1388},"b7b56e9c-c1a9-4fdc-9c7a-67faa5199d2a",[183],[1383],{"id":20,"sortIndex":21,"affiliation":1384,"properties":20},{"id":1355,"createTime":1356,"updateTime":1356,"relativeEntities":1385,"slug":20,"properties":1386,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1387},{"VI":1360},{"title":1389},{"VI":1390},"Andrew Robinson",{"id":1392,"sortIndex":359,"researcher":20,"roles":1393,"affiliations":1394,"properties":1400},"9ddd14af-9314-4731-8a85-675dae016fa7",[183],[1395],{"id":20,"sortIndex":21,"affiliation":1396,"properties":20},{"id":1355,"createTime":1356,"updateTime":1356,"relativeEntities":1397,"slug":20,"properties":1398,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1399},{"VI":1360},{"title":1401},{"VI":1402},"James Vickers",{"id":1404,"sortIndex":200,"researcher":20,"roles":1405,"affiliations":1406,"properties":1412},"440bf1db-1786-437b-b294-e5c14772ca64",[183],[1407],{"id":20,"sortIndex":21,"affiliation":1408,"properties":20},{"id":1370,"createTime":1371,"updateTime":1371,"relativeEntities":1409,"slug":20,"properties":1410,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1411},{"VI":1375},{"title":1413},{"VI":1414},"Jo-Anne 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Walls",{"id":1428,"sortIndex":226,"researcher":20,"roles":1429,"affiliations":1430,"properties":1439},"7981f9db-8944-4aef-a087-e94240aece2e",[183],[1431],{"id":20,"sortIndex":21,"affiliation":1432,"properties":20},{"id":1433,"createTime":1434,"updateTime":1434,"relativeEntities":1435,"slug":20,"properties":1436,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"40a38b51-46fe-42ce-8d44-a416ad634140","2023-12-02T02:52:16.997+00:00",[],{"title":1437},{"VI":1438},"Australian Catholic University\u002FMercy Health, Victoria, Australia",{"title":1440},{"VI":1441},"Fran 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M., Pack, A. & Escalante, J. (2023). Utilizing OpenAI’s GPT-4 for written feedback. TESOL Journal. https:\u002F\u002Fdoi.org\u002F10.1002\u002Ftesj.759\nBaker, R. S., & Hawn, A. (2021). Algorithmic bias in education. International Journal of Artificial Intelligence in Education, 32, 1052–1092. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs40593-021-00285-9\nBland, J., & Altman, D. (1997). Statistics notes: Cronbach’s alpha. BMJ, 314, 275. https:\u002F\u002Fdoi.org\u002F10.1136\u002Fbmj.314.7080.572\nBonner, E., Lege, R., & Frazier, E. (2023). Large language model-based artificial intelligence in the language classroom: Practical ideas for teaching. Teaching English with Technology, 23(1), 23–41. https:\u002F\u002Fdoi.org\u002F10.56297\u002FBKAM1691\u002FWIEO1749\nBridgeman, B., Trapani, C., & Attali, Y. (2012). Comparison of human and machine scoring of essays: Differences by gender, ethnicity, and country. Applied Measurement in Education, 25(1), 27–40. https:\u002F\u002Fdoi.org\u002F10.1080\u002F08957347.2012.635502\nChan, C. Y. K. (2023). A comprehensive AI policy education framework for university teaching and learning. [preprint in arXiv]. https:\u002F\u002Fdoi.org\u002F10.48550\u002FarXiv.2305.00280\nChiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.caeai.2022.100118\nChomsky, N. (1991). Linguistics and cognitive science: Problems and mysteries. In Aka Kasher (Ed.), The Chomskyan Turn. Blackwell. pp. 26–53.\nCWPA, NCTE & NWP. (2011). National Framework for success in postsecondary writing. Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project. http:\u002F\u002Fwpacouncil.org\u002Ffiles\u002Fframework-for-success-postsecondarywriting.pdf\nDehouche, N. (2021). Plagiarism in the age of massive generative pre-trained transformers (GPT-3). Ethics in Science and Environmental Politics, 21, 17–23. https:\u002F\u002Fdoi.org\u002F10.3354\u002Fesep00195\nEly, J. J., Henderson, L., & Wachsman, Y. (2013). Testing the effectiveness of the university honor code. Academy of Educational Leadership Journal, 17(4), 95–104.\nEvering, L. C., & Moorman, G. (2012). Rethinking plagiarism in the digital age. Journal of Adolescent & Adult Literacy, 56(1), 35–44. https:\u002F\u002Fdoi.org\u002F10.1002\u002FJAAL.00100\nFan, N. (2023). Exploring the effects of automated written corrective feedback on EFL students’ writing quality: A mixed-methods study. SAGE Open. https:\u002F\u002Fdoi.org\u002F10.1177\u002F21582440231181296\nFarrokhnia, M., Banihashem, S. K., Norooz, O. I., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International. https:\u002F\u002Fdoi.org\u002F10.1080\u002F14703297.2023.2195846\nFitria, T. N. (2021). “Grammarly” as AI-powered English writing assistant: Students’ alternative for English writing. Metathesis Journal of English Language LIterature and Teaching, 5(1), 65–78. https:\u002F\u002Fdoi.org\u002F10.31002\u002Fmetathesis.v5i1.3519\nGardner, J., O’Leary, M., & Yuan, L. (2020). Artificial intelligence in educational assessment: ‘Breakthrough? Or buncombe and ballyhoo?’ Journal of Computer Assisted Learning, 37, 1207–1216. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fjcal.12577\nGodwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5–24.\nGraham, M., De Sabbata, S., & Zook, M. A. (2015). Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information. Geography and Environment, 2(1), 88–105. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fgeo2.8\nGraham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277–303. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0091732X18821125\nGraham, S., Kiuhara, S. A., & MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 90(2), 179–226. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0034654320914744\nHockley, N. (2018). Automated writing evaluation. ELT Journal, 73(1), 82–88. https:\u002F\u002Fdoi.org\u002F10.1093\u002Felt\u002Fccy044\nHu, K. (2023). ChatGPT sets record for fastest-growing user base—Analyst note. Reuters. https:\u002F\u002Fwww.reuters.com\u002Ftechnology\u002Fchatgpt-sets-record-fastest-growing-user-base-analyst-note-2023-02-01\u002F\nHuawei, S., & Aryadoust, V. (2023). A systematic review of automated writing evaluation systems. Education and Information Technologies, 28, 771–795. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10639-022-11200-7\nIngley, S. J., & Pack, A. (2023). Leveraging AI tools to develop the writer rather than the writing. Trends in Ecology & Evolution, 38(9):785–787. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tree.2023.05.007\nJackson, M. C. (2021). Artificial intelligence and algorithmic bias: The issue with technology reflecting history and humans. Journal of Business & Technology Law, 16(2), 299–316.\nKasneci, E., Sessler, K., Kuchemann, S., Bannert, M., Dementieva, D., Fischer, F., Grasser, U., Groh, G., Gunnemann, S., Hullermeier, E., Krusche, S., Kutynoik, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunity and challenges of large language models for education. Learning and Individual Differences. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.lindif.2023.102274\nKaplan, A., & Haenlein, M. (2018). Siri, Siri, in my hand: Who’s the fairest in the land? On the interpretations, illustrations, and implications of artificial intelligence. Business Horizons, 62(1), 15–25. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.bushor.2018.08.004\nKonheim-Kalkstein, Y. L., Stellmack, M. A., & Shilkey, M. L. (2008). Comparison of honor code and non-honor code classrooms at non-honor code university. Journal of College and Character. https:\u002F\u002Fdoi.org\u002F10.2202\u002F1940-1639.1115\nKumar, R. (2023). Faculty members’ use of artificial intelligence to grade student papers: a case of implications. International Journal for Educational Integrity. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs40979-023-00130-7\nLampropoulos, G., Ferdig, R. E., & Kaplan-Rakowski, R. (2023). A social media data analysis of general and educational use of ChatGPT: Understanding emotional educators. SSRN. https:\u002F\u002Fdoi.org\u002F10.2139\u002Fssrn.4468181\nLo, C. K. (2023). What is the impact of ChatGPT on Education? A rapid review of the literature. Education Science. https:\u002F\u002Fdoi.org\u002F10.3390\u002Feducsci13040410\nNational Council of Teachers of English. (2013). NCTE position statement on machine scoring. https:\u002F\u002Fncte.org\u002Fstatement\u002Fmachine_scoring\u002F\nO’Neill, R., & Russell, A. (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. Australasian Journal of Educational Technology, 35(1), 42–56. https:\u002F\u002Fdoi.org\u002F10.14742\u002Fajet.3795\nOpenAI. (2023). Terms of use. https:\u002F\u002Fopenai.com\u002Fpolicies\u002Fterms-of-use. Accessed 4 Jul 2023.\nPack, A. & Maloney, J. (2023a). Using generative artificial intelligence for language education research: Insights from using OpenAI’s ChatGPT. TESOL Quarterly. https:\u002F\u002Fdoi.org\u002F10.1002\u002Ftesq.3253\nPack, A., & Maloney, J. (2023b). Potential affordances of generative AI in language education: Demonstrations and an evaluative framework. Teaching English with Technology, 23(2), 4–24. doi: 10.56297\u002Fbuka4060\u002Fvrro1747\nPennycook, A. (1996). Borrowing others’ words: Text, ownership, memory, and plagiarism. TESOL Quarterly, 30(2), 201–230.\nSadeghi, R. (2019). The attitude of scholars has not changed towards plagiarism since the medieval period: Definition of plagiarism according to Shams-e-Qays, thirteenth-century Persian literary scientist. Research Ethics, 15(2), 1–3. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1747016116654065\nSeow, A. (2002). The writing process and process writing. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 315–320). Cambridge University Press.\nSullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching. https:\u002F\u002Fdoi.org\u002F10.37074\u002Fjalt.2023.6.1.17\nSutherland-Smith, W. (2005). Pandora’s box: Academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes, 4, 83–95. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jeap.2004.07.007\nTatum, H. E. (2022). Honor codes and academic integrity: Three decades of research. Journal of College and Character, 23(1), 32–47. https:\u002F\u002Fdoi.org\u002F10.1080\u002F2194587X.2021.2017977\nTseng, W., & Warschauer, M. (2023). AI-writing tools in education: If you can’t beat them, join them. Journal of China Computer-Assisted Language Learning. https:\u002F\u002Fdoi.org\u002F10.1515\u002Fjccall-2023-0008\nUrlaub, P., & Dessein, E. (2022). From disrupted classrooms to human-machine collaboration? The pocket calculator, Google Translate, and the future of language education. L2 Journal, 14(1), 45–59. https:\u002F\u002Fdoi.org\u002F10.5070\u002FL214151790\nWang, Z., & Han, F. (2022). The effects of teacher feedback and automated feedback on cognitive and psychological aspects of foreign language writing: A mixed-methods research. Frontiers in Psychology. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2022.909802\nWeigle, S. C. (2013). English as a second language writing and automated essay evaluation. In M. D. Shermis & J. Burstein (Eds.), The handbook of automated essay evaluation: Current applications and new directions. Routledge.\nYang, M. (2023). New York City schools ban AI chatbot that writes essays and answers prompts. The Guardian. https:\u002F\u002Fwww.theguardian.com\u002Fus-news\u002F2023\u002Fjan\u002F06\u002Fnew-york-city-schools-ban-ai-chatbot-chatgpt\nYeo, M. A. (2023). Academic integrity in the age of artificial intelligence (AI) authoring apps. TESOL Journal. https:\u002F\u002Fdoi.org\u002F10.1002\u002Ftesj.716\nYeo, S. (2007). First-year university science and engineering students’ understanding of plagiarism. Higher Education Research & Development, 26(2), 199–216. https:\u002F\u002Fdoi.org\u002F10.1080\u002F07294360701310813\nYeo, S., & Chien, R. (2007). Evaluation of a process and proforma for making consistent decisions about the seriousness of plagiarism incidents. Quality in Higher Education, 13(2), 187–204. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13538320701629202\nYu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: Current status, issues, and prospects. Frontiers in Education, 8, 1183162. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffeduc.2023.1183162\nZhang, Z. V. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.asw.2019.100439",{"EN":1487},"Generative artificial intelligence (GenAI) can be used to author academic texts at a similar level to what humans are capable of, causing concern about its misuse in education. Addressing the role of GenAI in teaching and learning has become an urgent task. This study reports the results of a survey comparing educators’ (n = 68) and university students’ (n = 158) perceptions on the appropriate use of GenAI in the writing process. The survey included representations of user prompts and output from ChatGPT, a GenAI chatbot, for each of six tasks of the writing process (brainstorming, outlining, writing, revising, feedback, and evaluating). Survey respondents were asked to differentiate between various uses of GenAI for these tasks, which were divided between student and teacher use. Results indicate minor disagreement between students and teachers on acceptable use of GenAI tools in the writing process, as well as classroom and institutional-level lack of preparedness for GenAI. These results imply the need for explicit guidelines and teacher professional development on the use of GenAI in educational contexts. This study can contribute to evidence-based guidelines on the integration of GenAI in teaching and learning.",{"EN":1489},"Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process",{"VOID":1491},"10.1186\u002Fs41239-023-00427-0","https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-023-00427-0",[1494,1509],{"id":1495,"sortIndex":21,"researcher":20,"roles":1496,"affiliations":1497,"properties":1506},"e98521b9-6c8d-4773-b53d-db4f763d11a4",[183],[1498],{"id":20,"sortIndex":21,"affiliation":1499,"properties":20},{"id":1500,"createTime":1501,"updateTime":1501,"relativeEntities":1502,"slug":20,"properties":1503,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"57024278-7e89-4d07-ab47-ef3d7de342af","2024-01-16T15:08:13.523+00:00",[],{"title":1504},{"VI":1505},"College of Education, Florida State University, Tallahassee, USA",{"title":1507},{"VI":1508},"Alex Barrett",{"id":1510,"sortIndex":213,"researcher":20,"roles":1511,"affiliations":1512,"properties":1521},"179db7aa-10c4-4e02-969b-853277482473",[183],[1513],{"id":20,"sortIndex":21,"affiliation":1514,"properties":20},{"id":1515,"createTime":1516,"updateTime":1516,"relativeEntities":1517,"slug":20,"properties":1518,"entityType":58,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"19195255-dc2c-4db2-8947-88164ae74267","2024-01-30T08:59:56.171+00:00",[],{"title":1519},{"VI":1520},"Faculty of Education and Social Work, Brigham Young University-Hawaii, Laie, USA",{"title":1522},{"VI":1523},"Austin Pack",{"url":1492,"publisher":1525,"properties":1553},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1526,"slug":10,"properties":1527,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1531,"manageAffiliations":1532,"indexDatabases":1533,"url":20,"thumbnailPath":20,"statistic":1548,"gsStatistic":20,"type":154,"analyzePriority":20},[],{"issn":1528,"title":1529,"url":1530},{"VOID":13},{"EN":15},{"VOID":17},[],[],[1534,1541],{"id":73,"indexDatabase":1535,"url":86,"indexYears":87,"academicFieldIds":1540,"indexDatabaseRanking":92},{"id":75,"createTime":76,"updateTime":77,"relativeEntities":1536,"label":1537,"description":1538,"key":83,"publicationTags":1539,"standard":20},[],{"EN":80,"VI":80},{"EN":80,"VI":82},[85],[89,90,91],{"id":94,"indexDatabase":1542,"url":109,"indexYears":20,"academicFieldIds":1547,"indexDatabaseRanking":20},{"id":96,"createTime":97,"updateTime":98,"relativeEntities":1543,"label":1544,"description":1545,"key":105,"publicationTags":1546,"standard":20},[],{"EN":101,"VI":101},{"VI":103,"EN":104},[107,108],[111],{"impactFactor":21,"impactFactorByYear":1549,"i10Index":121,"i10IndexLast5Year":122,"totalPublication":123,"totalPublicationByYear":1550,"totalCitation":136,"totalCitationByYear":1551,"totalCitationPerPublication":145,"totalCitationPerPublicationByYear":1552,"hindexLast5Year":128,"hindex":128},{"2017":114,"2018":115,"2019":116,"2020":117,"2021":118,"2022":119,"2023":120},{"2010":59,"2011":125,"2012":125,"2013":126,"2014":127,"2015":128,"2016":129,"2017":130,"2018":131,"2019":132,"2020":133,"2021":134,"2022":135,"2023":131,"2024":127},{"2016":138,"2017":139,"2018":140,"2019":141,"2020":142,"2021":143,"2022":144},{"2016":147,"2017":148,"2018":149,"2019":150,"2020":151,"2021":152,"2022":153},{"volume":1554,"pages":1555},{"VOID":317},{"VOID":1556},"1-24","2023-11-10"]