Journal of Computers in Education

Các công cụ chú thích xã hội có tiềm năng lớn trong việc tạo điều kiện cho sinh viên trong việc đọc học thuật bằng cách biến các nhiệm vụ đọc đơn độc thành trải nghiệm cộng tác, nhưng ít có thông tin về cách mà các chú thích xã hội có thể ảnh hưởng đến động lực đọc học thuật của sinh viên. Nghiên cứu này khảo sát việc sử dụng Perusall, một công cụ chú thích xã hội, trong số sinh viên ở ba lớp đại học. Nó khám phá cách mà Perusall đã ảnh hưởng đến động lực đọc học thuật dựa trên chương trình của sinh viên và những yếu tố nào đã dẫn đến sự thay đổi trong động lực đọc của họ. Dựa trên bảng khảo sát Động lực đọc sách thông tin trường học (MRIB-S) và bảng khảo sát động lực đọc sách thông tin ngoài trường học (MRIB-N) của Guthrie và cộng sự (2011), chúng tôi đã thiết lập bảng khảo sát Động lực cho Đọc học thuật dựa trên chương trình (MCAR) để khảo sát động lực đọc trước và sau nhiệm vụ của sinh viên. Chúng tôi cũng tạo ra các đề bài cho cả phản ánh giữa kỳ và cuối kỳ để thu thập quan điểm của sinh viên về việc sử dụng Perusall cho việc đọc học thuật dựa trên chương trình. Kết quả cho thấy các chú thích xã hội đã nâng cao động lực đọc của sinh viên, đặc biệt là động lực bên ngoài, và sinh viên đã thể hiện sự ưa thích mạnh mẽ hơn cho việc đọc các văn bản học thuật trực tuyến vào cuối nghiên cứu. Những thay đổi trong động lực của họ có thể được quy cho nhiều cơ hội mà Perusall mang lại, bao gồm tương tác/hướng dẫn giữa các đồng nghiệp, tương tác giữa người đọc và văn bản, và đánh giá tự động liên tục. Sinh viên đã trân trọng vai trò chuyển đổi của Perusall, thể hiện qua việc đọc và thảo luận đồng thời, cơ hội tham gia của sinh viên bình đẳng/rộng rãi hơn, và đọc cộng tác nội dung khóa học. Nghiên cứu này làm sáng tỏ tác động của các công cụ chú thích xã hội đối với các mối quan hệ cộng tác của sinh viên, sự phát triển của các cộng đồng học tập trực tuyến, và sự cải thiện động lực đọc của sinh viên.

Targeted at analyzing the research status and trends of the educational technology field, this study conducted a bibliometric analysis on research topics, author profiles, and collaboration networks using a top-ranked journal Computers & Education (ISSN: 0360-1315). Using the Web of Sciences database, we retrieved 3963 articles published by the journal during the period 1978–2018. The annual distribution of articles demonstrates a significant increase in the journal publications, especially from 2005 to 2011. The scientific collaboration between authors, institutions, and countries/regions has become increasingly close. The scientific collaboration rate between authors from the same institution, and from the same country/region, is relatively higher compared with those from different institutions and countries/regions. Keyword evolution analysis highlights some prevalent topics such as “interactive learning environment,” “teaching/learning strategies,” “pedagogical issue,” and “improving classroom teaching.” Findings of this study provide a comprehensive overview of the articles on educational technology over the past 40 years.

The present study attempts to investigate the virtualization process of a community. An existing physical learning community (PLC) was transformed into a virtual one (VLC) through the Wikispaces web-based collaborative platform. We analyze the dialogues exchanged and the artifacts created, focusing on the detection of the aggressive behavior (bullying), the teacher’s role, and the presence of inner speech as well. The key question is whether community and its members are positively affected by its virtualization process. Results indicate that the attempted “virtualization” could be a promising framework to behavior modification. Systematic instruction positively affects this process. Finally, inner speech is an indicator of a well-working community.

In recent years, the use of digital game-based learning (DGBL) in the early childhood learning process has been growing. Recent research shows that DGBL has the potential to create new forms of childhood learning, it is not yet clear how applications can affect young students' learning. There are also not sufficient studies to analyze the significant features of DGBL in this area in early childhood. Therefore, to better understand the impact on childhood DGBL education, this article reviews the systematic literature. This review analyzes 37 articles in this area. In this paper, PRISMA's principles analysis of studies on the characteristics of DGBL technology has been used. The classification focuses on four areas: the objectives of current studies, the impact of technology use on children's learning, learning theories, and assessment methods in DGBL applications. The results of this study show that the use of DGBL can have an active effect on strengthening thinking skills and learning in childhood. This article examines the evolution of this evolving technology, the challenges, and issues posed by DGBL, and discusses how it can be useful for younger students to learn and do more research. This study provides insight for researchers, game designers, and developers in the field of DGBL.

Current endeavors to integrate students’ personal characteristics with e-learning environments designed for the delivery of content to individual students are growing. However, few studies have been conducted to investigate how gender differences moderate the relationships between students’ perceived personalized learning support and learning performance, and between the intention to use a system and the users’ learning performance. Drawing together perspectives from the literature on developing effective e-learning systems, technology acceptance, and gender differences, this research proposes a conceptual model to examine the influences of the relationships among students’ attitudes, acceptance, gender differences, and learning performance. Moreover, a personalized learning system was developed by taking learners’ to-be-enhanced concepts and learning preferences into account. An experiment was conducted with four classes of Thai high-school students studying the same topic of simple electricity to examining the proposed conceptual model as well as evaluate the performance of the personalized learning system. The Partial Least Square technique was employed to analyze data collected from school settings in Thailand. The path coefficient results showed that the perceived usefulness of the mastery learning support and intention to use had direct effects on the students’ learning performance in the personalized e-learning environment, and that gender moderated the relationship between perceived usefulness of conceptual learning suggestions and learning performance, and between intention to use and learning performance. These findings suggest that there are direct attitudinal and gender moderating factors affecting learning performance in personalized e-learning environments.

Our daily lives have been transformed by mobile smart devices. Due to the sudden impact of the coronavirus (Covid-19) on education, the importance of mobile devices for communicating with teachers and students has risen to a new level of prominence. The Web of Science and Scopus databases were used to conduct a systematic review of the research on mobile collaborative learning in engineering education. The purpose of this review is to ascertain the degree to which research on mobile collaborative learning has been conducted in the field of engineering education between 2010 and 2020. A total of 48 articles were reviewed to ascertain the research methodologies and area of study, as well as to provide an updated review of studies on mobile collaborative applications, particularly in the field of engineering education. Among the most significant findings is that the majority of publications make use of augmented reality and mobile application development. According to the review, the majority of studies were conducted in the fields of computer sciences, electronic engineering, and artificial intelligence.

This study investigates the factors influencing university students’ online learning engagement from three distinct aspects, namely, behavioural, cognitive and emotional engagement. A comparison is drawn from university students in Asia who embraced online learning during the COVID-19 pandemic. An online survey was conducted on 495 university students in Mainland China, Hong Kong and Malaysia during the surge of the COVID-19 Omicron variant, which was considered more infectious but less deadly than previous variants. A consistent positive relationship between Satisfaction and Academic Performance is found in all the regions. Malaysia presents a unique situation as compared to Mainland China and Hong Kong whereby no association was found between Social Context and Online communication towards Student Engagement. The novelty of this study is attributed to the integration of Social Presence Theory in Student Engagement through the nature of online learning as a coping strategy to halt the spread of COVID-19 during the Omicron variant surge.

Creativity is a crucial skill for twenty-first century success. However, the examination-oriented educational system in China can stifle learners’ creativity. Therefore, nurturing students’ creativity has become a central concern in the field of education. To this end, this study designed four interest-driven creation activities for pupils in a science museum. The present study examined the effects of an interest-driven creation approach on mobile learning performance and creativity in learning science. In total, 52 pupils participated in this study for 2 months. Half of them were randomly assigned into the experimental group and half of them were in the control group. The students in the experimental group experienced the interest-driven creation approach, while the students in the control group learned through a conventional lecture approach. Both quantitative and qualitative research methods were used to collect and analyze data. The results indicated that the interest-driven creation approach significantly improved mobile learning performance and creativity. The findings added to our understanding of creativity and provide insight into how to nurture creativity through the design of learning activities.

In the last decade, the use of e-Textbooks has received attention in research and practice. However, the expanded use of e-Textbooks was not easily achieved because of the missing standards in learning content and functionalities, and barriers in utilizing e-Textbooks, such as screen reading and intellectual property protection. This paper provides insights on the design, development, and learning with e-Textbooks by reviewing studies, project reports, and cases on its use. Results reveal the increased promotion and implementation of e-Textbook development in several countries. Criticisms on different e-Textbook types began during the early stages of open multimedia learning resources and digitized textbooks, and continued until the integration of information and communication technologies, authoring tools, and learning platforms. The study examined advantages of e-Textbooks and different factors that influenced e-Textbook applications. The study also reviewed the literature on learning through e-Textbooks in terms of acceptance and perception of users, and the comparison of the learning effectiveness of this format with printed textbooks. Moreover, learning in e-Textbooks is not fully realized, and requires increased in-depth studies. This paper suggests investigating the pedagogical design of e-Textbooks and further evaluation of e-Textbook functions to support learning.