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An exploratory study using inexpensive electroencephalography (EEG) to understand flow experience in computer-based instruction

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INFORMATION & MANAGEMENT 2014年第7期51卷 912-923页

作者： Wang, Chih-Chien Hsu, Ming-Chang Natl Taipei Univ Grad Inst Informat Management New Taipei City 23799 Taiwan

Flow is an optimal experience that results in intense engagement in an activity. In computer-based instructional environment, flow can be used to examine learning performance. We used questionnaire survey and electroencephalography (EEG) analysis to examine the influence of challenge-skill balance on the flow experience and influence of flow experience on learning performance in a computer-based instructional environment. The results showed that the flow experience of learners depends on challenge-skill balance of learning materials. The research explored the possibility of using an inexpensive non-medical EEG device to research the association between flow experience and challenge-skill balance in educational information systems. (C) 2014 Elsevier B.V. All rights reserved.

关键词： Flow computer-based instruction e-Learning Electroencephalography (EEG) Learning performance

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Comparison of Effects of computer-based instructional Support on Academic Achievement of University Students Regarding Meiosis

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AMERICAN BIOLOGY TEACHER 2023年第5期85卷 259-264页

作者： Dogru, M. Said Ozsevgec, Lale Cerrah Kastamonu Univ TR-37800 Arac Kastamonu Turkiye Trabzon Univ TR-61300 Akcaabat Trabzon Turkiye

This study aimed to compare the effects of computer-based lessons versus traditional lessons on achievement of university students regarding meiotic cell division. A pretest-intervention-posttest design was used. To determine the effect of our computer-based intervention, we established a control group. In total, 100 second-year university students from a science education department (50 in the experimental group, 50 in the control group) participated in the study. Data were derived from a meiosis content test and interviews. The results showed the computer-based lesson had significant positive effects on student learning.

关键词： meiosis computer-based instruction university students learning

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An Intelligent Serious Game for Digital Logic Education to Enhance Student Learning

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IEEE TRANSACTIONS ON EDUCATION 2024年第3期67卷 387-394页

作者： Hare, Ryan Tang, Ying Ferguson, Sarah Rowan Univ Dept Elect & Comp Engn Glassboro NJ 08028 USA Rowan Univ Dept Educ Glassboro NJ 08028 USA

Contribution: A general-purpose model for integrating an intelligent tutoring system within a serious game for use in higher education. Additionally, this article also offers discussions of proper serious game design informed by in-classroom observations and student responses. Background: Personalized learning in higher education has become a key issue when working to improve student performance. By combining an intelligent tutoring system within a serious game, students can be engaged in their learning through gamified lessons while simultaneously receiving personalized and timely scaffolding to support their learning. Furthermore, related systems have not explored a general-purpose model for this type of system that can apply to any game or domain. Intended Outcomes: The combined intelligent tutoring system and serious game is well-received by students as determined by student surveys. Furthermore, students show better engagement in the given material and better performance on pre-post-intervention content tests. Application Design: The proposed system is a modular, general-purpose approach for integrating an intelligent tutoring system into any serious game for education. Using the machine learning paradigm of reinforcement learning, the system can adapt to student responses to improve future scaffolding. Findings: The results of the in-classroom testing are promising. Students who interacted with the intelligent game showed improved performance on content tests and positive responses on surveys regarding system usability and utility. This article also shows that students who used the intelligent game took less time and attempts to complete game sections, owing to the utility of the personalized support.

关键词： Games Education Task analysis Surveys Problem-solving Data collection Usability computer engineering computer-based instruction educational software games higher education

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Analysis of Oral Exams With Speaker Diarization and Speech Emotion Recognition: A Case Study

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IEEE TRANSACTIONS ON EDUCATION 2024年第1期67卷 74-86页

作者： Beccaro, Wesley Ramirez, Miguel Arjona Liaw, William Guimaraes, Heitor Rodrigues Univ Sao Paulo Dept Elect Syst Engn BR-05508900 Sao Paulo Brazil Univ Quebec Inst Natl Rech Sci Quebec City PQ G1K 9H7 Canada

Contribution: During the lockdown period of the COVID-19 pandemic, online oral exams have become a necessary reality. Considering the possibility of carrying out and recording the oral exam sessions, analyses were conducted to assess how the speaking time ratio and emotional states are affected during the ***: Although many studies have indicated that oral exams are an effective tool to evaluate students' conceptual understanding, their use has been limited or disregarded due to concerns about students' anxiety/emotional state, technical failures, and *** Questions: Two hypotheses were formulated. First, better grades are obtained when students maintain the flow of response, with few pauses/interruptions and hesitations during the oral exam. Second, the prevalence of more positive (i.e., happiness) and neutral emotions points out better grades whereas the prevalence of negative (i.e., sadness and anger) emotions implies worse students' ***: Speaker diarization algorithms have been employed to extract speaking ratios and students' speech segments. A transfer learning method for speech emotion recognition (SER) has been used to distinguish students' emotional state in four emotional classes by using a pretrained HuBERT model and an InceptionTime ***: Correlation tests demonstrate that students' speaking ratios are correlated to their grades, that is, the higher the students' speaking ratios are, the better the students' grades tend to be. The SER model indicates a neutral emotional state in most periods of the oral test and sadness in some hesitation moments. However, correlation tests point out that emotional states are not correlated with the students' grades.

关键词： Emotion recognition Speech recognition Speech processing Speech Feature extraction COVID-19 Task analysis Computational and artificial intelligence computer-based instruction distance learning educational technology emotion recognition speech processing student assessment

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Learning and Motivational Impact of Game-based Learning: Comparing Face-to-Face and Online Formats on computer Science Education

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IEEE TRANSACTIONS ON EDUCATION 2023年第4期66卷 360-368页

作者： Lopez-Fernandez, Daniel Gordillo, Aldo Perez, Jennifer Tovar, Edmundo Univ Politecn Madrid Comp Sci Dept Madrid 28040 Spain Univ Politecn Madrid Comp Languages & Syst & Software Engn Dept Madrid 28040 Spain

Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group).Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been *** Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format?Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software ***: The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students' perceptions were more positive when a face-to-face format was used.

关键词： Video games Games Education computer science education Knowledge acquisition Software Programming profession Active learning computer-based instruction educational technology game-based learning (GBL) online learning serious games teacher-authored games

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A digital intervention package to teach rapport-building skills to caregivers of children with autism

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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2025年第2期58卷 303-318页

作者： Guinness, Kendra E. Feil, Edward G. Oregon Res Inst 3800 Sports Way Springfield OR 97477 USA

Research shows that caregivers of children with autism can be taught a variety of behavioral strategies, but there is little research on teaching caregivers to prioritize rapport building over skill acquisition during play. The current study evaluated the effects of a digital training package on the rapport-building skills of four caregivers of children with autism. Target skills were derived from parent-child interaction therapy with specific adaptations for children with limited communication and play skills. The intervention package included asynchronous online modules with video models, active response opportunities, and automated feedback as well as synchronous feedback via video chat. All four caregivers demonstrated increases in rapport building skills, and three of four dyads showed increases in interactive play postintervention. Caregivers also rated the intervention favorably. Data on participant and interventionist time to complete the intervention guide a discussion of the efficiency of combining asynchronous and synchronous strategies.

关键词： caregivers computer-based instruction online learning parent-child interaction therapy rapport building

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computer-based Email Training for Undergraduates: A Replication and Extension

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JOURNAL OF BEHAVIORAL EDUCATION 2025年 1-20页

作者： Farnsworth, Thomas Thompson, Rachel Western New England Univ Dept Psychol Springfield MA 01119 USA

Email etiquette is a crucial skill in both academic and professional settings. Previous research indicates that computer-based instruction (CBI) is a promising method for enhancing undergraduates' email etiquette. This study aimed to replicate and extend Farnsworth and Thompson (J Appl Behav Anal 57:751-762, 2024) by refining the CBI package for greater efficacy and efficiency, enhancing the email checklist to detect granular changes, implementing controls for the effects of a generic prompt on email etiquette, verifying through a manipulation check that CBI was experienced as intended, and conducting a more rigorous generality assessment. CBI was integrated into an online learning management system and included written instructions, a model, and a quiz. Email etiquette was assessed by scoring emails from course assignments using a checklist. The study found a replicated and statistically significant increase in mean email checklist scores for both a weekly email assignment and generality probes across two sections of introductory psychology. Social validity assessments indicated that our goals were deemed important and our procedures were acceptable. However, there was limited evidence that CBI resulted in meaningful improvements in email etiquette as evaluated by Career Center staff.

关键词： Email Formatting Etiquette Professionalism computer-based instruction

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Enhancing word signing in hearing students with reading disorders using computer-based learning trials

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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2024年第3期57卷 657-667页

作者： Evans, Sara Skinner, Christopher H. Wolbers, Kimberly Bell, Sherry Mee Shahan, Cheryl Univ Tennessee Coll Educ Hlth & Human Sci Knoxville TN USA Univ Tennessee BEC A204 Knoxville TN 37996 USA

Multiple-baseline-across-word-sets designs were used to determine whether a computer-based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.e., simultaneous prompting), 3 s to make the sign, 3 s to observe the same clip, and 3 s to make the sign again. For each participant and word set, no words were accurately signed during baseline. After the intervention, all four participants increased their accurate word signing across all three word sets, providing 12 demonstrations of experimental control. For each participant, accurate word signing was maintained. Application of efficient, technology-based, simultaneous prompting interventions for enhancing American Sign Language learning and future research designed to investigate causal mechanisms and optimize intervention effects are discussed.

关键词： American Sign Language computer-based instruction learning trials reading disorders

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Using computer-based Programmed instruction to Train Goal-Directed Systems Design

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Acta de Investigación Psicológica 2014年第3期4卷 1747-1757页

作者： Nicholas L. Weatherly Aubrey Daniels International Richard W. Malott Atlanta GA Western Michigan University

The purpose of this study was to evaluate two versions of a programmed instruction training program designed to teach undergraduate college students a goal-directed systems approach to analyzing organizational systems (Malott & Garcia, 1987). The first version was a paper-based programmed instruction module that had previously been shown to be effective at training the basic knowledge of the concepts, however was ineffective at training the application of these concepts. A computer-based programmed instruction (CBPI) version was created to improve the application of these concepts, which was tested through a series of three open-ended posttests with increasingly explicit prompts for each successive test. The results of the study showed higher performance results for the CBPI versions across all three dependent variables. The results of a nonparametric global test showed a standardized effect size of .86 and a p-value of <.001. El propósito de este estudio fue evaluar dos versiones de un programa de instrucción programada diseñado para enseñar a estudiantes no graduados una aproximación al diseño de sistemas dirigidos a metas para analizar sistemas organizacionales (Malott & Garcia, 1987). La primera versión consistió en un modulo de un programa de instrucción personalizada de papel que anteriormente había probado ser efectivo para enseñar conocimientos básicos de conceptos, pero que no obstante era ineficiente para entrenar en la aplicación de dichos conceptos. Se creó una versión computarizada de instrucción programada (CBPI) para mejorar la aplicación de los conceptos, la cual se probó a través de una serie de tres post-tests con respuestas libres que incluyeron pistas cada vez más explícitas en cada prueba sucesiva. Los resultados del estudio mostraron una mejor ejecución en las tres variables dependiente cuando se usaron las versiones del CBPI. Los resultados de una prueba no paramétrica global mostraron un tamaño del efecto estandarizado de .86 y un valor p <.0

关键词： computer-based instruction E-Learning instructional design Performance management Programmed instruction Student training Instrucción Computarizada E-aprendizaje Diseño Instruccional Administración de la Ejecución Instrucción Programada Entrenamiento a Estudiantes

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Teaching Programming by Revealing Thinking Process: Watching Experts' Live Coding Videos With Reflection Annotations

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IEEE TRANSACTIONS ON EDUCATION 2022年第4期65卷 617-627页

作者： Yu-Tzu Lin Yeh, Martin K-C Sheng-Rong Tan Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei 10610 Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei 10610 Taiwan Penn State Univ Brandywine Informat Sci & Technol Media PA 19063 USA

Contribution: Programming is a complex cognitive activity that involves both conceptual understanding and procedural skills, which is challenging for novices. To develop both program comprehension and implementation competency, this study proposed a live-coding-based instruction. Experts' live coding with think-aloud was recorded. Students then learn algorithmic planning and coding skills by observing experts' thinking and coding processes from the videos. To deploy this pedagogical strategy, a learning platform was developed to present the videos to students who could also annotate their reflection about the videos in the system to deepen their understanding of syntax and concepts of computer programming. Background: Traditional lecture-based programming instruction focuses more on the explanation of syntax and concepts but lacks revealing the dynamic and nonlinear thinking and coding process. Research Questions: This study is to explore the effects of live-coding-based instruction on students' programming knowledge, including declarative program knowledge (program comprehension) and procedural program knowledge (coding skills), and whether the instruction changes their attitude toward programming learning or not. Methodology: An empirical study was conducted with 33 high-school students who were novice programmers in one semester to explore the effectiveness of the live-coding-based instruction and the use of the learning platform. Findings: The experiment results show that watching flowcharting (r=0.369, p <0.05) or coding processes (r=0.409, p <0.05) of experts improves coding skills. This implies that explicit depiction of algorithmic planning and coding processes are essential for building procedural programming knowledge. In addition, reflection on syntactic content of experts' programming plays an important role in programming (r=0.511,p <0.01). The research findings suggest that programming instruction could focus more on developing students' problem-solvin

关键词： Programming profession Encoding Videos Syntactics Problem-solving Education Codes computer science computer-based instruction learning environment live coding observational learning programming instruction reflection video-based learning

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