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The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science learning Game

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2024年第5期33卷 633-646页

作者： Yan, Lili Na, Chungsoo Kang, Jina Michigan State Univ STEM Ed PaCER Program E Lansing MI 48824 USA Utah State Univ Dept Instruct Technol & Learning Sci Logan UT USA Univ Illinois Curriculum & Instruct Champaign IL USA

Collaborative problem-solving (CPS) includes multiple socio-cognitive processes that can be challenging to investigate. Constructing arguments is a key practice at the intersection of CPS and science learning. To understand how students construct arguments and develop science knowledge during CPS, we focus on team synchrony-the extent of similarity of navigation actions between team members-in a game-based learning environment. Specifically, we examined the impact of team synchrony on students' argument construction and science knowledge acquisition in a science learning game, Alien Rescue. Using a mixed methods approach, we analyzed a range of in-game data and performance data of 69 teams from 146 sixth-grade students. Our results show that team synchrony enhanced students' science knowledge acquisition, whereas its effects on argumentation features were nuanced: (a) higher team synchrony groups were more productive in constructing backing compared to low team synchrony groups in conditions where their prior knowledge was high, and (b) there was no significant difference between the two groups in generating claims. We also identified two illustrative cases to show the observed relationship between team synchrony and complexity of arguments that students constructed as a team. Our study has implications for tracing learning processes through log and textual data to understand students' CPS process and performance, which consequently inform the design of scaffolds that support students' CPS.

关键词： Collaborative problem-solving Group action synchrony Team synchrony Argumentation Game-based learning

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Exploring the antecedents and consequences of phone snubbing behaviors in collaborative learning 22

Exploring the antecedents and consequences of phone snubbing...

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22nd IEEE International Conference on Advanced learning Technologies (ICALT)

作者： Fan, Yang-Hsin Lin, Tzung-Jin Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Program Learning Sci Taipei Taiwan

ISBN: (数字)9781665495196

ISBN: (纸本)9781665495196

The purpose of this study was to explore the antecedents (social anxiety and collective efficacy) and consequences (learning disengagement) of phone snubbing behaviors (phubbing and being phubbed) in collaborative learning. A total of 100 Taiwanese university students participated in this study. We employed partial least squares structural equation modeling (PLS-SEM) to evaluate the hypothesized model. The main results indicate that, first, university students' collective efficacy was a negative predictor of phubbing, and phubbing behavior was a significant factor in positively predicting all the dimensions, including behavioral, emotional, social, and cognitive disengagement. Second, social anxiety was a positive predictor of phubbed behavior. Yet, phubbed behavior could only positively predict emotional disengagement and social disengagement. This research may offer insights into the causes of students' phubbing, being phubbed, and the impacts of those situations on their learning engagement in a collaborative learning environment.

关键词： phubbing learning disengagement university students collaborative learning environment

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Knowledge-based chatbots: a scale measuring students' learning experiences in massive open online courses

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2023年第6期71卷 2431-2456页

作者： Han, Songhee Hamilton, Xiaofen Cai, Ying Shao, Peixia Liu, Min Univ Texas Austin Learning Technol Program Austin TX 78712 USA Univ Texas Austin Curriculum & Instruct Dept Austin TX USA

This paper presents our efforts to develop a scale for measuring students' learning experiences with knowledge-based chatbots in massive open online courses (MOOCs) through three studies. In Study 1, we conducted a qualitative synthesis of the current literature and analyzed students' open-ended responses regarding their experiences with a knowledge-based chatbot. Consequently, we identified eight salient domains (i.e., social presence, teaching presence, cognitive presence, self-regulation, co-regulation, perceived ease of use, behavioral intention, and enjoyment), resulting in the creation of 53 items. In Study 2, we selected 30 items that received more than 80% agreement from five experts. Finally, in Study 3, we reported the findings of exploratory and confirmatory factor analyses of the final scale based on student responses (N = 237) and presented 22 items across five domains (i.e., social presence, teaching and cognitive presence, self-regulation, perceived ease of use, and behavioral intention). This research contributes to the current literature by providing an instrument to measure students' learning experiences with knowledge-based chatbots in MOOCs, which is presently unavailable. The scale developed in this study could be employed for further research aiming to systematically develop knowledge-based chatbots and investigate the relationships between salient factors influencing students' learning experiences in MOOCs.

关键词： Chatbot Knowledge-based MOOC Questionnaire Scale Survey

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Investigating Students' Perceptions of Knowledge-building Environment and learning Engagement 31

Investigating Students' Perceptions of Knowledge-building En...

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31st International Conference on Computers in Education (ICCE)

作者： Chen, Wei-Shou Lee, Min-Hsien Liang, Jyh-Chong Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei Taiwan Natl Taiwan Normal Univ Program Learning Sci Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei Taiwan

ISBN: (纸本)9786269689026

Knowledge-Building pedagogy emphasizes engaged learning, with students collaboratively working towards advancing shared ideas within a community. This study explored the relationship between students' perceptions of the knowledge-building learning environment and their learning engagement in Knowledge Forum activities. A total of 259 undergraduate students from courses that used Knowledge Forum participated in this study. The study employed partial least squares structural equation modeling (PLS-SEM) analysis to examine the relationship. The findings revealed that assuming agency positively influenced students' cognitive, emotional, and social engagement, indicating that students who exhibited a sense of autonomy and enjoyment demonstrated higher levels of engagement. Additionally, students' perceptions of fostering community positively predicted cognitive and social engagement, underscoring the importance of students' sense of identification with the community. These results provide potential insights for designing or refining knowledge-building learning environments and activities, highlighting the significance of promoting student agency and fostering a sense of community to facilitate learning engagement.

关键词： Perceptions of learning environment knowledge-building learning engagement PLS-SEM

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Role of developmental pathways in disease

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FEBS JOURNAL 2023年第13期290卷 3296-3299页

作者： Derry, W. Brent Hosp Sick Children Peter Gilgan Ctr Res & Learning Dev & Stem Cell Biol Program Toronto ON Canada Univ Toronto Dept Mol Genet Toronto ON Canada Hosp Sick Children Peter Gilgan Ctr Res & Learning Dev & Stem Cell Biol Program 686 Bay St Toronto ON M5G 0A4 Canada

Developmental programs are tightly regulated networks of molecular and cellular signaling pathways that orchestrate the formation and organization of tissues and organs during organismal development. However, these programs can be disrupted or activated in an untimely manner, or in the wrong tissues, and this can lead to a host of diseases. This aberrant re-activation can occur due to a multitude of factors, including genetic mutations, environmental influences, or epigenetic modifications. Consequently, cells may undergo abnormal growth, differentiation, or migration, leading to structural abnormalities or functional impairments at the tissue or organismal level. This Subject Collection of The FEBS Journal on Developmental Pathways in Disease highlights 11 reviews and three research articles that cover a broad array of topics focused on the role of signaling pathways critical for normal development that are deregulated in human disease.

关键词： C. elegans cancer cardiovascular disease development Drosophila epigenetics epilepsy FGFR signaling Hedgehog signaling neurodevelopmental disorders signal transduction Zebrafish

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'Feedback: Now and then'

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MEDICAL EDUCATION 2025年第2期59卷 142-144页

作者： Cavaleiro, Ines de Carvalho Filho, Marco Antonio Univ Minho Sch Med Vila Nova de Famalicao Portugal Univ Med Ctr Groningen Weckenbach Inst WIOO Res Program LEARN Lifelong Learning Educ & Assessment Res Network Groningen Netherlands

Cavaleiro and de Carvalho Filho outline the evolving understanding of feedback in medical education, highlighting its significance while considering future research opportunities.

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Literacy-based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work

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TESOL QUARTERLY 2024年第1期58卷 423-450页

作者： Moses, Lindsey Capurro, Carolina Torrejon Arizona State Univ Literacy Mary Lou Fulton Teachers Coll Tempe AZ 85281 USA Arizona State Univ Learning Literacies & Technol program LLT Tempe AZ USA

This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and play-based unit to introduce, reinforce, and support vocabulary development and opportunities for independent play related to the content/vocabulary. The authors analyze video recordings of the students' independent play three times a week for 6 weeks using two different theoretical and methodological approaches. The authors collected quantitative data related to English usage and codeswitching analysis, and qualitative data of students' interactions, translanguaging, and identity work. The quantitative findings reveal a significant increase in English usage during independent play. The qualitative findings explore the ways in which young bilinguals draw on all their linguistic resources and use translanguaging practices to navigate play and negotiate identity. The constraints and affordances of each approach are discussed as the authors present new theoretical contributions by utilizing codeswitching and translanguaging approaches to explore the pedagogical intervention and student identity work. This study provides implications for literacy and play-based instruction for multilingual learners.

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Leverage Biology to Learn Rapidly From Mistakes Without Feeling Like a Failure

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COMPUTING IN SCIENCE & ENGINEERING 2023年第2期25卷 44-49页

作者： Margulieux, Lauren E. Prather, James Rahimi, Masoumeh Uzun, Gozde Cetin Georgia State Univ Dept Learning Sci Atlanta GA 30302 USA Abilene Christian Univ Comp Sci Abilene TX 79699 USA Georgia State Univ Instruct Technol Program Atlanta GA 30302 USA

Our biology affects how we interact with the world, including how we learn new knowledge and respond to challenges. This article explores the impact of neurochemicals in our brain on learning and explains how to leverage our biology to improve education and problem solving, focusing on computing education. Within this context, the article particularly examines the role of failure while learning. learning, especially in technical fields, includes making errors on the path to success. Although these errors trigger the necessary neurochemical conditions for rapid learning, these failures can also be demotivating. To gain the benefits of failure while mitigating its negative consequences, this article recommends evidence-based behavioral strategies for making the best out of failing while learning and designing for failure in learning environments.

关键词： Neuroplasticity Training Evolution (biology) Focusing Biological systems Behavioral sciences Problem-solving

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Analysis of methods to transform existing buildings into Nearly Zero Energy Buildings (NZEB)

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ENERGY EFFICIENCY 2025年第3期18卷 1-23页

作者： Andrade, Barbara Pisoni Bender Piran, Fabio Antonio Sartori Lacerda, Daniel Pacheco Sellitto, Miguel Afonso Campos, Lucila Maria de Souza Siluk, Julio Cezar Mairesse Univ Vale Rio dos Sinos Postgrad Program Prod Engn & Syst PPGEPS Res Grp Modeling Learning Sao Leopoldo Brazil UPorto Doctoral Program Engn & Ind Management FEUP Inst Engn Sistemas & Comp Tecnol & Ciencia INESC T Porto Portugal Univ Vale Rio dos Sinos Postgrad Program Prod Engn & Syst PPGEPS Res Grp Gender Eth Educ & PolitGEEP 1 Sao Leopoldo Brazil Univ Fed Santa Catarina Postgrad Program Prod Engn PPGEP Lab Environm Management & Assessment LGAA Florianopolis Brazil Univ Fed Santa Maria Innovat & Competitiveness Ctr NIC Postgrad Program Prod Engn PPGEP Santa Maria Brazil

Net Zero Energy Building (NZEB) is a concept that promotes the reduction of energy consumption in buildings by applying energy efficiency measures. The energy supply for the remaining demand should only come from sources with low CO2 emissions. Despite abundant research on NZEB for new buildings, only a small number of studies address its application to those already existing. This study aims to bridge this research gap by organizing the proposed methods to transform existing buildings into NZEB. The research method is a systematic literature review covering the methodological development and the application of the concept. We conducted a bibliometric and Scientometric analysis of 117 articles and a content analysis of 48 of them. The results highlighted that the methods identified follow similar stages: (i) planning, (ii) data collection, (iii) pre-design, (iv) design, and (v) delivery. The sub-stage with the highest frequency (88%) was the presentation of the efficiency measure package, making it an essential step in the transformation process. The review did not find specific topics, such as equipment listing and performance, occupant engagement, and charrette design. Finally, the study established guidelines for future research.

关键词： Net Zero Energy Building NZEB Systematic Literature Review Energy Efficiency Transformation Methods

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Effects of teacher-developed spherical video-based virtual reality types on student learning engagement: A hierarchical linear modeling approach

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年第7期30卷 8847-8876页

作者： Wu, Shu-Hao Jong, Morris Siu-Yung Tsai, Chin-Chung Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei Taiwan Chinese Univ Hong Kong Dept Curriculum & Instruct Hong Kong Peoples R China Chinese Univ Hong Kong Ctr Learning Sci & Technol Hong Kong Peoples R China Natl Taiwan Normal Univ Program Learning Sci Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei Taiwan

Spherical video-based virtual reality (SVVR) offers teachers an accessible means to use virtual reality. However, research into the effects of learning materials in teacher-developed SVVR activities on student learning remains limited. This study recruited 33 elementary school teachers and the 841 students in their classes. This study classified teacher-developed SVVR into "enhanced type" (N = 18) and "fundamental type" (N = 15), based on the number of enhanced exposition contents and thematic integration assessments embedded in the SVVR activities. This study also examined its effect on the students' perceived effects of active learning (AL), repetition (REP), and feedback (FB), and learning engagement (i.e., cognitive, emotional, behavioral, and social engagement). Nested relationships between teachers and students were observed using hierarchical linear modeling analysis. This study revealed that (1) enhanced-type SVVR activities are positively associated with learning engagement;(2) AL and FB are positively associated with student engagement;(3) REP is the only factor that is positively associated with emotional engagement;and (4) AL and SVVR exert a cross-level interaction effect on emotional engagement, wherein enhanced-type SVVR activities yield greater emotional engagement among lower AL students. While prior research highlighted SVVR's impact on student learning, the present work has unfolded the importance of how SVVR delivers information and facilitates students' knowledge organization in the course of learning, consequently impacting students' learning outcomes. The results of this research are of theoretical and practical significance for both researchers and practitioners working on designing, implementing and evaluating SVVR for educational purposes.

关键词： Spherical video-based virtual reality (SVVR) 360 degrees video Teachers' instructional design learning engagement Perceived effects of virtual reality (VR) Elementary education

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