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PERSONALISING DIGITAL LEARNING FOR YOUNG CHILDREN Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-04-18 Mary Frances Rice, Aijuan Cun
Children learn literacies as social practices in context. Increasingly, these contexts include technological tools. Moreover, children engage with psychosocial identity tasks that involve more than cognitive growth. With the rapid rise in digital personalisation, there is a need to consider ways to ensure that digital technologies attend to literacies using understandings about psychosocial development
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Transitioning to remote learning: Lessons from supporting K‐12 teachers through a MOOC Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-04-02 Liz O. Boltz, Aman Yadav, Brittany Dillman, Candace Robertson
The recent face‐to‐face school closures due to COVID‐19 pushed teachers to quickly move their instruction online and support their students remotely. Whilst there has been a considerable push for technology integration in schools in recent years, there has been little focus on how to prepare teachers to teach online given that traditional schooling is based on a face‐to‐face delivery. As a result,
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Exploring the role of 3D printing and STEM integration levels in students' STEM career interest Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-03-31 Li Cheng, Pavlo “Pasha” Antonenko, Albert D. Ritzhaupt, Bruce MacFadden
The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states
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The biodesign studio: Constructions and reflections of high school youth on making with living media Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-03-31 Justice T. Walker, Yasmin B. Kafai
Most constructionist efforts have focused on supporting learners with tools for designing with digital and/or physical media. Recent developments in life sciences now allow K‐12 learners to design with living materials, or to biodesign. In this paper, we report on the development of a biodesign studio activity called biocakes wherein teams of high school youth genetically modified a yeast strain to
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Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-03-31 Deborah A. Fields, Yasmin B. Kafai, Luis Morales‐Navarro, Justice T. Walker
Much attention in constructionism has focused on designing tools and activities that support learners in designing fully finished and functional applications and artefacts to be shared with others. But helping students learn to debug their applications often takes on a surprisingly more instructionist stance by giving them checklists, teaching them strategies or providing them with test programmes
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The role of Informal Digital Learning of English in Korean and Swedish EFL learners’ communication behaviour Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-03-28 Ju Seong Lee, Liss Kerstin Sylvén
Contemporary young students in Asia and in the Nordic region are increasingly learning English outside the classroom by using technology (a.k.a. Informal Digital Learning of English [IDLE]). This comparative study examines to what extent IDLE influences Korean and Swedish students’ willingness to communicate in a second language (L2 WTC), a critical antecedent affecting actual L2 communication behaviour
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Facilitating cognitive processes during EFL smartwatch‐supported learning activities in authentic contexts Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-03-28 Rustam Shadiev, Wu‐Yuin Hwang, Tzu‐Yu Liu
In this study, we designed a game‐based English as a foreign language (EFL) learning activity for junior high school students for the application of newly learned knowledge to the real world. The learning activity was combined with physical exercises such as walking. Smartwatches were used to help students create learning content during the learning activity and monitor their physical activity. We
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Never‐ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID‐19 pandemic Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-03-28 Charlene A. VanLeeuwen, George Veletsianos, Nicole Johnson, Olga Belikov
We report on the lived experiences of faculty members during the early months of the COVID‐19 pandemic, exploring the broader experiences of faculty members as individuals living multifaceted lives whose homes became their offices, their students scattered geographically and their home lives upended. Using a phenomenological approach for data collection and analysis, we conducted 20 in‐depth interviews
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Persistence, performance, and goal setting in massive open online courses Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-03-25 Kun Li, Justin Johnsen, Dorian A. Canelas
Goal setting is an important component in successful teaching and learning, but relatively little is known about its impact on course persistence and achievement in massive open online courses. Using an experimental design and employing a variety of data including student writings, content‐related assignment attempts, and quantitative achievement in the courses, we compared the outcomes of two groups
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The effects of a group awareness tool on knowledge construction in computer‐supported collaborative learning Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-03-16 Yanyan Li, Xiaoran Li, Yuan Zhang, Xin Li
The present study attempts to examine the effects of group awareness on knowledge construction and further surveys in what ways the different group awareness types support the collaboration in CSCL. In this quasi‐experimental study, we adopted a self‐developed group awareness tool that could display cognitive, social and behavioral group awareness in an authentic semester‐long class with 93 undergraduates
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Using a virtual lab network testbed to facilitate real‐world hands‐on learning in a networking course Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-02-26 Andy Luse, Julie Rursch
Engineering and technology educators continually strive for realistic, hands‐on laboratory exercises to enhance their students’ learning. This research describes the redesign of an undergraduate introductory computer networking course to include new weekly virtual laboratory assignments that culminate in a ‘real world’ final project of configuring a ‘corporate’ network. The use of an Internet testbed
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Validating a blended teaching readiness instrument for primary/secondary preservice teachers Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-30 Douglas E. Archibald, Charles R. Graham, Ross Larsen
Blended learning is the fastest growing teaching modality in North America and much of the world. However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is
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Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-01-24 Saeed Latifi, Omid Noroozi, Ebrahim Talaee
This study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain‐specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two‐factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward
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Mobile app features that scaffold pre‐school learning: Verbal feedback and leveling designs Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-17 Melissa N. Callaghan, Stephanie M. Reich
Guiding hints and challenge can help scaffold learners to progress beyond what they would achieve independently. The interactive and adaptive capabilities of mobile devices allow educational applications (apps) to support learning through scaffolding designs. However, little research has tested the effects of scaffolding features in apps on young children’s learning. Using a 3 × 2 between‐subjects
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Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-30 Enrico Gandolfi, Karl W. Kosko, Richard E. Ferdig
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an
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Computing for all?: Examining critical biases in computational tools for learning Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-29 Breanne K. Litts, Kristin A. Searle, Bryan M. J. Brayboy, Yasmin B. Kafai
Given the increased need for broadening participation in computing, there must be a focus not just on providing culturally relevant content but also on building accessible and inclusive computational tools. Most efforts to design culturally responsive computational tools redesign surface features, often through making nominal changes to add cultural meaning, yet the deeper structural design remains
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Finding the voice of students engaging in online alternative provision via digital data collection methods Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-01-09 Sharon Smith
The number of students accessing Alternative Provision (AP) in the UK is growing and the ways in which such provision is facilitated is evolving with the use of EdTech. However, there is very little evidence of such provisions being evaluated in terms of their educational impact nor regarding the way in which students engage with them. This results in the voices of students participating in AP being
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A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students’ learning performances and behaviors Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-24 Gwo‐Jen Hwang, Shu‐Yun Chien, Wen‐Shiang Li
Digital game‐based learning (DGBL) is a frequently adopted mode for facilitating teaching and learning, where learners are immersed in game contexts to engage in gameplay and to construct meaningful knowledge. However, without guidance, students might have difficulties organizing what they have experienced in gaming contexts. Thus, in this research, a multidimensional repertory grid (MDRG) approach
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Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing Br. J. Educ. Technol. (IF 2.951) Pub Date : 2021-01-15 Anne Ozdowska, Peta Wyeth, Suzanne Carrington, Jill Ashburner
Children on the autism spectrum (AS) often struggle with writing tasks at school. They commonly experience difficulty with two key aspects of writing: the skills required for handwriting (fine motor and perceptual) and the conceptual and language skills required for written composition. Specialist intervention to assist with written expression is, therefore, often needed for students on the AS to succeed
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Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-13 Xiuhan Li, Samuel Kai Wah Chu
Gamification is becoming increasingly popular in primary education due to the widespread use of digital technology. However, gamified reading is new, and there is little empirical evidence regarding its effectiveness. The sustainability of the effects of gamification pedagogy is also in doubt as some scholars think that such effects are short‐term and not sustainable. This paper presents the results
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The relationship between educational television and mathematics capability in Tanzania Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-09 Joe Watson, Sara Hennessy, Anna Vignoles
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low‐income countries when delivered in controlled settings. However, existing research in low‐resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of
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Intrinsic motivation enhances online group creativity via promoting members’ effort, not interaction Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-04 Xinru Zhang, Zhongling Pi, Chenyu Li, Weiping Hu
Intrinsic motivation is seen as the principal source of vitality in educational settings. This study examined whether intrinsic motivation promoted online group creativity and tested a cognitive mechanism that might explain this effect. University students (N = 72; 61 women) who volunteered to participate were asked to fulfill a creative task with a peer using online software. The peer was actually
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HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-02 Christian Moro, Charlotte Phelps, Petrea Redmond, Zane Stromberga
Due to increasing demands in the amount of content to be learned within a medical and health sciences curriculum, there are benefits towards exploring options for new and effective delivery modes. Augmented reality technology has the potential to enhance learning in physiology and anatomy, where students require a three‐dimensional knowledge of human organ systems and structures. This study aimed to
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In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action” Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-12-01 Oi‐Lam Ng, To Chan
We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in‐service secondary mathematics teachers’ noticing upon watching video episodes showing an actual mathematics lesson that implemented 3D Printing Pens for teaching and learning shape and space. We use coding to analyse what the participants generally
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Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-11-20 Lingyun Huang, Shan Li, Eric G. Poitras, Susanne P. Lajoie
Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined
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A tale of two subreddits: Change and continuity in teaching‐related online spaces Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-11-19 K. Bret Staudt Willet, Jeffrey P. Carpenter
Despite social media’s ubiquity in modern life, research on some topics related to educators’ use of social media for professional purposes remains underdeveloped, such as how use may change over time. This study explores educators’ self‐directed learning through social media by comparing change and continuity in how users contribute, interact and converse in two teaching‐related subreddits, r/Teachers
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Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-11-19 Zhongling Pi, Yi Zhang, Weichen Zhou, Ke Xu, Yanran Chen, Jiumin Yang, Qingbai Zhao
In the present study, we tested the effectiveness of three learning strategies (self‐explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within‐subjects design, 26 university students viewed three sets of short lectures, each presenting
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Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-11-03 Vo Ngoc Hoi, Guanglun Michael Mu
Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating
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Cognitive load and online course quality: Insights from instructional designers in a higher education context Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-11-03 Secil Caskurlu, Jennifer C. Richardson, Hamdan A. Alamri, Katherine Chartier, Tadd Farmer, Shamila Janakiraman, Marquetta Strait, Mohan Yang
This multiple case study investigates instructional designers’ perceptions of online course quality, their use of cognitive load strategies when designing online courses, and whether utilization of these strategies contribute to online course quality. The participants of this study were instructional designers (n = 5) who worked in various campus programs at a large Midwestern university. Data sources
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Understanding university students’ behavioral intention to use Edmodo through the lens of an extended technology acceptance model Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-10-30 Erhan Unal, Ahmet Murat Uzun
Educational social network sites have many uses in the field of education. The present paper aims to determine factors influencing students’ behavioral intention to use a popular educational social network site, Edmodo. Using an extension of the technology acceptance model, we analyzed quantitative responses of 218 university students, registered in an Edmodo supported course. Data were analyzed through
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Constructivist educational technology: Re‐examining the foundations and state of the literature Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-10-25 David John Lemay, Tenzin Doleck
With this special section, we hope to draw attention to educational technology designed for expanding human capability, that is, educational technology for accelerating and enabling our range of knowledge and agency. The four contributions to our special issue include the development of a location‐based history teaching app, a STEM inquiry platform, using Knowledge Forum for teaching self‐reflective
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Lifelong learning and the Internet: Who benefits most from learning online? Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-10-21 Rebecca Eynon, Lars‐Erik Malmberg
This paper uses nationally representative survey data of adults Internet use in Britain to examine current patterns in the uptake of lifelong learning via the Internet. We develop and test a model that accounts for structure, agency and outcomes using structural equation modelling to address two questions: (1) how structure (as measured by age, gender, SES, Education and ACORN) is related to personal
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Self‐directed reflective assessment for collective empowerment among pre‐service teachers Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-10-11 Yuqin Yang, Yang Du, Jan van Aalst, Daner Sun, Fan Ouyang
This study investigated the role and process of self‐directed reflective assessment (SDRA) enhanced by learning analytics to support pre‐service teachers' (PTs') collective empowerment in a knowledge‐building (KB) classroom. The participants were 43 second‐year PTs from a compulsory course taught by a teacher who had 2 years' teaching experience. A comparison class of 47 PTs, taught by the same teacher
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Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-10-08 Anna Flavia Di Natale, Claudia Repetto, Giuseppe Riva, Daniela Villani
Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to support the effective learning experiences. The present review aims at mapping IVR systems’ use in K‐12 and
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Affordances of a mobile learner‐generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-10-05 Yanjie Song, Qing Ma
This paper reports on a case study of English as a second language (ESL) vocabulary learning that examined a group of Grade 4 students’ mobile learning experiences of bridging in‐class and real‐life vocabulary learning mediated by a mobile learner‐generated content (m‐LGC) tool. This study was premised on the proposed framework of mobile vocabulary learning from an ecological perspective using the
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Exploring the relationship between clout and cognitive processing in MOOC discussion forums Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-10-02 Robert L. Moore, Cherng‐Jyh Yen, F. Eamonn Powers
The purpose of this study was to explore the relationship between clout and cognitive processing in massive open online course (MOOC) discussion forum posts. Cognitive processing, a category variable generated by the automated text analysis tool, Linguistic Inquiry Word Count (LIWC), is made up of six sub‐scores (insight, causation, discrepancy, tentativeness, certainty and differentiation). Clout
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An examination of constructivist educational technologies: Key affordances and conditions Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-28 Reza Feyzi Behnagh, Sepideh Yasrebi
Existing research has looked at the potentials, affordances and the productive use of educational technologies to support collaborative learning. Many of these technology tools are purportedly constructed under principles of social constructivist theory of learning. It is timely to examine whether and how these tools, their affordances, and the way they are pedagogically implemented have adhered to
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Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-28 Sara Klingenberg, Maria L. M. Jørgensen, Gert Dandanell, Karen Skriver, Aske Mottelson, Guido Makransky
Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 × 2 mixed‐methods experiment, 89 (61 female) undergraduate biochemistry
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Designing learning experiences for outdoor hybrid learning spaces Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-28 Kadri Mettis, Terje Väljataga
With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems
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Making sense of young people’s digital practices in informal contexts: The Digital Practice Framework Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-28 Peter Twining
There is a growing body of research looking at young people’s use of digital technology in informal contexts. However, there is a gap in the literature about how to describe and categorise young people’s digital practices in such contexts. This gap is important because in order to be able to understand the differences between young people’s digital practices in informal contexts and how these differences
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Pre‐service teachers’ perceptions of social media data privacy policies Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-20 Victoria I. Marín, Jeffrey P. Carpenter, Gemma Tur
Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from
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Integrating novel engineering strategies into STEM education: APP design and an assessment of engineering‐related attitudes Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-18 Liyan Wang, Feng‐Kuang Chiang
Science, technology, engineering, and mathematics (STEM) education has become an international priority. STEM education provides students with interdisciplinary knowledge and promotes the cultivation of high‐level skills. However, STEM training opportunities for teachers are rare, which results in fewer opportunities for primary and secondary students to receive high‐quality engineering education.
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Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-13 Ruixue Liu, Lei Wang, Jing Lei, Qiu Wang, Youqun Ren
The increased availability and development of immersive technologies have given students growing opportunities to engage in different educational subjects. However, there is a lack of empirical research exploring the educational influence of using Immersive Virtual Reality (IVR) in science classrooms. To address this gap, this study developed a series of IVR‐based science lessons for middle‐school
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The impact of teacher engagement in an interactive webinar series on the effectiveness of financial literacy education Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-09 Boukje Compen, Kristof De Witte, Wouter Schelfhout
This study examines whether online teacher professional development (OTPD), in the form of an interactive webinar series that encourages collaborative learning, improves student achievement. We conducted a randomised controlled trial with 1102 students, 45 teachers and 30 secondary schools in Flanders, Belgium. As a basis for the study, we developed a digital learning path aimed at improving student
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Effectiveness of immersive virtual reality using head‐mounted displays on learning performance: A meta‐analysis Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-08 Bian Wu, Xiaoxue Yu, Xiaoqing Gu
With the availability of low‐cost high‐quality head‐mounted displays (HMDs) since 2013, there is a growing body of literature investigating the impact of immersive virtual reality (IVR) technology on education. This meta‐analysis aims to synthesize the findings on the overall effects of IVR using HMDs compared to less immersive desktop virtual reality (DVR) and other traditional means of instruction
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Cardiopulmonary resuscitation training for high school students using an immersive 360‐degree virtual reality environment Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-07 E. Z. Barsom, R. D. Duijm, L. W. P. Dusseljee‐Peute, E. B. Landman‐van der Boom, E. J. van Lieshout, M. W. Jaspers, M. P. Schijven
Cardiopulmonary resuscitation (CPR) is a lifesaving emergency procedure. To increase survival rates, it is recommended to increase the number of high school students who know how to perform CPR. We have developed an immersive “Virtual Reality (VR) Resuscitation Training” to train the theoretical knowledge of CPR in which trainees must save the life of the patient in a virtual environment. This paper
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Examining physiological and self‐report indicators of empathy during learners’ interaction with a queer history app Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-09-03 Jason M. Harley, Yang Liu, Byunghoon “Tony” Ahn, Susanne P. Lajoie, Andre P. Grace
Mobile apps take advantage of the ubiquity of mobile phones and can be used to share unique pedagogical experiences with multimedia content not yet available in curriculums. This preliminary study used a quasi‐experimental pretest‐posttest design to examine changes in self‐reported empathy toward sexual orientation and gender identity (SOGI) minority people. We also report on the associations between
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Can typical game features have unintended consequences? A study of players’ learning and reactions to challenge and failure in an educational programming game Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-08-28 Catherine C. Chase, Laura J. Malkiewich, Alison Lee, Stefan Slater, Ahram Choi, Chenmu Xing
It is difficult to motivate learners to seek out and persist at challenging learning tasks where failure is likely. However, in game environments, people seem highly motivated to engage with challenges and respond productively to failure. Many typical game features purportedly enhance intrinsic motivation and self‐efficacy, which should improve students’ reactions to challenge and failure, which should
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Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-08-25 Michelle Lui, Rhonda McEwen, Martha Mullally
Educators are recognizing the potential power of immersive virtual reality (IVR) to allow learners to experience previously intangible firsthand phenomena, such as atoms and molecules. In this study, an IVR simulation of a complex gene regulation system was co‐designed with an undergraduate microbiology course instructor. The course, with 234 students, was taught using active learning strategies, including
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Using immersive virtual reality to support designing skills in vocational education Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-08-25 Kevin Gonyop Kim, Catharine Oertel, Martin Dobricki, Jennifer K. Olsen, Alessia E. Coppi, Alberto Cattaneo, Pierre Dillenbourg
Immersive virtual reality (IVR) offers possibilities of creating a learner‐centric environment that can provide more presence and engagement for students leading to an enhanced learning experience compared to conventional classroom practices. However, the potential of IVR in vocational education and training (VET) has not yet been explored in‐depth, and it is an open question of whether it can effectively
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Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-08-20 Su Cai, Changhao Liu, Tao Wang, Enrui Liu, Jyh‐Chong Liang
The Augmented Reality (AR)‐based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self‐efficacy
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Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-08-19 Carolin Pletz, Bernd Zinn
A structural evaluation is imperative for developing an effective virtual learning environment. Understanding the extent to which content that has been learned virtually can be applied practically holds particular importance. A group of persons from the technical field of mechanical and plant engineering (N = 13) participated in a virtual operator training for a case application of additive manufacturing
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Leveraging personality information to improve community recommendation in e‐learning platforms Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-08-06 Jianshan Sun, Jie Geng, Xusen Cheng, Mingyue Zhu, Qiyu Xu, Yunli Liu
E‐learning platforms are becoming more and more important and they are gradually changing people’s learning ways. In the e‐learning platforms, users actively create and join their favorite communities to share their questions and ideas. With the increase of users of e‐learning platforms, the number of communities is increasing dramatically. In this context, it has become difficult for users to find
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A young child’s dialogic appropriation of programmable robots Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-08-05 Sung Eun Jung, Kyunghwa Lee
This qualitative case study explores a 6‐year‐old boy’s dialogic appropriation of programmable robots. The study was conducted in two robotics education programs for children aged four to seven. Drawing on Bakhtin’s (1981) notion of appropriation, we found that the focal child actively engaged with the programmable robots by (1) transforming the given features of the robots, (2) hybridizing the programming
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Reasons associated with preservice teachers’ intention to use immersive virtual reality in education Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-08-03 Matt Bower, Dorothy DeWitt, Jennifer W. M. Lai
The recent interest in the use of Immersive Virtual Reality (IVR) in education seems to correspond with the increased affordability, accessibility and functionality of IVR hardware and software. IVR has the potential to enhance immersion, improve spatial capabilities, promote empathy, increase motivation and possibly improve learning outcomes. However, the extent to which teachers capitalise on these
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Reading with robot and human companions in library literacy activities: A comparison study Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-07-30 Hsiu‐Ping Yueh, Weijane Lin, S‐Chen Wang, Li‐Chen Fu
Motivated by mixed evidence on the effectiveness of reading companions on children’s reading performance, as well as the clear and present need for libraries to conduct literacy education, this study sought to investigate the feasibility of using social robots in library literacy activities and to extract the essential functions of effective reading companions by comparing human and robot co‐readers
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An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-07-29 Penelope J. Standen, David J. Brown, Mohammad Taheri, Maria J. Galvez Trigo, Helen Boulton, Andrew Burton, Madeline J. Hallewell, James G. Lathe, Nicholas Shopland, Maria A. Blanco Gonzalez, Gosia M. Kwiatkowska, Elena Milli, Stefano Cobello, Annaleda Mazzucato, Marco Traversi, Enrique Hortal
Artificial intelligence tools for education (AIEd) have been used to automate the provision of learning support to mainstream learners. One of the most innovative approaches in this field is the use of data and machine learning for the detection of a student’s affective state, to move them out of negative states that inhibit learning, into positive states such as engagement. In spite of their obvious
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Narrative categorization in digital game‐based learning: Engagement, motivation & learning Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-07-28 Fredrik S. Breien, Barbara Wasson
Previous research shows that digital game‐based learning (DGBL) can have positive effects on engagement, motivation and learning, and that using narratives may reinforce these effects. A systematic review identified 15 DGBL systems that report effects from their use of narratives. A gap in the field, however, is the lack of a common model to categorize and isolate narratives in DGBL to enable an analysis
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Print versus digital reading comprehension tests: does the congruency of study and test medium matter? Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-07-27 Gal Ben‐Yehudah, Yoram Eshet‐Alkalai
The use of digital environments for both learning and assessment is becoming prevalent. This often leads to incongruent situations, in which the study medium (eg, printed textbook) is different from the testing medium (eg, online multiple‐choice exams). Despite some evidence that incongruent study‐test situations are associated with inferior achievements, the effect of study‐test congruency has not
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Do cultural differences affect users’ e‐learning adoption? A meta‐analysis Br. J. Educ. Technol. (IF 2.951) Pub Date : 2020-07-25 Yang Zhao, Ning Wang, Yixuan Li, Ruoxin Zhou, Shuangshuang Li
The great advantages of e‐learning have been recognized, and efforts have been made to promote e‐learning adoption. Despite valuable research achievements from technology adoption, previous studies built their models from different perspectives. In this study, to offer a comprehensive research model on e‐learning adoption, we integrated these models (ie, TAM, TPB and IDT) and included culture as a
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