Subjects -> COMPUTER SCIENCE (Total: 2313 journals)
    - ANIMATION AND SIMULATION (33 journals)
    - ARTIFICIAL INTELLIGENCE (133 journals)
    - AUTOMATION AND ROBOTICS (116 journals)
    - CLOUD COMPUTING AND NETWORKS (75 journals)
    - COMPUTER ARCHITECTURE (11 journals)
    - COMPUTER ENGINEERING (12 journals)
    - COMPUTER GAMES (23 journals)
    - COMPUTER PROGRAMMING (25 journals)
    - COMPUTER SCIENCE (1305 journals)
    - COMPUTER SECURITY (59 journals)
    - DATA BASE MANAGEMENT (21 journals)
    - DATA MINING (50 journals)
    - E-BUSINESS (21 journals)
    - E-LEARNING (30 journals)
    - ELECTRONIC DATA PROCESSING (23 journals)
    - IMAGE AND VIDEO PROCESSING (42 journals)
    - INFORMATION SYSTEMS (109 journals)
    - INTERNET (111 journals)
    - SOCIAL WEB (61 journals)
    - SOFTWARE (43 journals)
    - THEORY OF COMPUTING (10 journals)

E-LEARNING (30 journals)

Showing 1 - 30 of 30 Journals sorted alphabetically
Advanced Technology for Learning     Full-text available via subscription   (Followers: 139)
Aprendo con NooJ     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 17)
Computer Assisted Language Learning     Hybrid Journal   (Followers: 28)
Computer Speech & Language     Hybrid Journal   (Followers: 13)
Education in the Knowledge Society     Open Access   (Followers: 2)
Educational Technology Research and Development     Partially Free   (Followers: 45)
eLearn Magazine     Full-text available via subscription   (Followers: 4)
European Journal of Open, Distance and E-Learning - EURODL     Open Access   (Followers: 11)
Human-centric Computing and Information Sciences     Open Access   (Followers: 6)
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
International Journal of Adult Education and Technology     Hybrid Journal   (Followers: 17)
International Journal of Ambient Computing and Intelligence     Full-text available via subscription   (Followers: 3)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 7)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 10)
Journal of Assistive Technologies     Hybrid Journal   (Followers: 19)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Machine Learning Research     Open Access   (Followers: 62)
Jurnal Inovasi Teknologi Pendidikan     Open Access  
Jurnal Komtika     Open Access  
Nordic Journal of Digital Literacy     Open Access  
Online Journal of Distance Learning Administration     Open Access   (Followers: 12)
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 8)
Research in Learning Technology     Open Access   (Followers: 72)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Tidsskriftet Læring og Medier (LOM)     Open Access   (Followers: 1)
UOC Papers. Revista sobre la sociedad del conocimiento     Open Access   (Followers: 1)
Similar Journals
Journal Cover
Journal of Computers in Education
Number of Followers: 9  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2197-9987 - ISSN (Online) 2197-9995
Published by Springer-Verlag Homepage  [2469 journals]
  • The impact of collaborative problem posing and solving with
           ubiquitous-decimal app in authentic contexts on math learning

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      Abstract: Abstract The research focuses on integrating collaborative problem posing and solving (CPPS) activity into mathematics learning practice with authentic contextual support. We designed a ubiquitous learning application called “U-Decimal” to facilitate CPPS activity supporting decimal learning. The application facilitated the CPPS activity in three ways: designing questions in an authentic context, answering questions designed by students and teachers, and peer assessment. The study aimed to investigate the effect of student’s learning behaviors in CPPS activity supported by U-Decimal on their decimal learning achievement. In total, 54 fourth graders from two different classes were engaged in the experiment. The experimental group completed CPPS activity using U-Decimal installed on tablet PCs, whereas the control group followed traditional CPPS activity with a paper-based approach. The results highlighted three main findings. First, the experimental students scored significantly higher on the post-test than the control students. Second, this study found the contributing functional aspects (i.e., picture-taking function, multimedia-text and voice explanation, and peer assessment) and behavioral factors that predict learning achievement (i.e., quality of multiple-choice question design, quality of comment, and explaining answer using multimedia-text and voice explanation). Most importantly, our findings showed that U-Decimal is useful in supporting decimal learning achievement.
      PubDate: 2022-09-01
       
  • Affective domain studies of K-12 computing education: a systematic review
           from a perspective on affective objectives

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      Abstract: Abstract Interests in the affective domain of K-12 computing education (CE) are increasing. Affective factors play a big role in understanding students and their achievements. We can clarify the characteristics and hierarchy of affective factors as affective objectives with a perspective on educational objectives. This systematic review analyzes studies of affective factors in K-12 CE with a perspective on affective objectives. Using a keyword search and inclusion–exclusion criteria, 34 articles were retrieved. Findings show that annual publications are gradually increasing, particularly since 2008. For research purposes, studies for evaluation of inputs and outcomes and designing of teaching methods and educational systems were very common. From the perspective of affective objectives, the tendencies of the articles were analyzed by categorizing Krathwohl's classification into two types (affective activity and cognitive judge activities). Characteristics of each article were evaluated by analyzing the affective objective type, main affective factor type, and research purpose elements. We discussed three things as a result of this review: (1) the amount of research in the affective domain in K-12 CE; (2) study directions from the perspective of affective objectives; and (3) considerations for subject applications. We proposed developing an affective taxonomy suitable for CE as a future work. This review provides a new approach to comprehending the affective domain in K-12 CE and derives trends and implications from the retrieved studies. The findings can be useful information to educators and researchers seeking a variety of educational practices and new viewpoints in K-12 CE.
      PubDate: 2022-09-01
       
  • A proposed computational thinking teacher development framework for K-12
           guided by the TPACK model

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      Abstract: Abstract Developing students’ computational thinking (CT) to encourage their creative problem-solving skills has increasingly become a focus of K-12 education. However, there is a shortage of capable teachers to implement CT. In this study, we propose a Computational Thinking Teacher Development framework for the design of a teacher development programme. The framework focuses on four content-related dimensions of the Technological Pedagogical Content Knowledge (TPACK) model. TCK refers to the use of a block-based programming environment, including its powerful features such as accelerometers, to programme. CK refers to the knowledge of CT concepts, practices, and perspectives. PCK refers to CT pedagogies that do not involve the use of the programming environments, such as unplugged activities and project-based learning. TPACK refers to the integration of technology, pedagogy, and the CK of CT in context for CT development. We further propose a seven-step structure based on these dimensions for learning to teach a unit of curriculum content. The last three steps involve revisiting the TCK for thinking about the possible use of the powerful features for cultivating creativity, revisiting the CK for the consolidation of knowledge, and revisiting the PCK for the improvement of pedagogies for CT. We implemented the programme to 291 in-service teachers, and the evaluation results suggested that the programme was useful in supporting the teachers to teach CT. When asked about the most useful aspect of the programme, the most frequently mentioned answer was the ‘seven steps’. This study contributes to the design of similar programmes for the development of CT teachers.
      PubDate: 2022-09-01
       
  • Language-related episodes and feedback in synchronous voiced-based and
           asynchronous text-based computer-mediated communications

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      Abstract: Abstract This study compared the potentials of synchronous voice-based and asynchronous text-based computer-mediated communication (CMC) modalities in creating a medium for learner feedback and engagement in dialogic interactions as they face communication breakdowns. These potentials were evaluated in terms of the number of interactional language related episodes (LREs) and feedback types in learners' attempts for solving communication breakdown. This study also investigated if LREs and feedback affected the overall writing performance and its subcomponents. To this end, the collaborative writing performances of 40 Iranian English as Foreign Language (EFL) learners were assessed. Data collection from the participants included (1) an analysis of stored conversations in synchronous voice-based CMC as well as transcription analyses of asynchronous text-based CMC to detect signals of communication repairs and feedback types, and (2) writing performances on pre- and post-tests of writing. The results of chi-square analyses indicated significant differences in the frequency and types of LREs and feedback in research groups. Moreover, the results of the one-way ANCOVA indicated better writing performance on the side of the students in the asynchronous text-based CMC group. Findings imply that teaching practitioners make principled decisions on CMC modalities as an important affordance of twenty-first century literacy and pedagogy.
      PubDate: 2022-09-01
       
  • How well do the students understand the course contents' Assessing
           comprehension through course videos

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      Abstract: Abstract The popularity of MOOCs as an online education delivery alternative can be judged from the rapid increase in the number of MOOCs from the past few years. However, there are alarming concerns about the high drop-out ratios witnessed by the MOOCs. Several factors such as poor student engagement, poor lecture delivery in videos, low student–instructor interaction are known to be responsible for declining completion rates in MOOCs. Out of these, the current work focuses on poor student engagement. Many of the students tend to lose interest in the course since they are unable to follow course videos. Hence, one of the methods to quantify student engagement is to study the comprehension of course contents perceived by the students after watching the course videos. For this, we deploy a collaborative portal, named QWiki, as a part of a MOOC. QWiki is a combination of a QnA forum and a wiki portal that houses student-generated data. The student-generated data from QWiki helps evaluate the comprehension of course contents by the students. We analyze and put forth results for a MOOC based on Python programming.
      PubDate: 2022-09-01
       
  • Learners’ preferences versus instructors’ beliefs in
           technology-enabled learning environments in Pacific Island countries: are
           we listening to the learners'

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      Abstract: Abstract Technology continues to disrupt higher education around the world. The fast adoption of blended and online learning coupled with growing interest in offering MOOCs by higher education institutions warrants a systematic study of the learning environment and how learners perceive it. This study builds on previous studies that investigated digital status, online practices and learners’ preferences for learning environments in Pacific Island Countries. A total of 945 learners (873 undergraduate and 72 postgraduate) were investigated for their preferences towards psycho-social features of their preferred learning environments. In addition, 112 instructors’ perceptions demonstrated their understanding of learners’ preferences and the gaps in their understanding of their learners. The undergraduate learners place highest preference for learner interaction and collaboration and authentic learning, whereas postgraduate learners opted for instructor support, active learning and authentic learning. The instructors’ perceptions highlighted the importance they place on their role by rating their assumption for learners’ highest preference for instructor support and least satisfaction of learners towards distance education. The learners and instructors’ contradictory perceptions indicate the need for instructors to ‘listen’ to their learners and redesign technology integrated learning environments. These findings have implications on course design and delivery in higher education and MOOCs.
      PubDate: 2022-09-01
       
  • Three decades of game-based learning in science and mathematics education:
           an integrated bibliometric analysis and systematic review

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      Abstract: Abstract Digital game-based learning research has received increasing attention in recent years due to advances in technology. A systematic review was conducted to understand the current status and potential of game-based learning (GBL) research in science and mathematics. This study reviewed articles on GBL in science and mathematics education published in the Web of Science (WoS) database from 1991 to 2020. The 146 articles were selected for content and bibliometric analysis. After a systematic analysis of the trends and overviews, we present discussions and insights for the future. The study raised relevant research questions to analyze authors, regions, applied subjects, educational stages, research methods, game types and devices, performance issues, and author keywords. The results revealed that the majority of the published research in this field has been carried out in Taiwan, followed by the United States. GBL is currently applied in mathematics and science to increase learner motivation and engagement and reduce learning anxiety. The results also revealed that higher order thinking skills such as problem solving, group collaboration, and critical thinking, have become an increasingly important focus of research in recent years. The systematic review also found that researchers have been engaged in the field since 1993 and have conducted a large number of studies since 2011. In terms of keywords, game-based learning and interactive learning were the most used keywords in the articles, indicating that they were the most explored topics by researchers, while learning behaviors and competition were relatively new directions to explore. This study analyzed and summarized GBL in science and mathematics education in the hope that it may contribute to future research.
      PubDate: 2022-09-01
       
  • Primary science curriculum student acceptance of blended learning:
           structural equation modeling and visual analytics

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      Abstract: Abstract This paper focuses on the analysis of perceived usefulness (PU), perceived ease-of-use (PE), perceived playfulness (PP), community support (CS), and other factors that affect the acceptance of Chinese students (SA) in Blended learning of primary science curriculum. Based on technology acceptance model and Unified Theory of Acceptance and Use of Technology, an initial structural equation model is proposed. The initial structural model is for blended learning student acceptance (SA) in primary science curriculum. It contains five latent variables, and 4 latent variables can affect SA. Questionnaire responses are collected through blended learning SA questionnaire survey and analyzed using statistical methods. The questionnaire has 25 questions and collects 357 answers from all over China. Based on the reliability analysis, exploratory factor analysis, and confirmatory factor analysis of the data, the initial structural equation model is improved. According to the final structural equation model, the influence order of influencing factors on primary science curriculum blended learning SA is CS > PP > PU > PE. Based on the final model, an interactive visualization application is designed and implemented using SAP Analytics Cloud to allow users to understand the model easily and explore interactions among these factors visually. Teachers can directly see the changes of various factors through visualization, and do not need to pay attention to complex model details. This approach provides new practice for the application of theoretical models in Pedagogy.
      PubDate: 2022-09-01
       
  • Effect of SRA-programming on computational thinking through different
           output modalities

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      Abstract: Abstract The application of sense-reason-act (SRA) programming in contemporary education can ensure the development of computational thinking (CT) at a more advanced level. SRA-programming has been identified as an instrumental way of thinking for learning to program robots and encourages the development of the more complex concepts of programming. Visual programming environments are diverse in appearance and prove to be an excellent way to teach pupils the basic ideas of programming. It is important to investigate whether the type of output has a characteristic influence on the level of development of CT in visual programming environments. In this research, we therefore explore whether characteristic differences in the development of CT can be measured when SRA-programming is applied in a visual programming environment with an on-screen output or a tangible output. It was expected that the observed effect of pupils' programming actions through the application of SRA would show that the type of output influences the understanding of complex programming concepts at a higher level. Our results indicate that SRA-programming with visual, on-screen output yields a significant increase in the development of CT, as opposed to SRA-programming with a tangible output. The development of complex programming concepts can also be demonstrated.
      PubDate: 2022-07-09
       
  • Emergency remote teaching during COVID-19: traits and constraints that
           arise when teaching computer skills to Saudi preparatory year students

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      Abstract: Abstract This study aimed to identify the traits and implications of teaching an online computer skills course to Preparatory Year students at a university in Saudi Arabia. For the purposes of this study, mixed methods were used. Focus groups were therefore conducted with 15 students to identify the advantages and disadvantages of an online course to develop students’ computer skills. Based on an analysis of the focus group interviews, a self-developed closed-ended survey was conducted amongst a sample of 112 students. This survey was validated and piloted to ensure its fitness for use. The survey results were then triangulated by interviewing 10 of the sampled students. The results of this study revealed five traits that promoted students’ positive perceptions of learning computer skills online: ownership of a computer device, knowledge of the availability of the required apps free of charge, practice during lectures, the course instructor, and factors of e-learning. However, numerous challenges were also identified as eliciting negative perceptions amongst the students, with regard to learning computer skills online. These included large class sizes, lack of opportunity to practice during sessions, technical issues, limited opportunities to interact with peers, and personal factors. This study therefore recommends various design principles to be followed by online teachers when teaching practical skills online.
      PubDate: 2022-06-28
       
  • Using Perusall to motivate students’ curriculum-based academic
           reading

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      Abstract: Abstract Social annotation tools hold great potential in facilitating students’ academic reading by transforming solitary reading tasks into collaborative experience, but little is known about how social annotations can affect students’ academic reading motivation. This study examined the use of Perusall, a social annotation tool, among students in three university classes. It specifically explored how Perusall affected the students’ motivation for curriculum-based academic reading and what factors accounted for the changes in their reading motivation. Informed by Guthrie et al.'s (2011) Motivations for reading information books school questionnaire (MRIB-S) and motivation for reading information books non-school questionnaire (MRIB-N), we devised the Motivation for Curriculum-based Academic Reading (MCAR) questionnaire to examine the students’ pre-task and post-task reading motivation. We also created prompts for both the midterm and final written reflections to elicit the students’ perspectives on using Perusall for curriculum-based academic reading. The results revealed that social annotations enhanced the students’ reading motivation, particularly extrinsic motivation, and students showed stronger preference for reading academic texts online toward the end of the study. The changes in their motivation can be attributed to multiple opportunities that Perusall affords, including peer interaction/coaching, interaction between readers and texts, and ongoing automated grading. The students appreciated the transformational role of Perusall, reflected in simultaneity of reading and discussion, the affordance of equal/wider student participation, and collaborative reading of course contents. This study sheds light on the impact of social annotation tools on students’ collaborative relationships, the growth of online learning communities, and the improvement of students’ reading motivation.
      PubDate: 2022-06-27
       
  • A literature review on 360-degree video as an educational tool: towards
           design guidelines

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      Abstract: Abstract Due to its possibility to create immersive learning experiences through simulated realism, virtual reality (VR) is a promising tool for educational purposes. A more user-friendly, realistic and affordable version of VR is 360° video, recording real-world footage with omnidirectional or multi-camera systems. 360° videos are slowly finding their way into educational research and practice, but a strong research basis is lacking. The current review describes the designs of educational 360° videos in existing empirical studies, and specifically searches for design guidelines for 360° videos. Browsing four databases, we compiled a dataset of 26 empirical educational studies on 360° video. The articles were carefully analysed focussing on two research questions: (1) How are 360° videos and 360° video lessons designed in empirical educational research on 360° video' and (2) What conclusions about the effectivity of the design of 360° video lessons can be drawn from empirical educational research on 360° video' Regarding RQ1, the studies in the dataset fit within three kinds of video content categories: environments, situations and demonstrations. We distinguished between videos with and without (interactive or non-interactive) add-ons. We found that 360° videos are most often used in higher education (healthcare and teacher education), have a duration of five to 15 min and are watched by means of head-mounted displays. Concerning RQ2, 360° videos are beneficial for the development of several dependent variables, such as mastery of learning content, attitudes, immersion and presence. Based on the reviewed papers we put up a list of design guidelines for educational 360° videos.
      PubDate: 2022-06-24
       
  • An intelligent expert system for academic advising utilizing fuzzy logic
           and semantic web technologies for smart cities education

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      Abstract: Abstract Students attending Higher Education Institutions (HEIs) are faced with a variety of complex decisions and procedures. To provide students with more sustained and personalized advising, many HEIs turn to online academic advising systems and tools as a way to minimize costs and streamline their advising services. However, in such systems, uncertainty in the learner’s parameters is a factor, which makes the decision-making process more difficult. Fuzzy logic, a multivalued logic similar to human thinking and interpretation, is highly suitable and applicable for developing knowledge-based academic advising systems that conserve the inherent fuzziness in learner models. In this paper, an innovative hybrid software infrastructure is presented which integrates expert system, fuzzy reasoning, and ontological tools to provide reliable recommendations to students for the next appropriate learning step. The software comprises a fuzzy logic component that determines the student’s interest degree for a specific academic choice accompanied by an ontological model and a conventional rule-based expert system for the composition of personalized learning pathways. In order for the system to recommend the next step of the learning pathway, the output of the fuzzy logic component together with the knowledge that is modeled as part of the multi-facet ontology and the machine perceptible academic advising guidelines expressed as semantic rules interoperate in a dynamic and seamless manner. The paper presents the key modeling artifacts of the proposed approach and the architecture of the implemented prototype system. During the case study, the developed system yielded satisfactory results in terms of overall inter-rater reliability and usefulness.
      PubDate: 2022-06-12
       
  • Interactivity during Covid-19: mediation of learner interactions on social
           

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      Abstract: Abstract Social presence in education pertains to the connectedness students have with one another and is highly indicative of course satisfaction and performance. Further, social presence fosters motivation and promotes opportunities for collaboration, therefore, considered a critical factor in influencing second language acquisition. In the context of emergency remote online courses due to Covid-19, this study investigates the role of social presence in relation to learner interactions and learning outcome beliefs. To this end, this research is interested in learning how social presence influences learner-learner, learner-instructor, and learner-content interactions within videoconference-supported EFL classes. This study also identifies the mediating effects learner interactions have on the relationship between social presence and expected learning outcomes. This cross-sectional questionnaire study surveyed 547 South Korean university EFL students and data were analyzed using structural equation modeling to measure direct and indirect relationships among the variables of interest. The findings indicate that students’ levels of social presence positively influenced rates of interactions with their classmates, the instructor, and course content. Results further provide insight pertaining to the academic achievement students expect when participating in videoconferencing courses, and how this relationship between social presence and academic learning outcome is distinctly mediated by learner-instructor and learner-content interactions. Findings give insight into the sorts of activities and practices instructors can employ; for instance, EFL instructors are recommended to clearly assess learner-learner interactions if such interactions are to have a significant influence on course outcome beliefs when using videoconferencing tools effectively in the post Covid-19 era.
      PubDate: 2022-06-01
      DOI: 10.1007/s40692-021-00204-w
       
  • Global trends in the application of virtual reality for people with autism
           spectrum disorders: conceptual, intellectual and the social structure of
           scientific production

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      Abstract: Abstract Research in recent years has shown an increase in scientific production on the application of virtual reality in people with autism spectrum disorder. However, there is no global picture about the research carried out in the field during the last years. Therefore, we propose to analyze conceptually, intellectually and socially the global trends in the use of virtual reality for learning by people with ASD through bibliometric techniques. A bibliometric analysis was carried out with a sample of 378 documents obtained from the main collection of the Web of Science during the period 1996–2020. Results show that Journal of Autism and Developmental Disorders is the Journal around which the field of publications is organized. In addition, those authors who receive the most citations are not the most producers, but they do take central positions in collaborative networks. Therefore, it produces teams of more authors. Finally, the use of cheaper and more portable VR devices has led to the spread of this tool to various areas of people with ASD that had not been worked on before. These are closely related to factors that influence social interactions. These findings may help to suggest the use of other bibliometric indicators that would broaden the field of knowledge of the study and the creation of a new software to analyse in more detail the application of VR in people with autism spectrum disorders.
      PubDate: 2022-06-01
      DOI: 10.1007/s40692-021-00202-y
       
  • A comparison of pre-service teachers’ variable misconceptions in various
           computer-programming preferences: findings to teacher education course

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      Abstract: Abstract For over a decade, researchers have been concerned about variable misconceptions within teaching and learning computer programming. Few studies exist to explore this concern in-depth from a pre-service teacher’s perspective. Importantly, the identification of pre-service teachers’ misconceptions in computer programming may significantly impact teaching and learning since it provides remedies to minimize or prevent effects on students. This study examines variable misconceptions of computer science pre-service teachers in Thailand and the effects of different computer-programming preferences on variable misconceptions. This study used a quantitative research method to examine a Thai sample of 151 computer science pre-service teachers with different preferences of programming languages. In this study, the pre-service teachers were asked to evaluate the provided programming tasks relating to variables. The Kruskal–Wallis and Mann–Whitney U tests were performed to compare the computer-programming preferences between the groups. The findings of this study slightly reveal that the computer programming pre-service teachers have misconceptions about variables. The pre-service teachers in Logo and Scratch groups have similarly observed misconceptions. The Python group, however, is better at interpreting the misconceptions about variables. A design of pre-service teacher education activities to tackle variable misconceptions in the K-12 computer programming curriculum will be suggested according to the findings of this study.
      PubDate: 2022-06-01
      DOI: 10.1007/s40692-021-00200-0
       
  • The effects of blocked and massed practice opportunities on learning
           software applications with video tutorials

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      Abstract: Abstract The purpose of the current study was to investigate the effect and use of two practice opportunities (blocked practice vs. massed practice) in the context of complex software training in higher education. The effectiveness of these practice opportunities lies in the contextual interference effect, a motor learning method that is experienced when practising multiple skills within one session. The most fascinating facet of the contextual interference effect is the inverse relationship between performance during training and performance after training. This study employed an experiment to compare the contribution of blocked practice and massed practice on task performance. Additionally, mental effort as an indicator of cognitive load and motivational constructs (self-efficacy, flow, and motivation) was explored for experimental purposes. A cohort of computer science undergraduates with high information communication technology skills (N = 118) participated in this study. Individuals practised three tasks in either a blocked or massed schedule. The results showed an effect of practice arrangement (favouring blocked practice) during training (p < .02), but no effect of practice arrangement after training for this user demographic. Moreover, blocked practice contributed to self-efficacy, flow, and motivation. The paper concludes with a discussion of the findings and recommendations for enhancing the effectiveness of video tutorials.
      PubDate: 2022-06-01
      DOI: 10.1007/s40692-021-00198-5
       
  • Explorations of two approaches to learning CT in a game environment for
           elementary school students

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      Abstract: Abstract Collaboration can be a significant determinant in the teaching and development of computational thinking (CT) skills in school students. This paper presented a case study on how students learned CT skills through a coding game via two approaches: one using collaborative learning (through cognitive apprenticeship) and the other through individual learning. The quasi-experimental design was used in two classes (24 students in each class) and was divided into using one of the two approaches. Relevant data were collected through pre- and post-tests based on the E-game CT test. The research results indicated: (1) Both collaborative learning (through cognitive apprenticeship) and individual learning effectively enhanced the learning effects of students’ development for CT skills in an E-game coding education platform; (2) In collaborative learning (through cognitive apprenticeship), students in lower-scoring groups could enhance their CT skills more effectively than those in higher-scoring groups; (3) For those students who fell in the two lower-scoring groups, those in collaborative learning (through cognitive apprenticeship) had higher significant learning effects than those in individual learning; (4) Students with lower scores who programmed with a higher-scoring partner learned more than when they programmed alone. Overall, this study showed that the use of an E-game learning platform enabled the learning process of CT to become more interesting and challenging for students.
      PubDate: 2022-06-01
      DOI: 10.1007/s40692-021-00203-x
       
  • Prediction of social media effects on students’ academic performance
           using Machine Learning Algorithms (MLAs)

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      Abstract: Abstract The global increase in social media (or social networking site) usage among college and university students, both outside and inside lecture halls, has open discussions on its effects on their academic performance. However, existing research probing its effects on students’ academic performance is not settled. Thus, a section of studies on social networking site usage and multitasking strongly supports a negative consequence on students’ academic performance. At the same time, other scholars have found little to no effect of social networking site usage on academic performance. The current study examined the association between the usage rate, the nature of use, usage in class, and level of exposure to a social networking site by students and their academic performance. Five-Hundred and Fifty (550) were sampled using a convenient sampling technique; an effort was made to address the divergent views on social media use and academic performance in the literature. Also, we predicted the student’s GPA using a predictive framework based on Decision Tree (DT) and Random Forest (RF) machine learning algorithms. The outcome of the current study shows that the rate of social networking site usage and its use in class partially affects students’ academic performance.
      PubDate: 2022-06-01
      DOI: 10.1007/s40692-021-00201-z
       
  • An in-depth analysis of programming in the Swedish school
           curriculum—rationale, knowledge content and teacher guidance

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      Abstract: Abstract This paper reports a study of Swedish curriculum documents for compulsory school in order to unfold how novel programming content is communicated to the main policy enactors, that is, the teachers. Specifically, the study focusses on: (1) arguments for why programming is relevant and for what purposes, (2) what programming knowledge that is specified and (3) what guidance the curriculum documents provide to help teachers realise the programming content in their teaching. Text analysis was used as method of analysis. Two conceptual frameworks were used during analysis to identify and classify arguments for computer science in compulsory education, and to identify types of programming knowledge. Results reveal that the curriculum documents are sparse on details about what programming knowledge entails. Instead, programming is mainly presented as an interdisciplinary tool to achieve other learning goals. Guidance is given mainly in the form of cautious suggestions on how the work can be organised and through broad explanations and examples of how programming can be useful. However, some important and difficult strategic decisions are left entirely to the teachers without any clear guidance. The programming message in its entirety is communicated through several texts from different subjects. Altogether, this may complicate teachers’ process of transforming the curriculum into teaching and learning activities. In turn, there is a risk of inequality amongst schools and that the programming experience for the children becomes fragmented, superficial, misses out on key points, or is omitted, in part or in whole.
      PubDate: 2022-04-26
      DOI: 10.1007/s40692-022-00230-2
       
 
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