Catálogo de publicaciones - revistas

<jats:p>Some students are unable to fully comprehend lecture content delivered in English as a medium of instruction (EMI) because of their low linguistic competence. This negatively impacts their academic emotions and learning satisfaction. Speech-enabled language translation (SELT) technology was applied in this study to simultaneously translate lecture content from English into native language of students and show translated text to students. This study investigated the effectiveness of a SELT application on perceived academic emotions and learning satisfaction of students attending lectures in EMI. Thirty-three university students participated, and perceived academic emotions and learning satisfaction were measured and compared across two groups of students: low language ability (LLA), and high language ability (HLA). The level of perceived academic emotions of LLA students was low before lectures but high during and after lectures. HLA students perceived high levels of academic emotions before lectures and low during and after lectures. LLA students’ level of learning satisfaction was much better in comparison to HLA students. The results suggest that SELT technology is beneficial for learning for LLA students. Therefore, educators and researchers may apply SELT technology to EMI lectures in order to facilitate LLA students levels of perceived academic emotions and learning satisfaction. Implications for practice or policy: SELT technology is beneficial for learning of the low linguistic competency students. Educators and researcher may apply SELT technology to EMI lectures in order to facilitate positive academic emotions and learning satisfaction of the low linguistic competency students. </jats:p>

<jats:p>Keywords refer to important words or concepts that represent the research foci and theoretical backgrounds of an academic study. They enable readers to glean a quick impression about what they are going to read from an academic article. Keywords also provide valuable information for researchers who intend to search for articles related to a particular field or conduct a survey related to a specific topic. Therefore, in selected academic journals, detailed guidelines are provided to help authors choose appropriate keywords for highlighting their research. In this editorial, we examine the role of keywords from several perspectives by reviewing the keywords adopted by AJET authors in recent years. Accordingly, we attempt to provide recommendations to AJET authors for their future submissions. It is expected that, via using proper keywords, the authors and readers as well as the journal can be benefited.</jats:p>

<jats:p>This study aims at proposing an integrated model based on the technology acceptance model, the information system success model, cognitive load theory, and personal characteristics to predict students' continued intention to reuse Google Classroom in the context of a developing country. To achieve this, we conducted quantitative research, empirically identifying the factors that could affect the continued intention of higher education students to reuse Google Classroom. Overall, 233 higher education students voluntarily participated in this research. Structural equation modelling was adopted as the method of analysis. The results showed that cognitive load significantly influenced perceived ease of use, whereas it had no impact on perceived usefulness or satisfaction. Furthermore, all personal characteristics significantly affected perceived ease of use. The outcomes likewise revealed that perceived usefulness, perceived ease of use, and satisfaction had a significant and positive effect on students’ continued intention to reuse Google Classroom. However, to enhance the generalisability of the findings, further research with a larger research sample is required. In addition, the predictability power of the proposed model could be improved by considering the role of other factors, such as engagement and learning effectiveness. Implications for practice or policy: To ensure successful reuse of learning management systems (LMSs), course leaders should pay attention to students' perceptions. LMS developers should place greater emphasis on students’ individual differences, to maximise the effectiveness of LMS implementation. Instructors should ensure that the learning material does not require a high cognitive load, as this could produce learning fatigue. Educational institutions should consider students' satisfaction with particular learning technology, as this would affect students’ willingness to reuse it. </jats:p>

<jats:p>Despite the widespread use of whiteboard animations in both academic and informal settings, little evidence exists about their efficacy and impact on learner experiences, especially in non-STEM fields such as the social sciences. This study examined the effects of whiteboard animations against three other instructional formats on comprehension, measured by multiple choice questions and an open-ended summary question, and subjective experiences measured by Likert scale items. In a randomised experiment, Amazon Mechanical Turk participants (N = 299) viewed one of two social science lectures in one of four instructional formats: whiteboard animations, narrated slides, on-stage lecture, or audio/narration alone. Data was analysed using a series of ANOVA tests. Results showed that the whiteboard animation group answered significantly more questions than those who learned with on-stage lectures or narrated slides. Whiteboard animation and audio only groups also reported more enjoyment of, and engagement with, the lessons compared to the other groups. Findings contribute to the body of knowledge by providing evidence on the effectiveness of instructional materials when learning example social science topics. Implications for practice or policy: Considering on-stage lectures and narrated slides are commonly used video formats in online education, practitioners should consider using different lecture formats (e.g., audio only) when teaching social science subjects. Online course developers may consider using the whiteboard animations to enhance student learning outcomes. </jats:p>

<jats:p>The aim of this study, via a systematic review, was to investigate the addition of narratives in immersive virtual reality (IVR) and the associated impacts on learning. Narratives in IVR put the learner in the story, which, until recent developments in IVR head-mounted display technology, was out of reach in most classrooms. The review found that added immersion afforded by VR is particularly important in relation to learning where situational context is desirable. Importantly, IVR experiences with a narrative may have the potential to increase affective outcomes for learners, without reducing cognitive gains. Additionally, data concerning learning theories and design methodologies was extracted from the studies. The systematic review yielded 12 relevant and applied papers with this demonstrating there are still significant gaps in the research concerning the impact on learning in narrative IVR. This review highlights that the inclusion of narratives in educational IVR offers many potential benefits, however is yet to be fully explored. There are endless opportunities to tell stories in IVR. How they can be used and their impact on education is a rich ground for further research and development. Implications for practice or policy Educators and VR developers should consider including a narrative in an educational IVR experience because of the potential to increase affective outcomes such as motivation and engagement, without reducing cognitive gains. Learners can benefit from educational IVR experiences with narratives because they can provide situational context, elicit an emotional response and scaffold complex learning. </jats:p>

<jats:p>The COVID-19 pandemic has forced universities to make a radical switch from face-to-face traditional teaching (TT) to completely online learning (OL). Thus, many studies proposed the proper OL environment for a specific subject and evaluated its effectiveness. However, few studies have empirically compared the proposed OL environment with TT to determine which has better learning effectiveness. More importantly, an OL environment and the self-regulated learning (SRL) ability of a student interactively influence the student’s learning effectiveness. However, few studies have investigated how an OL environment influences the learning behaviours of the students with different SRL abilities. Thus, the aims of this study were to compare the adopted hybrid OL environment with TT and examine how the hybrid OL environment individually influences students with different SRL levels. This study has three significant findings. First, students have better participation rate and work quality in the OL than in TT. Second, the high-SRL and middle-SRL students have higher work quality under the OL than under TT, while the middle-SRL and low-SRL students have higher participation rates under the OL than under TT. Third, while students overall do not particularly favour OL or TT, the middle-SRL students particularly prefer OL. Implications for practice or policy Educators could consider hybrid OL on software practice courses (e.g., Microsoft Office) and programming courses during the COVID-19 pandemic, because most students benefit more from OL than from TT. Educators could provide proper assistance for the low-SRL students under the hybrid OL, which could enhance their learning. Educators in a TT environment could consider giving students more private space to reduce disturbances, which could particularly benefit introverted students with high-SRL and middle-SRL. </jats:p>

<jats:p>The rise of teacher training in online interactive learning environments has contributed to teachers’ professional development and brought new vitality to the informatisation of education. Many researchers have reported that there is a participation gap in online interactive learning environments. Research on the factors influencing this is very important. Social network prestige, which measures the degree to which learners gain peer attention in directed social networks, is one of the important metrics to characterise the participation gap. In this study, we offered an online teacher training course, and 1438 in-service teachers from primary and secondary schools attended. Among them, we selected 457 in-service teachers who participated in the three peer assessment activities as the final participants. To analyse the factors influencing learners’ social network prestige in online peer assessment, we first conducted a partial least squares structural equation modelling analysis to construct a model of factors influencing social network prestige. Then, we adopted several semi-structured interviews to investigate learners' perspectives to provide an in-depth analysis of the factors influencing social network prestige. The purpose of this study was to gain insight into the participation gap in online interactions and make effective suggestions on how to improve learning performance in online peer assessment. Implications for practice or policy: Course designers could improve the design of the introduction to peer assessment to motivate learners and enhance their acceptance of the activities. Course designers could reduce participation gap by assigning work from low-prestige learners to high-prestige learners in a non-mandatory way later in the course. </jats:p>

<jats:p>Discussion forums are often touted as maximising student participation and learning but concerns around engagement counter any perceived benefits. Often participation is the measure of engagement, and students who do not post are deemed unengaged. To further examine engagement and forums as learning communities, we used analytic data from 270 students enrolled in two online psychology subjects using social network analysis and interviewed 22 students. Both subjects’ forums had greater egalitarian triads, indicative of reciprocal relationships. Furthermore, both active posters and lurkers had a mix of grade bands indicating that some lurkers still achieved academically. Lurking was a key qualitative theme along with checking for assessment information and intimidation. For both subjects, students were engaged with the forums, and differences in connectivity were consistent with the different subject content. However, forum activity indicated that these forums were more like subscription services than communities of practice. We propose that forums can be transformed into dynamic teaching spaces through understanding the multidimensionality of engagement, setting the expectation and tone of the forum as a safe place, and enhancing the platforms so visible indicators show that posts have been read or consumed. We further propose that students who engage but do not post be called quiet participants. Implications for practice or policy: Educators and researchers can improve the understanding of engagement with discussion forums by acknowledging the distinction between participation and engagement. Online providers can assist in transforming these online platforms into dynamic teaching tools through enhancements that indicate a post has been read. Educators can increase engagement by setting the tone and expectations for the forum. Replacing the negative term lurker with quiet participants better reflects the activity of these students. </jats:p>

<jats:p>Communicating effectively with parents and carers is an important skill for pre-service teachers to develop. However, they often graduate underprepared due to limited opportunities for parent interaction during their course. When engaging with parents, pre-service teachers must be able to confidently articulate their pedagogical choices, provide examples of what students will do and justify why these choices have been made. One solution lies in providing opportunities for pre-service teachers to practise parent-teacher conferencing using mixed-reality simulation technology. In this study, differentiated instruction served as the context, and reflective practice, teacher self-efficacy theory and experiential learning theory were employed as the theoretical frameworks to build on an existing parent-teacher conferencing model developed by Dotger et al. (2008) to develop a new model for use with pre-service teachers. The model uses mixed-reality simulation technology and incorporates standardised parents and students, peer observation and opportunities for feedback and reflection. The model was developed and trialled with pre-service teachers in a core unit in an initial teacher education course at an Australian university. Results indicated that the pre-service teachers felt more prepared for parent-teacher conferencing after the technology-enhanced role-play experience. Implications for practice or policy: Mixed-reality simulation technology can be a valuable tool for authentic role-play experiences for pre-service teachers when preparing for parent-teacher conferencing. Simulation technologies can provide opportunities for pre-service teachers to practise aspects of teaching, such as parent-teacher conferencing, in a safe and low-stakes environment. Simulation technologies can provide powerful opportunities for pre-service teachers to reflect and learn from peers through peer observation and reflection. </jats:p>

<jats:p>Adapting innovative educational technologies to bolster students’ academic learning is increasing rapidly. This study explored schema congruent and incongruent participants behaviour when experiencing video-based materials as the medium of learning within the frame of a flipped learning environment. The participants watched an educational learning video on a given topic and completed memory retention tests in different time variations: immediate and delayed. Additionally, an artificial intelligence-based emotion analysis examined the emotional valency of participants during two phases: study phase and test phase. The experiment comprised 16 healthy young adult volunteers (8 schema congruent, 8 schema incongruent; 9 males [56.25%], 7 females [43.75%]; age range 20–34 years, mean age 27.31 years, SD = 2.87 years). A combination of statistics-based and AI-based analysis evaluated the effectiveness of video-based learning in terms of retrieval accuracy, response time and emotional valence. The findings indicate that retrieval accuracy for the schema incongruent group was better than schema congruent. Response time for schema congruent group was quicker than schema incongruent. Both groups exhibited more negative emotions during the study phase but more positive emotions during the test phase. Implications for practice or policy: Acceptance testing of video-based learning in tertiary education for different schema groups of students by assessing their emotional state helps educators to enhance pedagogy. Nourishing positive learning experiences from videos and questionnaires should be the goal, considered at the design stage for courses that rely on video-based materials. Adaptation of video-based learning strategy is more instructionally efficient and scalable for academic institutions and educators during a pandemic situation. </jats:p>