Instructional design research promotes interactive and adaptive scaffolds as features of educational technology. Mathematics education research can guide elaborated fractions curricula to develop ...basic fraction concepts while challenging the natural number bias. Thus, we developed theory-grounded interactive material for learning fractions providing scaffolds in an eBook. Evaluating both, curriculum and scaffolds, we split 745 high-achieving and 260 low-achieving 6th graders into three groups: Scaffolded Curriculum group (using the eBook on iPads), Curriculum group (using a paper copy of our developed material), and Traditional group (using conventional textbooks). Generalized linear mixed models revealed diverse positive effects on the achievement of students in the experimental conditions: Results showed that high-achieving students did benefit from the curriculum, regardless of whether it was presented with or without scaffolds, while for low-achieving students using scaffolds was decisive. This suggests that interactive and adaptive scaffolds can support students in learning mathematical concepts, especially for low-achieving students.
•We suggest a framework for developing digital learning environments in mathematics.•This framework is introduced for basic fraction concepts on tablet PCs (eBook).•Effects of the eBook are evaluated in real classroom scenarios.•Low-achievers did benefit from interactive and adaptive scaffolds.•High-achievers did benefit from an elaborated fractions curriculum.
Abstract Background Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to ...sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates the relationship between character realism and emotions in student learning. Objectives The study aimed to determine whether valence acts as a significant mediator in the relationship between the appearance designs of three hologram tutor characters and students' overall enjoyment in learning. Methods We employed a quasi‐experimental design for this study to examine the relationship between hologram tutors and their effectiveness across three different levels of character realism. A total of 90 higher education institute students participated in the research. The data collection process utilised the Self‐Assessment Manikin (SAM) and the Achievement Emotion Questionnaire (AEQ) questionnaire sets. Regression analysis, following Baron and Kenny (1986) model, was applied to test and analyse whether students' enjoyment attributed to the hologram tutor's character design acted as a significant mediator. Results The findings surprisingly revealed no significant mediating effect when employing an appropriate hologram tutor character appearance. There was no statistically significant regression observed in the relationship between hologram tutor appearance and overall learning enjoyment. Notably, the enjoyment mean scores for all character designs were within the positive emotions range. Conclusion In conclusion, the enjoyment experienced by students due to the hologram tutor's character design does not emerge as a significant mediator in the relationship between the level of realism of the hologram tutor and the emotional responses in student learning. The contributing factors influencing this finding are elaborated upon in the subsequent discussion. Implications This study brings novel insights to the use of hologram tutor character appearance, aiming to enhance valence and emotional engagement in student learning experiences. The findings contribute to understanding effective strategies for utilising hologram technology in education.
Lay Description What is already known about this topic? Hologram technology is increasingly utilised in education as a means of enhancing teaching and learning experiences. Previous research has shown that hologram tutors, representing teaching staff, have the potential to positively impact student engagement and motivation in learning. The level of realism in hologram tutor character appearance can influence students' emotional responses during learning sessions. What this paper adds? This study investigates the role of valence, influenced by hologram tutor character appearance, as a potential mediator between character realism and student enjoyment in learning. Contrary to expectations, the findings suggest that valence stimulated by hologram tutor appearance does not significantly mediate the relationship between character realism and student enjoyment. The study provides insights into the complexities of designing effective hologram tutor experiences and highlights the importance of considering various design elements beyond mere replication of human figures. Implications for practice Educators and designers should carefully consider the design elements of hologram tutors, including character appearance and interactive features, to optimise their effectiveness in enhancing student learning experiences. The findings suggest that the use of well‐designed 3D human cartoon characters and human‐robot characters could be beneficial in developing hologram tutor media. Further research is needed to explore additional factors, such as facial expressions and delivery style that may influence student enjoyment and engagement with hologram tutors.
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational ...programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measures, compared to unpublished documents, large-scale studies, and independent measures, respectively. Effect sizes were significantly higher in quasiexperiments than in randomized experiments. Excluding tutoring studies, there were no significant differences in effect sizes between elementary and middle/high studies. Regression analyses found that effects of all factors maintained after controlling for all other factors. Explanations for the effects of methodological features on effect sizes are discussed, as are implications for evidence-based policy.
This review integrates 12 years of research on the relationship between academic self-efficacy and university student's academic performance, and known cognitive and motivational variables that ...explain this relationship. Previous reviews report moderate correlations between these variables, but few discuss mediating and moderating factors that impact this relationship. Systematic searches were conducted in April 2015 of psychological, educational, and relevant online databases for studies investigating academic self-efficacy and performance in university populations published between September 2003 and April 2015. Fifty-nine papers were eligible. Academic self-efficacy moderately correlated with academic performance. Several mediating and moderating factors were identified, including effort regulation, deep processing strategies and goal orientations. Given the paucity of longitudinal studies identified in this review, further research into how these variables relate over time is necessary in order to establish causality and uncover the complex interaction between academic self-efficacy, performance, and motivational and cognitive variables that impact it.
•Academic self-efficacy moderately correlated with academic performance.•Mediating and moderating factors were identified (effort regulation, deep processing strategies and goal orientations).•Causality between academic self-efficacy and performance remains to be established.•Future research should focus on longitudinal intervention-based studies.
In this study, we use estimated public transit routes for high school students in Baltimore City to predict the number of days they are late during the school year. We find that after adjusting for ...individual and school characteristics, school preferences, and neighborhood fixed effects, total travel time and transit use are not predictive of tardiness, but requiring a bus transfer is. These estimates do not vary by student or school characteristics, indicating that this is a general phenomenon that has more to do with system-level reliability than individual motivation or school climate. These findings highlight the hidden costs imposed on some students who wish to leave their neighborhood and travel across town for better educational opportunities.
This article adopts a complexity theory framework to review the literature on teachers 'professional development practices, the generative systems of these practices, and the impact that learning ...experiences have on their knowledge and changes in classroom practices. The review brings together multiple strands of literature on teacher professional development, teaching and learning, teacher change, and organizational learning. In doing so, it illustrates that process-product logic has dominated the literature on teacher professional learning and that this has limited explanatory ability. The review demonstrates the ways the elements of three subsystems (the teacher, the school, and the learning activity) interact and combine in different ways and with varying intensities to influence teacher learning. The limitations of studies focusing on specific elements or subsystems are highlighted. The article concludes that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.
Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face ...instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.
•We identified challenges in the online component of blended learning.•Challenges from students, teachers and educational institutions perspectives.•Students challenges involve self-regulation and use of technology for studying.•Teachers are reluctant to include technology into face-to-face teaching.•Educational institutions challenge lies in provision of suitable technology.
The crisis caused by the COVID-19 virus has far-reaching effects in the field of education, as schools were closed in March 2020 in many countries around the world. In this article, we present and ...discuss the School Barometer, a fast survey (in terms of reaction time, time to answer and dissemination time) that was conducted in Germany, Austria and Switzerland during the early weeks of the school lockdown to assess and evaluate the current school situation caused by COVID-19. Later, the School Barometer was extended to an international survey, and some countries conducted the survey in their own languages. In Germany, Austria and Switzerland, 7116 persons participated in the German language version: 2222 parents, 2152 students, 1949 school staff, 655 school leaders, 58 school authority and 80 members of the school support system. The aim was to gather, analyse and present data in an exploratory way to inform policy, practice and further research. In this article, we present some exemplary first results and possible implications for policy, practice and research. Furthermore, we reflect on the strengths and limitations of the School Barometer and fast surveys as well as the methodological options for data collection and analysis when using a short monitoring survey approach. Specifically, we discuss the methodological challenges associated with survey data of this kind, including challenges related to hypothesis testing, the testing of causal effects and approaches to ensure reliability and validity. By doing this, we reflect on issues of assessment, evaluation and accountability in times of crisis.
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