Computer-assisted Learning Environment Research Articles

Immediate text-based feedback timing on foreign language online assignments: How immediate should immediate feedback be?

Immediate feedback has been considered a cornerstone of online language learning platforms. However, a closer reading of relevant research reveals that the definition of the term “immediate feedback” is inconsistent. Furthermore, findings from the STEM literature have not been well supported by other fields. As a result, clarification is required to assess which type of immediate feedback improves students’ performance in a computer-assisted learning environment. Moreover, research on the effects of immediate feedback outside of STEM classes should provide an enhanced understanding of whether the findings can be generalized. Therefore, this study investigated the effects of immediate feedback timing in online language learning exercises. The following three conditions were examined: no feedback, end-of-question feedback, and end-of-assignment feedback. A planned contrast test revealed that with a pretest as the covariate, students in the end-of-question feedback condition received significantly higher grades in the posttest compared with those in the end-of-assignment feedback condition. Furthermore, students with lower pretest scores required more attempts, although their learning progress was not significantly superior to that of students with higher prior knowledge. This study's findings provide insights into the use of immediate feedback for improving learning as part of foreign language classroom instruction.

Effect of Focus on Form on Vocabulary Acquisition in Computer-Assisted Learning

This study analyzes the impact of focus on form on task-based contextual word acquisition to inform EFL vocabulary learning in a computer-assisted learning environment, with the goal of gaining a better understanding of the cognitive processes behind vocabulary acquisition. A classroom experiment was conducted at a high school in Fujian, China, to investigate two vocabulary acquisition settings for intermediate-level EFL students: maintenance rehearsal and elaborative rehearsal. The results showed that participants in the elaborative rehearsal group outperformed those who recited vocabulary in the maintenance rehearsal condition on the word recall and recognition test. The outcome also indicated that by practicing the input and output of the target words with contextual information in sentence rewriting, the focus-on-form impact of elaborative rehearsal promotes semantic and word form processing.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Wordhyve: A context-aware language learning app for vocabulary enhancement through images and learning contexts

Vocabulary acquisition is an essential component for mastering any language as words are the building blocks of a language. In informal learning, foreign language learners often struggle to memorize new vocabularies, and therefore, new tools need to be developed to facilitate vocabulary acquisition. In computer-assisted learning environments, images are often used as annotations to represent words because images convey the essence of a word more effectively than verbal descriptions. Also, understanding the learning contexts in which learning happens is crucial for any computer-assisted learning environment. From this standpoint, in this research, a context-aware language learning app called Wordhyve is developed. Wordhyve, a native Android app, is built to support foreign language learners in memorizing foreign vocabularies using multimedia annotations, including images, texts, translation, voices, and contextual clues. Wordhyve allows language learners to capture and record lifelogs. Later on, the app uses those learning experiences as triggers to enhance foreign vocabularies. The analytics of the Wordhyve use those logs for the recommendation of incidental vocabularies and assist learners in memorizing those recommended vocabularies using various learning contexts. Wordhyve uses image analytics on the learner-captured images to recommend those incidental vocabularies.

Foreign language learning through collaborative writing in knowledge building forums

ABSTRACT Knowledge building occurs when students work together and participate in idea-centred discussions where they share information and create knowledge collectively. This research explores whether knowledge building in knowledge forums using English as the lingua franca can facilitate in foreign language learning. An analysis was done on how Catalan students in secondary schools worked together on collaborative writing tasks in such forums using appropriate scaffolding to organize their thoughts and facilitate the discussion. The students were participating in the Knowledge Building International Project (KBIP), which is based on the concept that students can learn while working together in computer-assisted learning environments. This study applied methods using data triangulation and method triangulation where the students were observed throughout the knowledge building process, and both qualitative and quantitative data were collected and analysed for evidence of foreign language learning. The quantitative data was collected through a pre-test and a post-test, while the qualitative data was collected through observation and a digital questionnaire. The results show an increase overall in the performance of the foreign language. In particular, the analysis determined that the comprehension of the subject matter and writing abilities in the L2 showed an increase at high confidence levels.

Designing computer-assisted problem-based learning (CAPBL) environment for performance analysis of isolation forest algorithm

Anomaly detection is important applied in various fields of application to determine errors in the system. By detecting it can minimize losses on the system. Anomaly detection can be done using several algorithms. One such algorithm is the Isolation Forest algorithm. Isolation Forest Algorithm is an efficient and effective algorithm in detecting anomalies. Isolation Forest has better performance than other algorithms in terms of execution time, especially in large datasets. Although the Isolation Forest algorithm has many advantages, there are still very few tools that provide this algorithm. One tool that provides the Isolation Forest algorithm is Scikit Learn. However, using special tools such as Scikit Learning requires sufficient time and experience to be able to manage the features of the tool. Thus, in this study the authors developed a web-based application that is used to assist users in assisting and improving the performance of Isolation Forests by using sample data sets, setting the parameters of Isolation Forests, visualization, and evaluation. This application was developed using the waterfall process model and CAPBL concept. In determining the features of the application, an analysis of features is based on the CAPBL concept with the business process of CRISP-DM. The software testing result shows that this application is fit to be used as a new solution to facilitate users who want to learn and analyze the performance of Isolation Forest.

Effect of disfluency on learning outcomes, metacognitive judgments and cognitive load in computer assisted learning environments

Cognitive challenges that are presented through the modification of established design principles may contribute to learning. One such challenge to the promotion of deeper processing is the Disfluency Effect. Specifically, disfluency manipulations in learning materials interfere with the perceptional fluency, which may in turn lead to better learning outcomes. This likelihood of reaching better learning outcomes through minor instructional modifications has led scholars to investigate the construct further. Accordingly, the effect of fluency modifications on learning outcomes, metacognitive judgments and cognitive load is investigated in the current study with a true experiment conducted with 292 undergraduate students who were assigned randomly to one of the six disfluency scenarios in a computer-based learning environment. Additional variables were also considered such as the working memory capacity, prior knowledge and cognitive load. Significant differences were observed with regard to the extraneous cognitive load, while there was no variation in the learning outcomes and metacognitive judgments in the experimental groups. Moreover, significant relationships were observed between cognitive load, the number of animations watched by the students and the learning outcomes. The results were interpreted in accordance with the approach in contemporary studies into the Disfluency Effect, and theoretical and practical implications are discussed.

Linear Algebra Students' Understanding of Similar Matrices and Matrix Representations of Linear Transformations in a MATLAB-Assisted Learning Environment

The purpose of this research study was to understand how mathematics majors make sense of similar matrices, a linear algebra topic that is rich in internal and external connections, in a series of in-depth qualitative interviews in a technology-assisted (MATLAB) learning environment. The study was also an attempt to develop a cognitive theory in mathematics majors’ treatment of similar matrices and matrix representations of linear transformations in a computer-assisted learning environment by drawing primarily on three aspects of the experimental mathematics methodology, made possible by using modern digital tools to enhance learning: testing conjectures, suggesting proofs, and, computing lengthy hand derivations (Borwein & Bailey, 2003). The analysis revealed a diversity of innovative ways by which research participants coordinated analytic and computational (MATLAB) methods for understanding matrix similarity and its connections to the rest of linear algebra. The paper concludes by offering pedagogical implications and recommendations for further research.

Language Learning in Computer-assisted Collaborative Learning (CACL) Environment

Does computer helps learners improve their cognition? If yes, then what are the theories support such improvement? The different computer-assisted system will be used in the different purpose and needs of the education. Besides discussing the theories and some basic computer-assisted learning environment, this paper is trying to find the answers of the following questions as well: In which way do Computer-assisted Collaborative Learning (CACL) systems help learner improve the cognition? Will CACL help students in language (both first language and second language) learning?

Argue like a scientist with technology: the effect of within-gender versus cross-gender team argumentation on science knowledge and argumentation skills among middle-level students

The purpose of this mixed-methods study was to explore the effect of within-gender and cross-gender team argumentation on seventh graders’ science knowledge and argumentation skills in a computer-assisted learning environment in the United States. A total of 58 students were engaged in the collaborative within-gender team argumentation process (the treatment condition), while 46 students were engaged in the collaborative cross-gender team argumentation process (the control condition). Verbal collaborative argumentation was recorded and the students’ post essays were collected. There were no statistically significant differences in science knowledge between the treatment and control conditions either for the combined set of students, or for females and males considered separately. For the combined set of male and female students, MANOVA indicated no statistically significant within-gender/cross-gender team argumentation differences in argumentation skills. Similarly, no significant within-gender/cross-gender team argumentation differences were observed among females. However, this study found a marginally significant difference in argumentation skills between male students in the within-gender team argumentation (treatment condition) and male students in the cross-gender team argumentation (control condition). A qualitative analysis was conducted to examine how the computer-assisted application supported students’ development of argumentation skills in within-gender and cross-gender team argumentation. Female teams, regardless of within-gender or cross-gender team argumentation, demonstrated balanced participation in the construction of argumentation maps in the application. Male teams in within-gender team argumentation (the treatment condition) demonstrated unbalanced participation in the construction of argumentation maps in the application.

Teachers' Perceptions on the Use of ICT in a CAL Environment to Enhance the Conception of Science Concepts

Instructional methodologies increasingly require teachers' efficacy and implementation of computer-assisted learning (CAL) practices in general and particularly in the science classroom. The African National Education Department's e-Education(1) policy also encourages the use of computers and computer software in implementing outcome-based curriculum in the teaching and learning processes, proclaiming that; South African learners in the General Education and Training (GET) and Further Education and Training (FET) bands are expected to be information communication technology (ICT) literate by 2013. Therefore, teachers also have to become ICT-literate and conversant with the ICT-resources that is available at schools. ICT can help learners conceptualise invisible and abstract science processes, models and concepts. The intention to use technology can be influenced by various variables such as perceived ease of use, perceived usefulness, attitude towards technology and motivation(2). The aim of this study was twofold: To assess the availability of ICT resources and use in the selected science classrooms; and to determine the interviewed science teachers' perceived intention to use ICT in their classrooms. The theoretical framework of this study is based on the Technology Acceptance Model (TAM) of Davis(2), which is rooted to the Theory of Reasoned Action(3). The sample for the ICT-survey was ten randomly selected high schools and 45 science teachers, who completed a TAM-questionnaire. This study found that most of the selected schools did have at least the basic ICT-resources in the science classrooms, but it was not used optimally. It was also concluded that the perceived usefulness of ICT-resources seemed to be the most influential factor for the teachers' intention to practise CAL. The results of this study could be useful for education authorities and school managements to solve the problem of under-utilisation of technologies at schools.

Instructional guidance in microblogging-supported learning: insights from a multiple case study

Microblogging tools such as Twitter show potential to enrich classroom experience and benefit student learning. Research shows that instructional guidance is particularly necessary in computer-assisted learning environments, but no research has been done to study the effects of instructional guidance in microblogging-based learning. Using a multiple-case study design, the researcher examined student learning in terms of the amount of participation, ability to focus on task, and depth of thinking in guided, semi-guided, and unguided modes. The findings suggest that in guided environments, students achieved higher levels of learning, especially with respect to focusing on task and depth of thinking. Variations in depth of learning existed between the semi-guided and the guided mode. Students’ perceptions of the benefits and challenges of using microblogging across three cases were also analyzed. The study has implications for future research on using microblogging tools for educational purposes and pedagogical practice.

CALEE: A computer-assisted learning system for embedded OS laboratory exercises

With the popularity of embedded systems and the consequently rising demand in the job market for professionals well-versed in them, embedded operating systems (EOSs) have become one of the core courses in computer science studies across the world. The objective of EOS courses is to develop students' ability to port, modify, and customize an embedded operating system through a series of laboratory exercises. However, our teaching experience has revealed that beginners require a considerable amount of time to familiarize themselves with the development environment and the relevant processes, such as operating in a command line interface, setting environment variables, and kernel configurations. Furthermore, students need to constantly handle compiler error messages, malfunctions of the target EOS, and incompatibility issues related to development tools. These problems may frustrate and discourage students. A common strategy to address this problem is to dedicate more hours to teaching or to hire more teaching assistants to help students progress. However, none of these methods is suitable for institutions with limited resources. Therefore, in this paper, we develop a computer-assisted learning system called the Computer-assisted Learning Environment (CALEE) to assist students with their assignments and thus motivate them. CALEE consists of two parts: a self-learning assistant (SLAT) and a collaborative learning website (CLW). SLAT is a software application that provides a set of useful functions to help students perform EOS laboratory exercises, whereas the collaborative learning website seeks to encourage greater interaction among students. Our experiments show that CALEE expedites learning, improves students' motivation, and reduces the teaching load.

Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa

This study responded to a national call to improve the outcomes in mathematics in the Grade 12 matriculation examination in South Africa by reporting learners’ perceptions of the introduction of computer-assisted learning in their mathematics classrooms. Three Grade 12 mathematics classes in a peri-urban school in South Africa were visited over a period of 4 months to observe the inclusion of a computer centre as part of the teaching of mathematics. Learner perceptions were obtained from (1) individual and group interviews and (2) an actual and preferred version of a learning environment instrument called the Computer-Assisted Learning Environment Questionnaire, which was developed for the South African context. Learners indicated that they considered application of computers as a positive step as it (1) increased their involvement in the mathematics classroom, (2) gave them more exercises in problem solving in mathematics, and (3) provided them with the opportunity to assess their own learning. However, a strong recommendation from this response is for more computers to be made available in order to allow learners to work individually and thereby be able to spend more time using the computers.

Avatars with Sex Appeal as Pedagogical Agents: Attractiveness, Trustworthiness, Expertise, and Gender Differences

The study focused on the use of pedagogical agents with sex appeal in a computer-assisted learning environment. The study adopted a 2 (male/female) × 3 (demure/seductive/overtly sexual) experimental design. The primary analysis consisted of 2 parts: (a) comparing the impact of effective learning on students' perceptions of demure, seductive, or overtly sexual pedagogical agents, and (b) exploring gender differences in the usage of pedagogical agents with sex appeal. The empirical study results revealed that the sex appeal of female pedagogical agents is more helpful in effective learning than those of male agents. The sexy appearances of pedagogical agents are perceived by students as attractive, untrustworthy, and unprofessional. A seductive appearance in pedagogical agents is the most beneficial for effective learning than demure or overtly sexual ones. Students' and pedagogical agents' gender affect the impact of pedagogical agents with sex appeal on effective learning.

Investigating the Teaching of Second-Language Vocabulary Through Semantic Mapping in a Hypertext Environment

This article describes a study that was carried out to evaluate the effectiveness of using a hypertext/hypermedia environment for the teaching of second-language vocabulary in a semantic mapping format. A description of the research experiment is followed by an analysis and discussion of the results obtained from the study. Conclusions are drawn and suggestions are made for those involved in the instruction of L2 learners, especially those who employ semantic mapping techniques in computer assisted learning environments.

Promoting CLT within a Computer Assisted Learning Environment: A Survey of the Communicative English Course of FLTC

This study is based on a survey of the Communicative English Language Certificate (CELC) course run by the Foreign Language Training Center (FLTC), a Project under the Ministry of Education, Bangladesh. FLTC is working to promote the teaching and learning of English through its eleven computer-based and state of the art language laboratories. As Computer Assisted Language Learning (CALL) is becoming increasingly popular in many EFL/ESL contexts, the fully computer based language teaching facilities offered by FLTC can be seen as a significant step towards implementing CALL in the soil of Bangladesh. However, any language course using technology alone may not always ensure the best practices of language teaching and learning; the advantages of technological advancements are to be adapted according to the pedagogic needs of the concerned language course. This paper, therefore, seeks to explore how aspects of CALL are being integrated within a framework of Communicative Language Teaching (CLT). The survey was conducted on 425 learners who had completed the CELC course at the selected four centers of FLTC. This study provides a brief overview of how computers are being used for teaching communicative English. It is found that the trainees gave a positive response about the contents, facilities, and organization of the course but not completely satisfied with the teaching techniques and participants’ role as independent learners. It is recommended that there is a need for making the computer based learning materials more accessible to the learners so that they can use them more independently in and outside the language lab.

The application of a CAL strategy in science and mathematics for disadvantaged Grade 12 learners in South Africa

Abstract This study addressed one aspect of a national strategic recommendation in South Africa by examining the effectiveness of computer-based outreach programmes in terms of how the programmes were implemented and learners’ perceptions of the classes. The role that the computer centres played at two schools was examined and the research endeavoured to provide descriptions of the implemented and perceived programmes. The findings provide insight into the implementation of computer-assisted learning (CAL) in disadvantaged schools and serve as baseline data for research into CAL environments in the South African context. Learners considered the application of CAL as a positive step to improve their learning but also placed a high value on the role of the teacher because of the perceived competencies of their teachers in helping them perform well in the matriculation examination. The findings of the study have important practice and policy implications for the implementation of CAL in disadvantaged schools.

Validation of learning style measures: implications for medical education practice

It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

The Problem Frames Approach to a Virtual Laboratory Conception

This paper presents a virtual laboratory’s conception. It is based on the problem frames approach and involves tke adaptation to computer assisted learning environments. It enphasizes the necessity of defining a certain number of new problem frames in order to adapt it to a learning environment, and particularly to simulations. We present the application of this conception method to the SAI project.