Literature Review Of Empirical Evidence Research Articles

Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

AbstractAdaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices. It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning. Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes. What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts. Summarizes the insights on (S)SRL through ADLEs in collaborative learning. Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning. Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research. Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.

Sensing technologies and child–computer interaction: Opportunities, challenges and ethical considerations

This study presents the outcomes of a systematic literature review of empirical evidence on the capabilities of sensing technologies for child–computer interaction (CCI). This paper provides an overview of what and how sensing technologies have been used to explain, understand, and predict children’s experiences with interactive devices and technologies and in what contexts. A search resulted in 44 papers that were included in the analysis. The results of the review depict the capabilities of sensing technologies for gauging children’s performance, engagement, and experiences (while interacting with technology) and the ongoing advances and implications that emerge from the employment of sensors to capture and improve child behavior. In particular, we identified the four main objectives (i.e., engagement of children, recognition/prediction of special needs/behavior, explaining/understanding the behavior/attitude, and learning performance/experiences) that the CCI research has been focusing on with sensor data. We also summarize the implications derived from the reviewed articles and frame them within four thematic areas. Finally, this review stresses that future research should consider developing a framework that would enable sensor data capacities to be aligned with the ethical, social, and generalizability guidelines. These sensor capacities could also be utilized to advance theory and practice. Our findings set a baseline for supporting the adoption and democratization of sensor data within future interactive technology research and development for children.

A Systematic Literature Review of Empirical Evidence on Students with Mathematics Learning Disabilities

Mathematics is a particularly important component in our daily life and many students find it as an exceedingly difficult subject to be learned. The similar problem is being faced by special needs students such as those with learning disabilities (LD). This paper provides a current and thorough literature review of the empirical evidence on students with mathematics learning disabilities. The authors conducted the review of literature from the year 2016 to 2020 using Education Resources Information Center (ERIC) as the database. A total of 31 articles were found. Multiple mathematics learning disabilities were identified and the educational interventions that were used vary accordingly. Finding shows that most of the studies focused on technology-based interventions to help students with intellectual disability which includes problem solving and creative thinking. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate educational interventions to meet the needs of students with learning disabilities and maximize their mathematics learning outcomes in schools.

Multimodal data capabilities for learning: What can multimodal data tell us about learning?

AbstractMost research on learning technology uses clickstreams and questionnaires as their primary source of quantitative data. This study presents the outcomes of a systematic literature review of empirical evidence on the capabilities of multimodal data (MMD) for human learning. This paper provides an overview of what and how MMD have been used to inform learning and in what contexts. A search resulted in 42 papers that were included in the analysis. The results of the review depict the capabilities of MMD for learning and the ongoing advances and implications that emerge from the employment of MMD to capture and improve learning. In particular, we identified the six main objectives (ie, behavioral trajectories, learning outcome, learning‐task performance, teacher support, engagement and student feedback) that the MMLA research has been focusing on. We also summarize the implications derived from the reviewed articles and frame them within six thematic areas. Finally, this review stresses that future research should consider developing a framework that would enable MMD capacities to be aligned with the research and learning design (LD). These MMD capacities could also be utilized on furthering theory and practice. Our findings set a baseline to support the adoption and democratization of MMD within future learning technology research and development. Practitioner NotesWhat is already known about this topic Capturing and measuring learners’ engagement and behavior using MMD has been explored in recent years and exhibits great potential. There are documented challenges and opportunities associated with capturing, processing, analyzing and interpreting MMD to support human learning. MMD can provide insights into predicting learning engagement and performance as well as into supporting the process. What this paper adds Provides a systematic literature review (SLR) of empirical evidence on MMD for human learning. Summarizes the insights MMD can give us about the learning outcomes and process. Identifies challenges and opportunities of MMD to support human learning. Implications for practice and/or policy Learning analytics researchers will be able to use the SLR as a guide for future research. Learning analytics practitioners will be able to use the SLR as a summary of the current state of the field.

A literature review of Empirical Evidence on Procedural Content Generation in Game-Related Implementation

Procedural Content Generation (PCG) is an emerging field of study in computer science that focuses on automating the process of generating content by using algorithm, making the content generation process with less human effort. However, a more specific empirical evidence on how it is being used in a game-related implementation are still lacking. This paper presents the findings of review performed in the past 5 years looking on how PCG are being applied in game-related content, whether it is from the basic paper characteristic to analyze the trends, the field of PCG itself, and the game domain of game model and game genre. The studies had shown that PCG are being used extensively in game-related content but has seen more uses on specific type of contents rather than being used ubiquitously in all sorts of contents. The result shown that there are not specific best type of PCG method or algorithm being used instead an array of approach can be used based on what content being created. Result also shown that PCG are being used in multiple type of games, but similarly, based on the paper found, only certain types of game benefits PCG extensively such as action and platforming games while other model and genre of games have not seen much PCG application yet. Further studies are also required to analyze how experimentation and evaluation of PCG are being done as well as PCG domain in educational games as well as game-based learning, the quality catachrestic being analyzed on the papers are also worth mentioning to understand the underlying result of PCG usage in game-related contents.

Determinants and effects of sustainable CEO compensation: a structured literature review of empirical evidence

Sustainability-oriented CEO compensation is being widely discussed among policy makers, corporate practice, and academia. To date, management literature has yielded a growing body of empirical results on the determinants and effects of sustainable CEO compensation. Primarily, empirical studies analyze whether and to what extent sustainability-related issues determine the design of sustainable CEO compensation and how sustainability-oriented CEO compensation impacts corporate performance. However, the scattered nature of this research field has impeded an overarching empirical substantiation of the arguments in favor or against a sustainable CEO compensation. This structured literature review addresses this gap by analyzing 37 empirical studies on the key determinants and effects of sustainable CEO compensation. Using a multi-level analysis, we contribute to the discussion on sustainable CEO compensation by systematically identifying the central empirical insights and methodological and content-related foci within this research area. In summary, this review provides regulators, boards, management, investors, and other stakeholders with academic evidence on the determinants and effects of sustainability-oriented CEO compensation design. In addition to critically reflecting on the current state of research, we recommend paths for future research on sustainable CEO compensation.

Academic Advising Systems: A Systematic Literature Review of Empirical Evidence

This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Academic Advising Systems (AAS) and its impact on learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of AAS in generic educational strategic planning. The researchers examined the literature on experimental case studies conducted in the domain during the past ten years (2008–2017). Search terms identified 98 mature pieces of research work, but inclusion criteria limited the key studies to 43. The authors analyzed the research questions, methodology, and findings of these published papers and categorized them accordingly. The results have highlighted three distinct major directions of the AAS empirical research. This paper discusses the emerged added value of AAS research and highlights the significance of further implications. Finally, the authors set their thoughts on possible uncharted key questions to investigate both from pedagogical and technical considerations.

An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games

Continuing interest in digital games indicated that it would be useful to update Connolly et al.'s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.'s multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective, behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning.

The Linkages between Entrepreneurship and Economic Growth: A Literature Review of Empirical Evidence

The purpose of this survey paper is to provide a review of the empirical literature linking entrepreneurship and economic growth in particular at the regional level. The starting point in this survey is a review of the distinct concepts of entrepreneurship used in the empirical research. It follows a discussion on how entrepreneurship has been measured so far, highlighting the shortcomings that still persist in this field despite some recent progress. Section 4 systematizes the empirical evidence available on the impact of entrepreneurship on national and regional economic growth. Section 5 summarizes the policy implications arising from the empirical evidence available and stresses the areas where more research is needed for a better understanding of the role of entrepreneurship in economic growth.

A systematic literature review of empirical evidence on computer games and serious games

This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area.