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  • 1
    Online Resource
    Online Resource
    Understanding and measuring emotions in technology-rich learning environments
    Elsevier BV ; 2020
    In:  Learning and Instruction Vol. 70 ( 2020-12), p. 101272-
    Details
    In: Learning and Instruction, Elsevier BV, Vol. 70 ( 2020-12), p. 101272-
    Type of Medium: Online Resource
    ISSN: 0959-4752
    URL: Article
    DOI: 10.1016/j.learninstruc.2019.101272
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2020
    detail.hit.zdb_id: 2011980-X
    SSG: 5,3
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    Online Resource
  • 2
    Online Resource
    Online Resource
    I’ve got this: Fostering topic and technology-related emotional engagement and queer history knowledge with a mobile app
    Elsevier BV ; 2019
    In:  Contemporary Educational Psychology Vol. 59 ( 2019-10), p. 101790-
    Details
    In: Contemporary Educational Psychology, Elsevier BV, Vol. 59 ( 2019-10), p. 101790-
    Type of Medium: Online Resource
    ISSN: 0361-476X
    URL: Article
    DOI: 10.1016/j.cedpsych.2019.101790
    RVK:
    CL 1000
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2019
    detail.hit.zdb_id: 1462923-9
    SSG: 5,2
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    Online Resource
  • 3
    Online Resource
    Online Resource
    Examining physiological and self‐report indicators of empathy during learners’ interaction with a queer history app
    Wiley ; 2020
    In:  British Journal of Educational Technology Vol. 51, No. 6 ( 2020-11), p. 1921-1938
    Details
    In: British Journal of Educational Technology, Wiley, Vol. 51, No. 6 ( 2020-11), p. 1921-1938
    Abstract: Mobile apps take advantage of the ubiquity of mobile phones and can be used to share unique pedagogical experiences with multimedia content not yet available in curriculums. This preliminary study used a quasi‐experimental pretest‐posttest design to examine changes in self‐reported empathy toward sexual orientation and gender identity (SOGI) minority people. We also report on the associations between gender and a physiological measure of emotional activation, skin conductance level (SCL), on self‐reported empathy. The main results of this study that examined 57 undergraduate students at a Canadian University whom interacted with a queer history app individually were the following: Preliminary evidence that (1) students’ empathy toward SO and GI minorities can be measured using a modified version of the Scale of Ethnocultural Empathy (SEE). (2) Statistically significant increases in empathy toward SO and GI minorities pre to post app interaction. (3) Students’ pre‐ and post‐empathy levels were statistically significantly higher toward SO than GI minorities. (4) Female students had statistically significantly higher self‐reported empathy toward SO and GI minorities than males. (5) Male students had statistically significantly higher SCL than females. (6) Statistically significant interaction between SCL grouping and questionnaire administration on GI minority empathy. Findings and implications are discussed in lieu of the contributions that mobile apps can play to support social change, in particular, by fostering empathy. Practitioner Notes What is already known about this topic Evidence that mobile apps are effective learning tools. Evidence that mobile apps are emotionally engaging. Evidence that education can help dispel ignorance, known to contribute to homophobia and transphobia and promote empathy. Empathy has an emotional component. Empathy can be measured as a general trait or toward specific groups. Queer history is excluded from many formal educational curriculums. What this paper adds Preliminary evidence that a self‐report tool can be used to measure empathy toward both sexual orientation (SO) and gender identity (GI) minorities. Preliminary evidence that undergraduate students’ empathy toward SO and GI minorities increased after interacting with the Edmonton Queer History (EQH) app. Preliminary evidence that students’ empathy toward SO was statistically significantly higher than it was toward GI minorities at both pre and post tests. Preliminary evidence that female students had statistically significantly higher self‐reported empathy toward SO and GI minorities than males. Preliminary evidence that male students had statistically significantly higher skin conductance levels (SCL) than females. Preliminary evidence of a statistically significant interaction between SCL grouping and questionnaire administration on GI minority empathy. Implications for practice and/or policy Mobile apps can be used to teach students about queer history and these interactions may lead to increases in empathy. Educators can supplement their curriculum with educational technologies, such as mobile apps, to fill important gaps. Educators should consider gender differences in teaching topics that may or are intended to inspire empathy. Educators should not assume that empathy toward SO and GI minorities are the same.
    Type of Medium: Online Resource
    ISSN: 0007-1013 , 1467-8535
    URL: Issue
    URL: Article
    DOI: 10.1111/bjet.v51.6
    DOI: 10.1111/bjet.13019
    Language: English
    Publisher: Wiley
    Publication Date: 2020
    detail.hit.zdb_id: 1479099-3
    SSG: 5,3
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    Online Resource
  • 4
    Online Resource
    Online Resource
    Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration
    Wiley ; 2021
    In:  British Journal of Educational Technology Vol. 52, No. 2 ( 2021-03), p. 695-713
    Details
    In: British Journal of Educational Technology, Wiley, Vol. 52, No. 2 ( 2021-03), p. 695-713
    Abstract: Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers’ technology integration in instructional design. Sixty‐four preservice teachers designed a lesson with nBrowser, a computer‐based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self‐regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self‐regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self‐regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self‐regulated learners outperformed the less competent self‐regulated learners on comprehension and design outcomes. This study provides deep insights into teachers’ self‐regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers’ TPACK development. Practitioner Notes What is already known about this topic Success in technology integration calls for teachers’ conceptual understanding of technological pedagogical content knowledge (TPACK). Teachers’ self‐regulated learning (SRL) ability mediates their TPACK development since metacognitive activities in the SRL process enable teachers to monitor and evaluate TPACK learning towards the sophisticated levels of TPACK. What this paper adds nBrowser, the computer‐based learning environment fosters teachers’ engagement in regulated TPACK development. Analysis of teachers’ lesson plans affords opportunities to identify teachers’ specific metacognitive processes in self‐regulated TPACK development. Latent profile analysis helps to understand the heterogeneity of teachers’ metacognitive processes and establish distinctive profiles regarding teachers’ self‐regulation. Teachers’ TPACK development differed significantly across distinctive SRL profiles. Implications for practice and/or policy Teacher educators should find ways to support teachers’ SRL ability in technology education. The identification of SRL profiles could contribute to designing metacognitive scaffolds in the specific domain of teachers’ technology education.
    Type of Medium: Online Resource
    ISSN: 0007-1013 , 1467-8535
    URL: Issue
    URL: Article
    DOI: 10.1111/bjet.v52.2
    DOI: 10.1111/bjet.13050
    Language: English
    Publisher: Wiley
    Publication Date: 2021
    detail.hit.zdb_id: 1479099-3
    SSG: 5,3
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    Online Resource
  • 5
    Online Resource
    Online Resource
    The functional roles of metacognitive judgement and emotion in predicting clinical reasoning performance with a computer simulated environment
    Informa UK Limited ; 2023
    In:  Interactive Learning Environments Vol. 31, No. 6 ( 2023-08-18), p. 3464-3475
    Details
    In: Interactive Learning Environments, Informa UK Limited, Vol. 31, No. 6 ( 2023-08-18), p. 3464-3475
    Type of Medium: Online Resource
    ISSN: 1049-4820 , 1744-5191
    URL: Article
    DOI: 10.1080/10494820.2021.1931347
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2023
    detail.hit.zdb_id: 2069729-6
    SSG: 5,3
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    Online Resource
  • 6
    Online Resource
    Online Resource
    Person-Oriented Approaches to Profiling Learners in Technology-Rich Learning Environments for Ecological Learner Modeling
    SAGE Publications ; 2017
    In:  Journal of Educational Computing Research Vol. 55, No. 4 ( 2017-07), p. 552-597
    Details
    In: Journal of Educational Computing Research, SAGE Publications, Vol. 55, No. 4 ( 2017-07), p. 552-597
    Abstract: Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners’ distinct learning progressions in TREs demand inquiry approaches that employ well-conceived theoretical accounts of these multiple facets. The present study investigated learners’ interactions with BioWorld, a TRE developed to guide students’ clinical reasoning through diagnoses of simulated patients. We applied person-oriented analytic methods to multimodal data including verbal protocols, questionnaires, and computer logs from 78 task solutions. Latent class analysis, clustering methods, and latent profile analysis followed by logistic regression analyses revealed that students’ clinical diagnosis ability was positively correlated with advanced self-regulated learning behaviors, high confidence and cognitive strategy use, critical attention to experts’ feedback, and their positive emotional responses to feedback. The study results have the potential to contribute to a theory-guided approach to designing TREs with a data-driven assessment of multidimensional growth. Building on the study results, we introduce and discuss an ecological learner model for assessing multidimensional learner traits which can be used to design a TRE for adaptive scaffolding.
    Type of Medium: Online Resource
    ISSN: 0735-6331 , 1541-4140
    URL: Article
    DOI: 10.1177/0735633116678995
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2017
    detail.hit.zdb_id: 55234-3
    detail.hit.zdb_id: 2071875-5
    SSG: 5,3
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  • 7
    Online Resource
    Online Resource
    Individual Differences in Spatial Ability: Developing Technologies to Increase Strategy Awareness and Skills
    Informa UK Limited ; 2003
    In:  Educational Psychologist Vol. 38, No. 2 ( 2003-01-01), p. 115-125
    Details
    In: Educational Psychologist, Informa UK Limited, Vol. 38, No. 2 ( 2003-01-01), p. 115-125
    Type of Medium: Online Resource
    ISSN: 0046-1520 , 1532-6985
    URL: Article
    DOI: 10.1207/S15326985EP3802_6
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2003
    detail.hit.zdb_id: 223035-5
    detail.hit.zdb_id: 2021648-8
    SSG: 5,2
    SSG: 5,3
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    Online Resource
  • 8
    Online Resource
    Online Resource
    Creation of an evidence-based practice reference model in falls prevention: findings from occupational therapy
    Informa UK Limited ; 2012
    In:  Disability and Rehabilitation Vol. 34, No. 4 ( 2012-02), p. 311-328
    Details
    In: Disability and Rehabilitation, Informa UK Limited, Vol. 34, No. 4 ( 2012-02), p. 311-328
    Type of Medium: Online Resource
    ISSN: 0963-8288 , 1464-5165
    URL: Article
    DOI: 10.3109/09638288.2011.607210
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2012
    detail.hit.zdb_id: 1475605-5
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  • 9
    Online Resource
    Online Resource
    A process model of team emotion regulation: An expansion of Gross' individual ER model
    Elsevier BV ; 2022
    In:  Learning, Culture and Social Interaction Vol. 33 ( 2022-04), p. 100612-
    Details
    In: Learning, Culture and Social Interaction, Elsevier BV, Vol. 33 ( 2022-04), p. 100612-
    Type of Medium: Online Resource
    ISSN: 2210-6561
    URL: Article
    DOI: 10.1016/j.lcsi.2022.100612
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2022
    detail.hit.zdb_id: 2658043-3
    SSG: 5,3
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    Online Resource
  • 10
    Online Resource
    Online Resource
    Using Teacher Dashboards to Assess Group Collaboration in Problem-based Learning
    IUScholarWorks ; 2021
    In:  Interdisciplinary Journal of Problem-Based Learning Vol. 15, No. 2 ( 2021-12-26)
    Details
    In: Interdisciplinary Journal of Problem-Based Learning, IUScholarWorks, Vol. 15, No. 2 ( 2021-12-26)
    Abstract: Assessing group collaboration is a critical element in Problem-based Learning (PBL). In asynchronous online PBL settings, facilitators encounter challenges to assess group collaboration because of delayed responses, lack of social cues, and the orchestration load. Teacher dashboards have the potential to support facilitators to assess collaboration by providing synthesized and visualized information about student learning. Previous studies have explored facilitators’ user experience of teacher dashboards. However, little is known about how facilitators with different levels of PBL expertise interpret dashboard information differently. In this study, we analyzed ten PBL facilitators’ utterance moves while interacting with an online teacher dashboard to examine the difference between expert and novice facilitators as they used each visualization. This study can inform the design of teacher dashboards on collaboration assessment.
    Type of Medium: Online Resource
    ISSN: 1541-5015
    URL: Article
    DOI: 10.14434/ijpbl.v15i2.28792
    Language: Unknown
    Publisher: IUScholarWorks
    Publication Date: 2021
    detail.hit.zdb_id: 2411328-1
    SSG: 5,3
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