Advances in Teaching and Learning Technologies
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Item AI’s Empty Efficiency: Rapid Creation at the Expense of Meaning in Student Learning(2025-01-07) Rivera, Yesenia; Yang, Jing; Rheu, MinjinThis study investigated the impact of using Generative Artificial Intelligence (GAI) tools on students' work efficiency and their psychological well-being, including their perceptions of the value and meaning of their work, the satisfaction they experience, and the perceived threat to uniqueness. In addition, we also explored how the level of expertise moderates such an impact. The findings yielded important insights regarding the inclusion of GAI in creative disciplines and student well-being outcomes.Item Designing a Modular University-Based Online Course Framework for Ethical and Efficient Utilization of Generative Artificial Intelligence(2025-01-07) Fan, Jing; Du, Yuxin; Siemon, Dominik; Happonen, AriRapid advancements in artificial intelligence (AI) are making fast multi-industry transformational changes. To accommodate the change, educators need to equip students with the knowledge and skills for ethical, and efficient use of AI to ensure they stay competitive on a global scale. Therefore, the educational approach needs to shift from restricting students’ use of AI to empowering them with proper guidance and supervision. The study includes a quantitative survey among 93 engineering students from 4 Finnish higher education institutions to investigate students' cognitive gaps and learning interests in generative artificial intelligence based on the AI education directions widely discussed by education scholars. Then, a course framework dedicated to teaching the effective and ethical use of generative AI was designed using the modular approach. The course framework developed in this paper is flexible, allowing students to participate in learning.Item Empowering Student Success in Business Analytics Capstones: Best Practices(2025-01-07) Orozco, LuisThis study uses a qualitative approach within a mixed-methods explanatory design focused on exploring the experiences of senior students in a business analytics capstone course at a public university. 10 students participated in the survey whose responses identified several best practices such as project selection and preparation, autonomy on project milestones, continuous progress reporting, expert-led guest lectures, and presentation skills improvement. Additionally, some practical applications are shared such as weekly progress meetings, expert-led seminars, presentation practice, and symposium participation. Given the limited contemporary scholarly literature on developing high-impact capstone courses in business analytics, this study aims to fill that gap by documenting the experiences of senior students and the successful practices associated with those experiences. Key takeaways include fostering autonomy in project milestones and data selection, timely feedback, improving presentation skills to create an enhanced learning experience, and empowering students to take future jobs.Item Enhancing Immersive Virtual Reality Games with Gamified Learning Analytics: The Effects on Learning Value and Enjoyment(2025-01-07) Papamitsiou, ZacharoulaImmersive Virtual Reality (IVR) games are increasing in popularity in formal education and professional contexts. Enhancing the IVR game with learning analytics can add value to the learning gains. Gamified Learning Analytics (GLA), i.e., LA that are gaming elements “by design”, have been proposed with the ambition to play a dual role: (a) to provide insights that are educationally meaningful, and (b) to be intuitive and fit the playful nature of the IVR game. Yet, the effects of enhancing the IVR game with GLA on learners’ perceived learning value and perceived enjoyment, and how this integration affects learners’ intention to continue using the game, remain unknown. This research aims to fill this gap. The results from a case study with 29 pupils from maritime schools in two countries show that the intuitive design of GLA holds great potential to increase effectiveness of the IVR game for learning and learners’ interest to continue using it.Item Effective Utilization of Generative AI Tool in Education: A Study Exploring Question Pattern of Varied Student Performance(2025-01-07) Kumar, Akit; Saltz, JeffreyWhile generative AI (GAI) holds promise in education, students and instructors often struggle to use it effectively. To help address this challenge, a Data Science tool (DST) was developed for use in an introduction to data science course project. DST integrates a task-tracking Kanban board with a Q&A GAI bot. Our findings revealed that higher-performing students exhibited a pattern of systematic daily DST usage. More importantly, their questions were generally Informational questions, exploring concepts in depth, and seeking a fundamental understanding of complex topics. In contrast, low-performing students (LPS) asked Informational and Procedural questions equally, relying on the DST for complete solutions, potentially indicating struggles with core concepts. Thus, tools like DST can effectively support student learning when utilized for informational questions to extend their conceptual understanding. Furthermore, these findings suggest that instructors can use these tools to proactively identify weak students based on the frequency and quality of their questions.Item Enhancing Exploratory Learning through Exploratory Search with the Emergence of Large Language Models(2025-01-07) Luo, Yiming; Pang, Patrick Cheong-Iao; Chang, ShantonIn the information era, how learners find, evaluate, and effectively use information has become a challenging issue, especially with the added complexity of large language models (LLMs) that have further confused learners in their information retrieval and search activities. This study attempts to unpack this complexity by combining exploratory search strategies with the theories of exploratory learning to form a new theoretical model of exploratory learning from the perspective of students' learning. Our work adapts Kolb's learning model by incorporating high-frequency exploration and feedback loops, aiming to promote deep cognitive and higher-order cognitive skill development in students. Additionally, this paper discusses and suggests how advanced LLMs integrated into information retrieval and information theory can support students in their exploratory searches, contributing theoretically to promoting student-computer interaction and supporting their learning journeys in the new era with LLMs.Item Human-AI Shared Regulation for Hybrid Intelligence in Learning and Teaching: Conceptual Domain, Ontological Foundations, Propositions, and Implications for Research(2025-01-07) Nguyen, AndyIn today's rapidly evolving and technology-integrated society, the role of Artificial Intelligence (AI) in co-learning, co-working, and co-evolution is garnering increasing attention from both practitioners and researchers. Despite this growing interest, systematic scholarly inquiry into the concept of Hybrid Intelligence (HI), which combines human intelligence and AI, and its distinctiveness from other related concepts, has been limited. This article explores the theoretical foundations and philosophical perspectives of HI in the context of Information Systems (IS) research. Specifically, it focuses on the role of Human-AI shared regulation in HI for learning and teaching. From this theoretical grounding, the article proposes the ontological foundations for Human-AI shared regulation in HI and discusses research propositions to guide future research in HI within IS, particularly concerning advanced technologies in learning and teaching.Item Black Tiles Instead of Smiles – Key Reasons and Effects of Students’ Webcam Use During Online Lectures(2025-01-07) Groß, Matthias; Fries, AndreasDespite being socialized with digital media, a significant proportion of students choose to disable their cameras during video seminars. An exploratory mixed-methods approach, including seven focus group analyses with 55 students and survey data from 1,134 students across universities and programs, identified the main reasons for not using webcams in online lectures. Lack of perceived usefulness emerged as the most important reason in the quantitative analysis. In addition, causal mediation analyses were conducted on the quantitative data to examine the effects of non-use. The bootstrapped analyses confirm a significant positive effect of webcam use on academic performance, with the effect partially mediated by enjoyment of learning and social academic integration. Notably, videoconferencing fatigue also positively mediates academic performance, while technostress appears to have no effect. The study has scholarly and practical implications.Item Impacts of Accountability Partners on Users’ Online Learning Behaviors(2025-01-07) Zhang, Xiaohui; Sabzehzar, Amin; Zhou, Tongxin; Guo, HongOnline Learning Platforms (OLPs) are rapidly expanding, yet users of OLPs face high dropout rates due to social isolation and lack of motivation. Accountability partnership, where users communicate and monitor each other’s learning progress, is an emerging feature that OLPs incorporated to address the setbacks. This study investigates the impacts of accountability partnerships on OLP users’ learning behaviors. Analyzing data from Shanbay, an English learning platform in China, we show that accountability partnerships have dual effects on users. On the one hand, having an accountability partner increases users’ check-ins on OLPs. On the other hand, users with accountability partners decrease their actual study time and show more pretending-to-study behaviors on OLPs. Additionally, we demonstrate that communications among partners and the personal goals of individuals enhance the positive effect (increased check-ins) of accountability partnerships while mitigating the negative effects (reduced study time and more pretending behaviors). These insights underscore the dual-edged nature of accountability in online learning, highlighting both its motivational benefits and potential pitfalls.Item Effective Japanese Language Acquisition through LINE Groups: A Self-Regulated Learning Perspective(2025-01-07) Huang, Travis; Wang, Yi-Ting; Lin, Sheng-Wei; Lin, Kuan-YuThe vast array of functions available on social media platforms makes them highly effective tools for learning. Learners can leverage these platforms for self-study or as supplementary resources alongside formal learning. As individuals increasingly engage in self-regulated learning of various skills, implementing effective community learning strategies can significantly enhance learning effectiveness. One pertinent question is how individuals can become self-regulated language learners by utilizing online platforms and tools wisely. The concept of community learning strategies, as introduced in recent studies, helps in identifying potential language learning strategies (LLS) within online communities. These strategies are categorized into six types: memory, cognitive, metacognitive, compensatory, affective, and social strategies. According to Self-regulated learning (SRL) theory, learners’ volitional control behaviors are closely related to their forethought conditions and learning effectiveness. As language learning can be regarded as an example of SRL, the study regarded LLS as volitional control behaviors. This study selected social presence as an antecedent and investigated its effect on community learning strategies. We investigated the causal relationships between social presence and community learning strategies through an online questionnaire administered to participants who have experience using LINE groups for learning Japanese. The analysis of data collected from 323 participants indicated that social presence had positive effects on six LLS strategies. While memory, metacognitive, and affective strategies had positive effects on learning effectiveness, cognitive, compensation, and social strategies did not show a significant positive impact. These findings confirm that an increased focus on memory, metacognitive, and affective strategies leads to greater learning effectiveness. Therefore, promoting the use of LINE groups among Japanese language learners is advisable.