Article
Education & Educational Research
Iris Back, Ronny Scherer, Fazilat Siddiq, Andreas Lachner, Katharina Scheiter
Summary: Research shows that teachers rarely use technologies possibly due to low levels of technology-related motivation. Theories on teacher motivation differ, but findings suggest that these perspectives should be integrated to inform researchers and practitioners about the implications of teacher motivation for technology integration.
TEACHING AND TEACHER EDUCATION
(2021)
Article
Psychology, Multidisciplinary
Maria Angeles Gomariz, Joaquin Parra, Maria Paz Garcia-Sanz, Maria Angeles Hernandez-Prados
Summary: This study examines how teachers facilitate family participation in schools, using a theoretical model and a questionnaire. The results indicate that the assistance provided by teachers plays a crucial role in improving parental involvement in schools.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Education & Educational Research
Clara Kuhn, Gerda Hagenauer, Alexander Groeschner
Summary: This interview study examines the motivations of mentor teachers in secondary schools to undertake the task of mentoring. The findings suggest that teachers' decisions to become mentors are influenced by a combination of expectancy and value beliefs, as well as socialization influences.
TEACHING AND TEACHER EDUCATION
(2022)
Article
Computer Science, Cybernetics
Gokhan Ozaslan, Asli Ozaslan
Summary: The aim of this multiple-case study was to uncover the reasons behind teachers' lack of motivation for self-development in online teaching and to provide recommendations for developing that motivation. Findings revealed barriers to motivation including reduced instructional time, excessive student absences, lack of interaction with students, insufficient external rewards, difficulties in maximizing satisfaction with online teaching, perception of the temporariness of online teaching, and lack of formal training. The study also showed that Edward Lawler's model of expectancy theory is applicable in understanding teachers' motivation for self-development in online teaching. This study contributes to the literature on online teaching motivation by providing a well-defined theoretical framework applied to the study of motivation phenomena.
BEHAVIOUR & INFORMATION TECHNOLOGY
(2023)
Article
Education & Educational Research
Ordene V. Edwards, Gita Taasoobshirazi
Summary: Through the study, it was found that social presence predicts expectancy, task value, and behavioral engagement, with task value influencing cognitive engagement. There is a mediating effect of expectancy-to-task value between social presence and cognitive engagement. The predictive influence of expectancy on task value was critical in the model.
INTERNET AND HIGHER EDUCATION
(2022)
Article
Education & Educational Research
Ordene Edwards, Gita Taasoobshirazi
Summary: The study found that social presence predicted expectancy, task value, and behavioral engagement, with task value impacting cognitive engagement. Teacher involvement did not play a significant role in influencing students' motivation and engagement in online learning.
INTERNET AND HIGHER EDUCATION
(2022)
Article
Computer Science, Interdisciplinary Applications
Marie K. Heath, Pamela Segal
Summary: This study examines racial assumptions in teacher education and technology integration, particularly focusing on how pre-service teachers' beliefs impact their integration of technology. Findings suggest that pre-service teachers often make assumptions based on Whiteness, affecting their decisions on learning deficits, appropriate behaviors, and classroom environment. The study highlights the need to address white supremacy in the technologies and pedagogies selected by teacher educators.
COMPUTERS & EDUCATION
(2021)
Article
Education & Educational Research
Hyewon Han, Mimi Bong, Sung-il Kim, Soon Koo Kwon
Summary: This study found that the transmission of utility value from teachers to students has a positive impact on students' achievement in history.
EDUCATIONAL PSYCHOLOGY
(2022)
Article
Education & Educational Research
Sheng-Lun Cheng, Sheng-Bo Chen, Jen-Chia Chang
Summary: This study found a synergistic interaction between competence beliefs and traditional pedagogical beliefs, with competence beliefs mitigating the negative impact of traditional pedagogical beliefs on technology integration. Value beliefs regarding perceived interest and usefulness significantly predicted technology integration, while constructivist pedagogical beliefs and perceived cost were not significant predictors.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
(2021)
Article
Education & Educational Research
Joshua Weidlich, Marco Kalz
Summary: Past research has shown that student teachers lack knowledge in integrating technology into teaching, prompting the need to investigate the effectiveness of teacher training programs. There is a lack of understanding regarding the developmental trajectories of these skills and whether other factors play a role in moderating them. Using the TPACK model, this study analyzed a teacher training program at a German University of Education, involving 526 participants. The results suggest that certain knowledge domains are positively associated with study progress, while others are not. Technology-related knowledge, in particular, showed little association with study progress. However, this phenomenon was moderated by gender, with women reporting lower technology-related skills and no associations with study progress. These findings emphasize the importance of improving teacher training programs to better equip both pre-service teachers and, particularly, women to integrate technology in the classroom.
EUROPEAN JOURNAL OF TEACHER EDUCATION
(2023)
Article
Psychology, Experimental
Charlott Rubach, Anna-Lena Dicke, Nayssan Safavian, Jacquelynne S. Eccles
Summary: This study investigates the impact of teacher support on students' negative affect in math. The findings suggest that teacher-reported support for collaboration and cognitive support are associated with decreasing negative affect through students' perception of teacher support and students' interest value. These associations are supported within but not between classes.
MOTIVATION AND EMOTION
(2023)
Article
Education & Educational Research
Martin Daumiller, Michaela S. Fasching, Oliver Dickhaeuser, Markus Dresel
Summary: The importance of teachers' achievement goals for teaching practices is still little understood, especially as most studies on this topic use global self-reports. In this study, the researchers differentiated between ten teaching practices central to motivating lessons and introduced a diary approach for assessing them. The results showed robust linkages between teachers' goals and teaching practices, highlighting the merits of a diary approach.
TEACHING AND TEACHER EDUCATION
(2023)
Article
Education & Educational Research
Bradley W. Bergey
Summary: Research has shown that few Asian American men choose to become teachers in the United States, and their career paths are often influenced by societal discouragement and varying levels of parental support. Their decisions are grounded in commitments to personal agency, non-conformity, and making a social contribution. Career exploration, including early teaching experiences and exploring non-teaching career possibilities, helps clarify their strengths and values.
TEACHING AND TEACHER EDUCATION
(2021)
Article
Education & Educational Research
Danisa Salinas, Carmen G. Garrido
Summary: This research explores how Teacher Educators have adapted to remote teaching during the pandemic and examines the impact on their emotions, cognition, and praxis. The findings reveal that the cognitive-emotional interplay of uncertainty, anguish, and challenge drives their adaptation process, which is also influenced by their lack of technological competences.
TEACHING AND TEACHER EDUCATION
(2022)
Article
Education & Educational Research
Jianzhong Xu
Summary: This investigation used latent profile analysis to identify distinct teacher motivation profiles towards information technology in a sample of 866 teachers in China, based on achievement goal and expectancy-value theories. Four different profiles were identified, and their membership was related to various motivational factors such as monitoring motivation, effort, help seeking, and future intention. The integration of achievement goal and expectancy-value theories was found to provide added benefits when forming teacher motivation profiles.
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
(2022)
Article
Education, Scientific Disciplines
Amelie Styn, Katharina Scheiter, Martin R. R. Fischer, Thomas Shiozawa, Felix Behrmann, Adrian Steffan, Daniela Kugelmann, Markus Berndt
Summary: The way medical students learn anatomy is evolving, and drawing on a tablet can be a viable alternative to paper-based methods if students can effectively implement this strategy. The quality of drawings or summaries is correlated with learning outcome.
ANATOMICAL SCIENCES EDUCATION
(2023)
Article
Computer Science, Interdisciplinary Applications
Salome Flegr, Jochen Kuhn, Katharina Scheiter
Summary: The study aimed to investigate if a combination of real and virtual experiments is more effective for fostering students' conceptual understanding than a single real experiment. Results showed that regardless of the sequence, the combination of real and virtual experiments improved students' conceptual understanding more than a single experiment. Therefore, it can be concluded that combinations of real and virtual experiments can be recommended for science education.
COMPUTERS & EDUCATION
(2023)
Article
Psychology, Multidisciplinary
Emely Hoch, Katharina Scheiter, Kim Stalbovs
Summary: Implementation intentions can improve learning performance under high cognitive load, while prompts only work under low cognitive load.
BRITISH JOURNAL OF PSYCHOLOGY
(2023)
Article
Computer Science, Interdisciplinary Applications
Tim Fuetterer, Ronny Scherer, Katharina Scheiter, Kathleen Stuermer, Andreas Lachner
Summary: In order to effectively integrate technology into teaching, teachers must be prepared and motivated. Professional development plays an important role in preparing in-service teachers. This study found that teachers' perceived utility of technology in classrooms was a stronger predictor of participation intentions in technology-related professional development than technology-related knowledge and conscientiousness.
COMPUTERS & EDUCATION
(2023)
Article
Computer Science, Interdisciplinary Applications
Isabell Runge, Rebecca Lazarides, Charlott Rubach, Dirk Richter, Katharina Scheiter
Summary: Teachers' competence-related beliefs play a crucial role in determining their professional competence and instructional quality. This study aims to test the factorial structure of a measure that assesses teachers' competence-related beliefs in empowering learners and examine their relations with the use of digital technologies to enhance instructional quality. The results supported a bifactor confirmatory factor analysis model with a general factor of empowering learners and two subdimensions of differentiation and actively engaging learners. The study found a positive relationship between teachers' competence-related beliefs and their reported use of technologies to enhance instructional quality.
COMPUTERS & EDUCATION
(2023)
Article
Multidisciplinary Sciences
Conrad Borchers, Therese F. Eder, Juliane Richter, Constanze Keutel, Fabian Huettig, Katharina Scheiter
Summary: This study investigated the visual search behaviors of dentistry students while diagnosing anomalies in panoramic radiographs. The results showed that the students' visual search process gradually shifted from global to focal. Pupil dilation and mean fixation duration were used as measures of cognitive load. For difficult radiographs, pupil dilation predicted diagnostic performance.
Article
Psychology, Educational
Emely Hoch, Yael Sidi, Rakefet Ackerman, Vincent Hoogerheide, Katharina Scheiter
Summary: Educational research has established that metacognitive monitoring of performance, assessed through self-reports, is based on heuristic cues rather than actual success. This study examined the underlying bases and predictive value of mental effort and difficulty appraisals compared to confidence appraisals. The findings showed that mental effort and difficulty appraisals were more strongly associated with response time than confidence appraisals.
EDUCATIONAL PSYCHOLOGY REVIEW
(2023)
Review
Education & Educational Research
Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter, Zacharias C. Zacharia
Summary: Many studies have focused on inquiry learning in science domains over the years. Scholars who prefer direct instruction have criticized inquiry learning, but recent evidence suggests that inquiry-based instruction is more effective in acquiring conceptual knowledge. However, the effectiveness of each approach depends on factors such as learning goals, domains, and students' characteristics. A combination of inquiry and direct instruction, with appropriate guidance, may be the best approach to support student learning.
EDUCATIONAL RESEARCH REVIEW
(2023)
Article
Education & Educational Research
Laura Froehlich, Kai Sassenberg, Kathrin Jonkmann, Katharina Scheiter, Stefan Stuermer
Summary: This study investigates the impact of student diversity on the acceptance of e-exams, finding that practical experience significantly increases acceptance, particularly for students with low openness towards technology. Exam performance is unrelated to the exam format or pre-exam acceptance, regardless of students' sociodemographic and dispositional characteristics. These findings have practical implications for higher education institutions implementing e-exams.
JOURNAL OF COMPUTER ASSISTED LEARNING
(2023)
Article
Computer Science, Interdisciplinary Applications
Tim Fuetterer, Emely Hoch, Andreas Lachner, Katharina Scheiter, Kathleen Stuermer
Summary: During COVID-19-related school closures, teachers and students faced the challenge of transitioning to digital distance teaching. Few studies have examined the quality of this type of teaching and its relationship to students' learning. Our study found that student-observed learning activities during technology use at a distance were associated with students' learning effort in two subjects. Student-perceived cognitive activation played a mediating role in this association. Familiarity with technology-enhanced teaching before the pandemic did not seem to be crucial for high-quality digital distance teaching.
COMPUTERS & EDUCATION
(2023)
Article
Education & Educational Research
Salome Flegr, Jochen Kuhn, Katharina Scheiter
Summary: Understanding scientific concepts is an important aim of science education, and experiments can promote conceptual understanding. However, Covid-19 school closures have limited hands-on experiments. Fortunately, digital technologies, such as interactive simulations and video recordings, offer alternatives. In this study, remote seventh-grade students engaged in inquiry learning using virtual and video experiments. The results confirmed that inquiry learning enhances students' conceptual understanding in physics. Additionally, combinations of virtual and video experiments were expected to be more effective, but the findings did not support this hypothesis. In conclusion, virtual and video experiments are recommended for teachers when hands-on experimentation is not feasible.
LEARNING AND INSTRUCTION
(2023)
Article
Psychology, Educational
Emely Hoch, Katharina Fleig, Katharina Scheiter
Summary: Accurate monitoring is crucial for guiding subsequent learning control. Learners often overestimate their learning in multimedia environments. Retrieval practice provides insights into one's understanding but may not improve monitoring accuracy. An online experiment with two groups found that monitoring prompts did not improve metacognitive accuracy, but they did enhance learning outcomes by controlling subsequent learning behaviors.
ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE
(2023)
Article
Computer Science, Interdisciplinary Applications
Yizhen Huang, Eric Richter, Thilo Kleickmann, Katharina Scheiter, Dirk Richter
Summary: This study found that preservice teachers exhibit different movement patterns in the classroom, with dynamic movement patterns being associated with better visual attention performance.
COMPUTERS & EDUCATION
(2023)
Article
Psychology, Educational
Mirjam Ebersbach, Andreas Lachner, Katharina Scheiter, Tobias Richter
Summary: Spacing repeated study phases across multiple sessions is an effective strategy for lasting learning, but it may not be as reliable in educational contexts compared to laboratory settings. Different factors such as the complexity of learning material and learner characteristics can affect the spacing effect. Further research is needed to address open questions and determine the effectiveness of spacing as a learning strategy in schools and universities.
ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE
(2022)
Article
Psychology, Educational
Tobias Richter, Roland Berger, Mirjam Ebersbach, Alexander Eitel, Tino Endres, Rita Borromeo Ferri, Martin Haenze, Andreas Lachner, Detlev Leutner, Frank Lipowsky, Lea Nemeth, Alexander Renkl, Julian Roelle, Ralf Rummer, Katharina Scheiter, Judith Schweppe, Claudia von Aufschnaiter, Andreas Vorholzer
Summary: Creating lasting knowledge is an important goal in education, and this article explores the retention of learned knowledge beyond classroom assignments and how teachers can foster lasting learning. Theoretical perspectives such as meaningful learning and desirable difficulties in learning are discussed, and a comprehensive theoretical framework is proposed by combining ideas from these approaches. Additionally, research questions are outlined to further develop this theory.
ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE
(2022)
Article
Computer Science, Interdisciplinary Applications
Elise Ameloot, Tijs Rotsaert, Thomas Ameloot, Bart Rienties, Tammy Schellens
Summary: This study investigates the impact of using learning analytics to support students' autonomy and competence needs in a blended learning environment. The findings show that teachers' adaptation based on learning analytics positively influences students' satisfaction with the adapted learning environment. However, students' basic psychological needs vary depending on the face-to-face workshop subject. The study emphasizes the importance of thoughtful blended learning course design and provides recommendations for effective learning analytics utilization in university settings.
COMPUTERS & EDUCATION
(2024)
Article
Computer Science, Interdisciplinary Applications
Tzu-Chi Yang, Zhi-Shen Lin
Summary: Computational thinking is essential in the current era and learning programming is the most effective way to develop it. Introducing computational thinking and programming at an early age is recommended. Graphic organizers serve as a bridge between students' existing knowledge and new learning, enhancing their learning process. The study found that using graphic organizers improved elementary school students' computational thinking, programming skills, and learning experiences.
COMPUTERS & EDUCATION
(2024)
Article
Computer Science, Interdisciplinary Applications
Yuqin Yang, Kaicheng Yuan, Gaoxia Zhu, Lizhen Jiao
Summary: The study finds that the design of collaborative analytics-enhanced reflective assessment can promote conducive epistemic emotions to knowledge building among undergraduates, and enriches our understanding of the relationships between metacognition, epistemic emotions, and knowledge building practices.
COMPUTERS & EDUCATION
(2024)
Article
Computer Science, Interdisciplinary Applications
Vishal Kiran Kuvar, Jeremy N. Bailenson, Caitlin Mills
Summary: Recent research suggests that students' minds often wander off-task during learning, regardless of the learning modality. This study explores the potential of virtual reality (VR) to reduce task-unrelated thoughts (TUT) and finds that learning with VR leads to lower TUT and better performance.
COMPUTERS & EDUCATION
(2024)
Article
Computer Science, Interdisciplinary Applications
Yiming Liu, Jeremy Tzi Dong Ng, Xiao Hu, Zhengyang Ma, Xiaoyan Lai
Summary: This study examines teachers' usage intention and behavior towards the Game Learning Analytics (GLA) system in K-12 classrooms. The study found that personal, environmental, and technological factors influenced teachers' intention and behavior, and that technostress moderated the intention-behavior relationship. The study also identified the heterogeneity of GLA usage among teachers with different individual characteristics.
COMPUTERS & EDUCATION
(2024)
Article
Computer Science, Interdisciplinary Applications
Romina Cachia, Artur Pokropek, Nikoleta Giannoutsou
Summary: This article introduces a shortened version of the European Commission's SELFIE tool for measuring the digital capacity of schools. Two shorter measurement instruments, called midi-SELFIE and mini-SELFIE, are proposed based on the original tool. The validity and uses of these shortened versions are explored through various cases and compared to the complete instrument. The results suggest that the shortened versions of SELFIE are reliable alternatives for specific purposes.
COMPUTERS & EDUCATION
(2024)
