An investigation of Taiwan University students' perceptions of online academic help seeking, and their web-based learning self-efficacy

This study was conducted to investigate Taiwan University students' perceptions (including experience, confidence and preference) of online academic help seeking (OAHS) and students' level of web-based learning self-efficacy (WLSE). Two instruments, OAHS questionnaire, consisting of information searching, formal and informal query scales, and WLSE questionnaire, including general and functional scales, were then validated through collecting the responses from 300 university students. Results indicate reciprocal relations between experience, confidence and preference in students' online academic help seeking behaviors. Students' academic help seeking behaviors were related to their general self-efficacy in a web-based course setting. Students' functional WLSE was related to their perceptions of information searching for OAHS. Findings of this study also imply that students' experience of seeking help from informal online channels is prominent when they participate in a web-based course.     

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students’ spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.     

The mainstream and extension of contemporary virtual reality education research: Insights from a co-citation network analysis (2015–2020)

Educational technology research and development - Previous studies have provided various reviews with either general or specific scopes to understand virtual reality (VR) technologies for learning...     

Parents’ user experiences of augmented reality book reading: perceptions,expectations, and intentions

Educational technology research and development - Parents play an important role in students’ informal learning with technology; however, there is a lack of relevant research, particularly...     

Exploring students’ emotional responses and participation in an online peer assessment activity: a case study

The STACI^N Project is a development, implementation, and research effort that examines the impact of systems thinking, simulation, and modeling in precollege curricula on student learning, classroom processes, and organizational change. Nearly 100 teachers have been trained to use systems thinking in their secondary school curricula. This article examines how systems thinking affects teachers and classroom processes. A two‐dimensional matrix is presented to characterize the modes of adaptation employed by the teachers as they use modeling and simulation in their courses. The dimensions include teacher proficiency with technology and the specific systems applications observed in classes. A discussion of issues related to the use of systems in precollege instruction also is included.