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Direct linkWeipeng Yang; Xinyun Hu; Ibrahim H. Yeter; Jiahong Su; Yuqin Yang; John Chi-Kin Lee – Journal of Computer Assisted Learning, 2024
Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by…
Descriptors: Artificial Intelligence, Technology Uses in Education, Educational Technology, Digital Literacy
Jiahong Su; Weipeng Yang; Iris Heung Yue Yim; Hui Li; Xiao Hu – Journal of Computer Assisted Learning, 2024
Background: While the integration of robot-based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning. Objectives: The study explored the effectiveness of two AI education approaches in advancing kindergarteners'…
Descriptors: Early Childhood Education, Artificial Intelligence, Kindergarten, Program Effectiveness
Leeuwestein, Hanneke; Barking, Marie; Sodaci, Hande; Oudgenoeg-Paz, Ora; Verhagen, Josje; Vogt, Paul; Aarts, Rian; Spit, Sybren; de Haas, Mirjam; de Wit, Jan; Leseman, Paul – Journal of Computer Assisted Learning, 2021
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study…
Descriptors: Native Language, Translation, Second Language Learning, Vocabulary Development
Verwimp, Cara; Snellings, Patrick; Wiers, Reinout W.; Tijms, Jurgen – Journal of Computer Assisted Learning, 2023
Background: Learning which letters correspond to which speech sounds is fundamental for learning to read. Based on previous experimental studies, we developed a serious game aiming to boost letter-speech sound (L-SS) correspondences in a motivational game environment. Objectives: The goal of this study was to determine the efficacy of this game in…
Descriptors: Phoneme Grapheme Correspondence, Reading Instruction, Game Based Learning, Program Effectiveness
Zhang, Yining; Lin, Chin-Hsi – Journal of Computer Assisted Learning, 2021
This study extends the community of inquiry (CoI) framework and self-regulated learning (SRL) theory through an exploration of the structural relationships among existing CoI variables, learning presence (i.e., self-efficacy and online SRL strategy) and learning outcomes in the context of K-12 online learning. To help understand the influence of…
Descriptors: Mentors, Communities of Practice, Metacognition, Self Efficacy
Wilkes, Shani; Kazakoff, Elizabeth R.; Prescott, Jen Elise; Bundschuh, Kristine; Hook, Pamela E.; Wolf, Raffaela; Hurwitz, Lisa B.; Macaruso, Paul – Journal of Computer Assisted Learning, 2020
In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. A quasi-experimental design compared 283 treatment students instructed in schools using Core5 with 237 control students…
Descriptors: Outcomes of Education, Blended Learning, Primary Education, Kindergarten
Jong, J-T.; Hong, J-C.; Yen, C-Y. – Journal of Computer Assisted Learning, 2013
The different designs of various interactive gaming controllers affect posture and muscle loading of the body. It is assumed that prolonged exposure to the interactive gaming controllers can affect the effectiveness in using the game for the purposes of learning. This study explores the differences in behavioural responses among students with…
Descriptors: Persistence, Children, Kindergarten, Mathematics
