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Suping Yi; Wayan Sintawati; Yibing Zhang – Journal of Computer Assisted Learning, 2025
Background: Natural language processing (NLP) and machine learning technologies offer significant advantages, such as facilitating the delivery of reflective feedback in collaborative learning environments while minimising technical constraints for educators related to time and location. Recently, scholars' interest in reflective feedback has…
Descriptors: Reflection, Feedback (Response), Cooperative Learning, Natural Language Processing
Hans G. K. Hummel; Rob Nadolski; Hugo Huurdeman; Giel van Lankveld; Konstantinos Georgiadis; Aad Slootmaker; Hub Kurvers; Mick Hummel; Petra Neessen; Johan van den Boomen; Ron Pat-El; Julia Fischmann – Journal of Computer Assisted Learning, 2024
Background: Complex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way. Objective: Rubrics are proven assessment and evaluation instruments, but were never directly integrated…
Descriptors: Game Based Learning, Scoring Rubrics, Educational Games, Computer Simulation
Timothy Gallagher; Bert Slof; Marieke van der Schaaf; Ryo Toyoda; Yusra Tehreem; Sofia Garcia Fracaro; Liesbeth Kester – Journal of Computer Assisted Learning, 2024
Background: The potential of learning analytics dashboards in virtual reality simulation-based training environments to influence occupational self-efficacy via self-reflection phase processes in the Chemical industry is still not fully understood. Learning analytics dashboards provide feedback on learner performance and offer points of comparison…
Descriptors: Learning Analytics, Self Efficacy, Reflection, Chemistry
Yueh-Min Huang; Wei-Sheng Wang; Hsin-Yu Lee; Chia-Ju Lin; Ting-Ting Wu – Journal of Computer Assisted Learning, 2024
Background: Virtual reality (VR) offers significant potential for hands-on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning, including enhanced engagement, knowledge construction, and higher-order thinking. However, many current VR studies…
Descriptors: Computer Simulation, Feedback (Response), Reflection, Experiential Learning
Eshuis, Elise H.; ter Vrugte, Judith; Anjewierden, Anjo; de Jong, Ton – Journal of Computer Assisted Learning, 2022
Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoretically, students could benefit from additional support, but it is unclear whether this might also be the case…
Descriptors: Reflection, Concept Mapping, Knowledge Representation, Instructional Effectiveness
Yilmaz, Ramazan – Journal of Computer Assisted Learning, 2020
This research aims to investigate into the effect of using learning analytics (LA)-based process feedback on students' perceptions of community of inquiry (teaching, social and cognitive presence) and their reflective thinking skills. By using a mixed-method research approach (QUAN + qual), this study was conducted as an experimental design with…
Descriptors: Undergraduate Students, Communities of Practice, Inquiry, Reflection
Feng, Zhenan; González, Vicente A.; Mutch, Carol; Amor, Robert; Cabrera-Guerrero, Guillermo – Journal of Computer Assisted Learning, 2021
Children are vulnerable in earthquakes, but they are also essential to foster earthquake-resilient communities. It is critical to enhance the preparedness of children against earthquakes through effective education and training. Immersive virtual reality (IVR) and serious games (SGs) are innovative digital technologies that enable realistic and…
Descriptors: Computer Simulation, Educational Games, Seismology, Emergency Programs
Ackermans, Kevin; Rusman, Ellen; Nadolski, Rob; Specht, Marcus; Brand-Gruwel, Saskia – Journal of Computer Assisted Learning, 2021
Learners in the process of developing complex skills need a rich mental model of what such skills entail. Textual analytics rubrics (TR) are a widely used instrument to support formative assessment of complex skills, supporting feedback, reflection, and thus mental model development of complex skills. However, the textual nature of a rubric limits…
Descriptors: Video Technology, Scoring Rubrics, Cues, Formative Evaluation
Novakovich, J. – Journal of Computer Assisted Learning, 2016
The introduction of digital literacy practices has created a tension in academia, with many academics challenging the view that critical thinking can be fostered on social networks. A quasi-experimental study was conducted on two sections of university-level writing classrooms to determine if there were meaningful differences in the quality of…
Descriptors: Critical Thinking, Reflection, Student Journals, Electronic Journals
Wojcikowski, K.; Brownie, S. – Journal of Computer Assisted Learning, 2013
Problem-based learning can be an effective tool to develop clinical reasoning skills. However, it traditionally takes place in tutorial groups, giving students little flexibility in how and when they learn. This pilot study compared the effectiveness of generic reflective feedback (GRF) with tutorial-based reflective feedback on the development of…
Descriptors: Foreign Countries, Problem Based Learning, Instructional Effectiveness, Thinking Skills