AI‐Based Adaptive Feedback in Simulations for Teacher Education: An Experimental Replication in the Field

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(1)

Published: Jan. 15, 2025

ABSTRACT Background Artificial intelligence, particularly natural language processing (NLP), enables automating the formative assessment of written task solutions to provide adaptive feedback automatically. A laboratory study found that, compared with static (an expert solution), automated through artificial neural networks enhanced preservice teachers' diagnostic reasoning in a digital case‐based simulation. However, effectiveness simulation different types and generalizability field settings remained unclear. Objectives We tested previous findings single session either type an experimental study. Methods In regular online courses, 332 teachers at five German universities participated one three randomly assigned groups: (1) group NLP‐based feedback, (2) (3) no‐simulation control group. analysed effect two on participants' judgement accuracy justification quality. Results Conclusions Compared significantly quality but not accuracy. Only benefited learners' over group, while no significant differences were found. Our experiment replicated unlike seems enhance Under conditions, learners require support simulations can benefit from using networks.

Language: Английский

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Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions

Teaching and Teacher Education, Journal Year: 2022, Volume and Issue: 123, P. 103985 - 103985

Published: Dec. 31, 2022

Sorting students on the basis of their academic performance into hierarchically ordered curriculums (i.e., between-school tracking) is common practice in various educational systems. International studies show that this form tracking associated with increased inequalities. As track placement often based teacher recommendations, biased recommendations may contribute to inequality. To shed light role teachers play reproduction inequalities school, we conducted a systematic review 27 recent articles teachers' and students' socio-economic or ethnic background. We find are against from disadvantaged backgrounds, yet evidence respect biases more mixed. While student, parent, teacher, contextual factors seem they cannot account for recommendations. discuss promising areas future argue research institutional moderators have potential than psychological mediators effectively reduce bias institutions.

Language: Английский

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Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input

System, Journal Year: 2023, Volume and Issue: 113, P. 103004 - 103004

Published: Feb. 1, 2023

Language: Английский

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Influence of teachers’ emotional intelligence on students’ motivation for academic learning: an empirical study on university students of Bangladesh

Cogent Education, Journal Year: 2024, Volume and Issue: 11(1)

Published: March 18, 2024

Excellent teachers produce quality students who resembles their teachers. Teaching is a very challenging and stressful job that create emotional distress for have significant impact on students. Bandura's Social Cognitive Theory of Motivation inspired this study, which focused Emotional Intelligence. This study attempts to measure the influences Bangladeshi teachers' intelligence (EI) students' motivation academic learning. research incorporates Daniel Goleman's five EI dimensions: self-awareness (SA), self-regulation (SR), self-motivation (SM), empathy (EM) social skills (SS). The survey includes 14 private public universities from Bangladesh. A 31-item structured questionnaire was designed collect data (N = 415) respondents using five-point Likert scale, structural equation modeling (PLS-SEM) employed reliability, validity, test hypotheses. Results revealed learning directly influenced by study's findings indicate positively intelligence. Consequently, contributes body knowledge offering implications in higher education.

Language: Английский

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Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments

Computers & Education, Journal Year: 2024, Volume and Issue: 217, P. 105040 - 105040

Published: March 18, 2024

Against the backdrop of digitalization, it is imperative to provide pre-service teachers with adequate training opportunities foster their professional knowledge regarding technology integration in teaching-learning situations. However, date, only limited insights into empirical nature such – often subsumed under term Technological Pedagogical and Content Knowledge (i.e., TPCK) are possible given heterogeneity prior research investigating relationship between different components. This likely due predominant use self-reports previous studies. this background, present study pursued two goals. The first goal was investigate TPCK among teachers, utilizing test-based instruments explore TPCK's from a subject-specific angle, that is, its (PCK) (TK). Given widespread self-reports, study's second examine self-reported TPCK, exploring associated factors (e.g., teachers' gender, experience teaching technologies school, or metacognitive accuracy) may explain why both measures linked weakly. Findings reveal PCK TK statistically predicted similar extent highlighting integrated TPCK. moderated by accuracy, but not gender experience. Together, these offer valuable guidance for refining teacher effective indicating need target also

Language: Английский

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Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process

Learning and Instruction, Journal Year: 2022, Volume and Issue: 83, P. 101689 - 101689

Published: Sept. 29, 2022

Video-based simulations are considered authentic approximations of practice that can support pre-service teachers' acquisition diagnostic skills. Still, there is insufficient knowledge on the (differential) effectiveness different types prompts learning in such environments. The presented study experimentally compared effects two participants' judgment accuracy and processes a video-based simulation for skills context secondary mathematical argumentation focused learners either one indicator (conceptual prompts) or indicators their relation (interconnecting prompts). Results indicate effectively supported short interventions. While conceptual led to generally higher learning, interconnecting showed differential based prior knowledge. Besides highlighting prototypical these, results give indications teaching adaptive use simulation-based learning.

Language: Английский

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Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills

Teaching and Teacher Education, Journal Year: 2021, Volume and Issue: 111, P. 103616 - 103616

Published: Dec. 31, 2021

Language: Английский

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Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance

International Journal of Educational Technology in Higher Education, Journal Year: 2022, Volume and Issue: 19(1)

Published: Sept. 1, 2022

Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers this complex task. Advances in technology allow training be done through authentic learning environments, such as video-based simulations. To understand the process simulations, it necessary determine how cognitive and motivational learner characteristics influence situative experiences, perception of authenticity, load, situational motivation, during simulation they affect aspects performance. present study, N = 150 from German universities voluntarily participated validated online targeting student assessments. We identified three profiles characteristics: one with above average knowledge, motivational-affective traits, below knowledge traits. These do not differ authenticity simulation. Furthermore, results indicate that profiled learners navigate differently The knowledgeable tended outperform other two by using more time assessment process, also resulting higher judgment accuracy. study highlights processes interact, which helps individual Thus, findings may used basis future research focus on adaptive support.

Language: Английский

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Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes

European Journal of Psychology of Education, Journal Year: 2023, Volume and Issue: 39(2), P. 1397 - 1420

Published: Sept. 19, 2023

Abstract Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting outcomes. However, teachers may also take note and respond to the motivation engagement their students in a differential way, which could affect outcomes as well. In present study, we thus examined whether predict self-reported reading maths over several school years. Analysing longitudinal data from N = 2402 teachers, found Grade 5 were significantly related 1 year later 1, 2, 3 years later. An association with was only for

Language: Английский

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Reflecting on decades of teacher expectations and teacher effectiveness research: Considerations for current and future research

Educational Psychologist, Journal Year: 2024, Volume and Issue: 59(2), P. 111 - 141

Published: March 27, 2024

This article reviews over 50 years of research on teacher expectations and effectiveness. In addition to describing these traditions findings, I tie the in evolving fields societal issues play when was conducted connect historical emerging work. describe enormous growth knowledge both its potential for practice. Among many outcomes, two yielded clear evidence that teachers impact student achievement. Despite value this research, it has largely been ignored by policy makers, used, misused. contend makers have focused weaknesses normative teaching teachers' strengths knowledge. Of course, aspects can be improved, as effectiveness research. Current continuing some capacity addressing opportunity achievement gaps separate more advantaged marginalized students; however, schools alone cannot resolve vast differences are available American students.

Language: Английский

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