Effects of robot-assisted digital storytelling on hospitalized children's communication during the COVID-19 pandemic

This study proposed a robot-assisted digital storytelling approach to reduce hospitalized children's anxiety about intravenous injections and to improve their therapeutic communication and therapeutic engagement. In order to verify the effectiveness of the robot-assisted digital storytelling approach, a randomized controlled study was implemented. A total of 47 children from a regional hospital were randomly assigned to an experimental group (n = 21) and a control group (n = 26). The experimental group adopted the robot-assisted digital storytelling approach in health education for intravenous injections, while the control group received video-based health education. The study results indicated that the proposed robot-assisted digital storytelling approach not only reduced the children's anxiety, but also had positive effects on children's communication about intravenous injections, emotions during hospitalization, and therapeutic engagement. As a consequence, it is suggested that educators and researchers consider adopting robot-assisted digital storytelling to facilitate nursing clinical health education for children.

Promoting students' learning achievement and self-efficacy: A mobile chatbot approach for nursing training

The aims of nursing training include not only mastering skills but also fostering the competence to make decisions for problem solving. In prenatal education, cultivating nurses' knowledge and competence of vaccine administration is a crucial issue for protecting pregnant women and newborns from infection. Therefore, obstetric vaccination knowledge has become a basic and essential training program for nursing students. However, most of these training programs are given via the lecture-based teaching approach with skills practice, providing students with few opportunities to think deeply about the relevant issues owing to the lack of interaction and context. This could have a negative impact on their learning effectiveness and clinical judgment. To address this problem, a mobile chatbot-based learning approach is proposed in this study to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot. In order to verify the effectiveness of the proposed approach, an experiment was implemented. Two classes of 36 students from a university in northern Taiwan were recruited as participants. One class was the experimental group learning with the proposed approach, while the other class was the control group learning with the conventional approach (ie, giving lectures to explain the instructional content and training cases). The results indicate that applying a mobile chatbot for learning can enhance nursing students' learning achievement and self-efficacy. In addition, based on the analysis of the interview results, students generally believed that learning through the mobile chatbot was able to promote their self-efficacy as well as their learning engagement and performance. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Trends and issues of social annotation in education: A systematic review from 2000 to 2020

Background: Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face‐to‐face class to remote education as a response to the COVID‐19 pandemic. Objective: To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified. Methods: A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted. Results and Conclusions: The United States has published the most SA research and technology‐related journals are most receptive of SA research;one‐shot quantitative designs with a sample size between 30 and 100 have been adopted most often;there is a lack of theoretical support for SA studies;higher education settings have been more frequently researched than other educational levels;SA technological features and activities have focused more on student uses and outcomes than on those of instructors;self‐designed technologies were more preferred than commercial ones;both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings. Implications: Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks;more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic. Lay Description: What is Already Known About this Topic: The behaviour of annotating often helps learners obtain deeper understanding and retain longer memorization of learning content.Social annotation, which capitalizes the advantage of digital tools and collaboration, allows learners to annotate on the same document, and view each other's annotations to ignite discussion and maximize their individual learning.Social annotation has been widely used in educational settings amongst all ages of learners. What this Paper Adds: Provides a systematic review of empirical social annotation studies between 2000 and 2020, highlighting the analysis of bibliometrics, research designs, and learning outcomes and effects.Proposes a conceptual framework (the WIRE model) to guide the design and assessment of social annotation activities.Identifies challenges and gaps in existing research designs as well as instructional practices. Implications for Practice: Instructors can use the results to locate desirable social annotation technologies and design effective activities.Researchers may utilize the trend and research gaps to design future social annotation studies.Programmers can use WIRE to make an initial assessment of social annotation tool designs, and develop more customized products for formal education.

Trends and issues of social annotation in education: A systematic review from 2000 to 2020

Background Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face-to-face class to remote education as a response to the COVID-19 pandemic. Objective To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified. Methods A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted. Results and Conclusions The United States has published the most SA research and technology-related journals are most receptive of SA research;one-shot quantitative designs with a sample size between 30 and 100 have been adopted most often;there is a lack of theoretical support for SA studies;higher education settings have been more frequently researched than other educational levels;SA technological features and activities have focused more on student uses and outcomes than on those of instructors;self-designed technologies were more preferred than commercial ones;both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings. Implications Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks;more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Game-Based Language Learning in Technological Contexts: An Integrated Systematic Review and Bibliometric Analysis

In the COVID-19 pandemic, delivering learning content to students via the use of technologies has become mainstream. Among various technology-supported learning modes, game-based language learning (GBLL) has been considered an effective approach to engaging learners in joyful and interactive contexts. This study aims to provide an overview of GBLL using bibliometric mapping analysis and coding analysis. This systematic review provides a scoping overview of empirical evidence on the use and impacts of games in language learning from 1989 to 2020. Based on a set of criteria retrieved from the Web of Science, 101 articles were analyzed. The coding analysis were three aspects to identify the research issues, performance issues, and interaction issues. Moreover, in a comprehensive review of the research on GBLL, insights are provided for educators and future research. The findings differing from those of previous reviews can serve as a reference for researchers on GBLL-related studies.

Promoting art appreciation performances and behaviors in effective and joyful contexts: A two-tier test-based digital gaming approach

To enhance students' learning motivation and learning interest, scholars have attempted to incorporate game-based learning (GBL) into courses to improve conventional teaching which is mostly carried out using textbooks, presentations, or videos. However, one-tier tests were mainly adopted in previous GBL, meaning that it was difficult to identify whether students answered questions correctly by understanding knowledge or merely guessed the correct answer. Such tests also make it difficult to provide adequate feedback and guidance during the learning process. In order to solve this problem, a two-tier test-based digital gaming approach (TT-DGA) developed using RPG Maker was proposed in this study. It not only provided students with a more interesting way to learn art and view world-famous artworks in the game, but also introduced a two-tier test in the learning process to help students gradually construct professional art appreciation knowledge. To explore the effects of this approach, a total of 62 university students who took an elective art course were recruited in the current study. A quasi-experimental design was employed and the course was conducted physically during the Covid-19 pandemic. One class was the experimental group which adopted the TT-DGA for learning, while the other class was the control group which adopted the conventional gaming approach (C-DGA). The results showed that the TT-DGA could significantly enhance students' learning achievement of art appreciation, learning motivation, learning attitudes, and flow experience. Based on the behavioral analysis, students in the experimental group were more active than those in the control group in terms of reading art history materials, watching videos, engaging in tests, and playing the game again. Finally, the interview results uncovered that the two-tier test could help students conduct self-inspection, confirm the accuracy of their understandings of knowledge, and correct misconceptions, and that DGBL made the art course more interesting. • A two-tier test-based digital gaming approach for art education is proposed. • An educational computer game was developed based on the proposed approach. • The approach improved students' learning achievement of art appreciation. • The approach improved students' learning motivation. • The approach improved students' self-inspection and accuracy art concepts. [ FROM AUTHOR]

Trends and issues of social annotation in education: A systematic review from 2000 to 2020

Background Objective Methods Results and Conclusions Implications Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face‐to‐face class to remote education as a response to the COVID‐19 pandemic.To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified.A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted.The United States has published the most SA research and technology‐related journals are most receptive of SA research;one‐shot quantitative designs with a sample size between 30 and 100 have been adopted most often;there is a lack of theoretical support for SA studies;higher education settings have been more frequently researched than other educational levels;SA technological features and activities have focused more on student uses and outcomes than on those of instructors;self‐designed technologies were more preferred than commercial ones;both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings.Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks;more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic. [ FROM AUTHOR]

Promoting art appreciation performances and behaviors in effective and joyful contexts: A two-tier test-based digital gaming approach

To enhance students' learning motivation and learning interest, scholars have attempted to incorporate game-based learning (GBL) into courses to improve conventional teaching which is mostly carried out using textbooks, presentations, or videos. However, one-tier tests were mainly adopted in previous GBL, meaning that it was difficult to identify whether students answered questions correctly by understanding knowledge or merely guessed the correct answer. Such tests also make it difficult to provide adequate feedback and guidance during the learning process. In order to solve this problem, a two-tier test-based digital gaming approach (TT-DGA) developed using RPG Maker was proposed in this study. It not only provided students with a more interesting way to learn art and view world-famous artworks in the game, but also introduced a two-tier test in the learning process to help students gradually construct professional art appreciation knowledge. To explore the effects of this approach, a total of 62 university students who took an elective art course were recruited in the current study. A quasi-experimental design was employed and the course was conducted physically during the Covid-19 pandemic. One class was the experimental group which adopted the TT-DGA for learning, while the other class was the control group which adopted the conventional gaming approach (C-DGA). The results showed that the TT-DGA could significantly enhance students’ learning achievement of art appreciation, learning motivation, learning attitudes, and flow experience. Based on the behavioral analysis, students in the experimental group were more active than those in the control group in terms of reading art history materials, watching videos, engaging in tests, and playing the game again. Finally, the interview results uncovered that the two-tier test could help students conduct self-inspection, confirm the accuracy of their understandings of knowledge, and correct misconceptions, and that DGBL made the art course more interesting.

An MDRE approach to promoting students' learning performances in the era of the pandemic: A quasi-experimental design.

Educators have indicated the need to foster students' ability to solve problems by acquiring up-to-date knowledge as well as promoting their competences for making decisions from diverse perspectives based on the acquired knowledge. Traditional courses mainly use lecture-based instruction without providing sufficient opportunities for students to practice and interact with the teacher; therefore, it is difficult to deliver such up-to-date knowledge via traditional instruction, not to mention fostering students' critical thinking. In this study, the Mobile technology-supported Decision, Reflection and Exercise (MDRE) model is proposed to address this problem. Moreover, a learning system is developed based on the proposed approach. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in a university with a two-group pretest posttest design to assess participants' learning achievement, critical thinking and learning satisfaction. The participants were two classes of undergraduate students. One class with 37 students was the experimental group learning with the MDRE learning approach, whereas the other class with 37 students was the control group learning with the conventional technology-based learning approach. Analysis of covariance was performed to evaluate the effect of the intervention on the target outcomes. It was found that the experimental group showed better learning achievement, critical thinking and learning satisfaction than the control group. This implies that the MDRE approach has good potential in helping learners think from diverse perspectives and promoting their learning performance and engagement, which is important in higher education aimed at fostering students' competence of acquiring up-to-date knowledge for solving problems.

The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study.

BACKGROUND: In nursing education, knowledge and competence in conducting physical assessments are crucial. Therefore, physical assessment knowledge has become a fundamental and essential education program for nursing students. However, most of the current nursing courses are taught via a didactic teaching approach, making it difficult for students to think deeply about relevant issues due to the lack of interaction and context. This may, in turn, have an impact on learning effectiveness and clinical judgment. OBJECTIVE: A virtual patient (VP)-based social learning approach is proposed to enhance nursing students' performance and clinical judgment in education programs. DESIGN: A quasi-experiment method was adopted to evaluate the effectiveness of the proposed approach. PARTICIPANTS: A total of 40 senior nursing students participated in the study (VP-based social learning approach group = 20, control group = 20). METHODS: The study involved a pre- and post-test to examine students' learning achievements, self-efficacy, and communication skills. The experimental group adopted the VP-based learning approach, while the control group adopted the conventional didactic learning approach. ANCOVA was employed to compare the performances of the two groups. RESULTS: The experimental results indicate that using a VP for learning can enhance students' learning achievements, self-efficacy, and communication skills. In addition, based on the analysis of the results, students generally believed that learning with a VP makes learning more enjoyable. CONCLUSION: The VP-based social learning approach would be an effective strategy to train nursing students who have limited opportunities to experience real clinical situations, in particular during the COVID-19 pandemic.

Factors influencing university teachers' use of a mobile technology-enhanced teaching (MTT) platform.

The main purpose of this study was to examine the critical factors influencing university teachers' use of a mobile technology-enhanced teaching (MTT) platform during the new coronavirus (COVID-19) epidemic. An integrated model with multiple factors drawing from the theoretical models and learning theories was proposed in this study to examine university teachers' intentions to use an MTT platform. The multiple factors included the individual factor (e.g., growth mindset, help seeking, and self-efficacy), the social factor (e.g., social norms), and the technological acceptance factor (e.g., perceived usefulness and perceived ease of use). The survey method was used to collect data on university teachers' perceptions of the MTT platform use, and a two-step structural equation modeling approach was used for the data analysis. Based on the path analysis of a total of 214 valid responses, the results identified that growth mindset, help seeking, and self-efficacy from the individual factor, as well as perceived usefulness from the technology acceptance factor were the significant determinants of university teachers' intentions to adopt the MTT. The contributions of this study are twofold. First, the proposed model was derived from multiple literature sources, providing a sound theoretical foundation to understand MTT platform use from an academic angle. Second, university teachers' viewpoints are a unique observation of their actual platform use, providing practical insights into the improvement and maintenance of MTT-related platforms for all educators. The findings are especially valuable during the post-COVID-19 era.