NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
MOOC-BERT: Automatically Identifying Learner Cognitive Presence From MOOC Discussion Data
Peer reviewed Peer reviewed
Direct linkDirect link
Liu, Zhi; Kong, Xi; Chen, Hao; Liu, Sannyuya; Yang, Zongkai – IEEE Transactions on Learning Technologies, 2023
In a massive open online courses (MOOCs) learning environment, it is essential to understand students' social knowledge constructs and critical thinking for instructors to design intervention strategies. The development of social knowledge constructs and critical thinking can be represented by cognitive presence, which is a primary component of…
Descriptors: MOOCs, Cognitive Processes, Students, Models
A Learning Analytics Framework Based on Human-Centered Artificial Intelligence for Identifying the Optimal Learning Strategy to Intervene in Learning Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Zhao, Fuzheng; Liu, Gi-Zen; Zhou, Juan; Yin, Chengjiu – Educational Technology & Society, 2023
Big data in education promotes access to the analysis of learning behavior, yielding many valuable analysis results. However, with obscure and insufficient guidelines commonly followed when applying the analysis results, it is difficult to translate information knowledge into actionable strategies for educational practices. This study aimed to…
Descriptors: Learning Analytics, Man Machine Systems, Artificial Intelligence, Learning Strategies
Human-AI Collaborative Learning in Mixed Reality: Examining the Cognitive and Socio-Emotional Interactions
Peer reviewed Peer reviewed
Direct linkDirect link
Belle Dang; Luna Huynh; Faaiz Gul; Carolyn Rosé; Sanna Järvelä; Andy Nguyen – British Journal of Educational Technology, 2025
The rise of generative artificial intelligence (GAI), especially with multimodal large language models like GPT-4o, sparked transformative potential and challenges for learning and teaching. With potential as a cognitive offloading tool, GAI can enable learners to focus on higher-order thinking and creativity. Yet, this also raises questions about…
Descriptors: Man Machine Systems, Artificial Intelligence, Technology Uses in Education, Cooperative Learning
Artificial Intelligence for Supporting Human Cognition and Exploratory Learning in the Digital Age. Cognition and Exploratory Learning in the Digital Age
Peer reviewed Peer reviewed
Direct linkDirect link
Pedro Isaias, Editor; Demetrios G. Sampson, Editor; Dirk Ifenthaler, Editor – Cognition and Exploratory Learning in the Digital Age, 2024
The Cognition and Exploratory Learning in the Digital Age (CELDA) conference focuses on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. In each edition, CELDA, gathers researchers and…
Descriptors: Artificial Intelligence, Cognitive Processes, Discovery Learning, Teaching Methods
Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ahmad Faza; Ilyana Agri Lestari – International Review of Research in Open and Distributed Learning, 2025
When students enter higher education, self-regulated learning (SRL) involving goal setting, planning, monitoring, and reflection is crucial for academic success. This study systematically reviews SRL strategies, supporting technologies, and their impacts, especially with the shift to online learning due to the COVID-19 pandemic. Following…
Descriptors: Metacognition, Educational Benefits, Learning Management Systems, Goal Orientation
Affective Support for Self-Regulation in Mobile-Assisted Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Viberg, Olga; Kukulska-Hulme, Agnes; Peeters, Ward – International Journal of Mobile and Blended Learning, 2023
Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs,…
Descriptors: Metacognition, Computer Assisted Instruction, Second Language Learning, Second Language Instruction