ENAを実際の分析に用いた研究。

35 件

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Photorealistic editorial photograph of MOOC discussion participants whose differently coded social-presence posts connect to distinct network positions

会議論文2021

Automated social-presence coding was linked with learners' positions in a MOOC network

Wenting Zou, Zilong Pan, Chenglu Li, Min Liu

2nd International Conference on Quantitative Ethnography (ICQE 2020)

Whether categories of social presence in discussion posts are associated with learners' structural positions in a MOOC interaction network. Certain forms of social presence correlated positively with network measures, and position groups differed in the social-presence patterns they displayed. Correlations between classified language and network position do not show that strategic posting causes engagement, and both classifier error and platform participation shape the observed relations.

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social presenceMOOC network positionautomated content analysis

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Photorealistic editorial photograph of older adults comparing hand-drawn and AI-assisted visions of learning while supportive design needs connect around them

学術誌論文2026

学術誌論文 34

Drawings and interviews mapped how older adults imagined AI-supported learning

Shu Zhao, Congxin Wu, Ziqi Wang, Meizhao Guo, Xian Zhao

Smart Learning Environments

How older adults with different backgrounds conceptualize and respond to AI-supported learning. Hand drawings reflected life-based understandings, AI images were more structured, background characteristics related to content and style, and most participants described the tools as practical and were willing to use them. Prompting, tool design, coding choices, novelty, and a situated sample limit claims about all older adults or long-term adoption; demographic contrasts must not be treated as fixed deficits.

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older adult learningAI-generated drawingstechnology acceptance

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Photorealistic editorial photograph of a preschool child and parent exploring an Earth-without-humans question across a ten-month curiosity timeline

会議論文2021

会議論文 33

A ten-month mother–child case traced how scientific curiosity changed over time

Mamta Shah, Amanda Barany, Amanda Siebert-Evenstone

2nd International Conference on Quantitative Ethnography (ICQE 2020)

How sustained family engagement can reveal changing domain-related scientific curiosity in early childhood. The case documents evolving connections in scientific questioning and illustrates mechanisms through which deep curiosity may be sustained over a longer period. A self-ethnographic dyad offers depth but cannot estimate typical preschool development, separate parent influence from maturation, or support broad causal generalization.

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preschool curiosityparent-child interactionself-ethnography

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Photorealistic editorial photograph of Grade 5 students moving between Knowledge Forum and table talk as different idea-development networks emerge

学術誌論文2025

学術誌論文 32

Online and face-to-face Knowledge Building talk showed different shared-agency patterns

Aloysius Ong, Chew-Lee Teo, Alwyn-Vwen-Yen Lee, Guangji Yuan

Research and Practice in Technology Enhanced Learning

How shared epistemic agency appears in online and face-to-face student discourse during Knowledge Building. Online and oral discussions showed distinct connection patterns and degrees of idea development, with additional variation in how individual groups engaged. One class and one lesson provide a situated process account, not a universal ranking of discussion modalities or proof that a platform caused shared agency.

確認済みの論文要約は現在英語で提供しています。

shared epistemic agencyKnowledge Buildingsynchronous discourse

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Photorealistic editorial photograph of a learner revisiting an ecological systems game as event logs shift from short-term fixes toward sustainable strategies

会議論文2021

会議論文 31

Repeated game sessions revealed shifts between short-term and self-sustaining strategies

Jennifer Scianna, David Gagnon, Mariah A. Knowles

2nd International Conference on Quantitative Ethnography (ICQE 2020)

How incorporating game events into ENA can visualize changes in complex-systems play across repeated sessions. Repeated play showed significant differences in responses to game events and patterns consistent with greater attention to temporally distant phenomena and sustainable strategies. Selected repeat players and in-game traces do not independently establish durable systems understanding, and logged strategies require interpretation within the game's mechanics.

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game learning analyticssystems thinkingevent logs

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Photorealistic editorial photograph of MOOC discussion posts forming contrasting sentiment networks for higher- and lower-score learner groups

学術誌論文2025

学術誌論文 30

MOOC sentiment networks varied with performance groups and discussion topics

Jianhui Yu

The International Review of Research in Open and Distributed Learning

How connections among expressed learning sentiments differ by MOOC performance level and discussion topic. Higher-score participants showed stronger engagement–neutral and neutral–frustration connections, fewer frustration links with delight or boredom, and engagement connected broadly across topics; the lower-score group showed a narrower engagement–experience link. Forum expression is not a complete measure of emotion, and performance-group associations cannot establish that a sentiment pattern caused achievement or will transfer across MOOCs.

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MOOC discussionlearning sentimentperformance level

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