Fan Xu, Deborah Hewlett, and Dr. Ana-Paula Correia presented at the American Educational Research Association 2022 Annual Meeting on their study titled A Socialized Knowledge Community on Computational Thinking – Teachers-Pay-Teachers.
Fan Xu led the virtual presentation on Teachers-Pay-Teachers and Computational Thinking as part of the Computers and Internet Applications in Education SIG program.
Abstract: To understand teachers’ attitudes toward the current Computational Thinking-related resources in socialized knowledge communities and further explore their need for Computational Thinking (CT) education, this study collected a large amount of data from the Teachers-Pay-Teachers (TPT) portal and used text mining techniques for comprehensive analysis. This work reveals that most CT resources on TPT focused on math education in primary school. Teachers hold a relatively positive attitude towards these resources, even though some online resources might be too difficult to use. The resource itself, the subject, and students at a specific grade level are the three main concerns when teachers seek supportive resources online.
A Socialized Knowledge Community on Computational Thinking: Teachers-Pay-Teachers presentation slides.
Chenxi Liu and Dr. Ana-Paula Correia presented a study at the American Educational Research Association 2022 Annual Meeting on External Variables That Impact Mobile Learning (M-Learning) Acceptance: A Meta-Analysis.
Chenxi led a roundtable session on a meta-analysis on the impact of mobile learning acceptance as part of the Systematic Review and Meta-Analysis SIG program.
Abstract: Mobile learning (m-learning) can positively impact learning. However, the low retention rate is a common problem many m-learning applications face. Although previous studies have investigated factors impacting learners’ acceptance of m-learning, no meta-analysis has been conducted on this topic. Based on 47 empirical studies, this meta-analysis identified five major external variables impacting learners’ acceptance of m-learning. These variables are self-efficacy, subjective norm, mobility, enjoyment, and satisfaction. All variables are moderately or strongly correlated with the Technology Acceptance Model (TAM) constructs, and the relationship between subjective norm and perceived usefulness is moderated by learning context.
External Variables That Impact Mobile Learning (M-Learning) Acceptance: A Meta-Analysis i-Poster.
Chenxi also joined Dr. Minjung Kim and Junyeong Yang to present their study titled Examining the Dynamics of Students’ Affect and Learning Goal Achievement Using Dynamic Structural Equation Modeling as part of Division C – Section 2a: Cognitive and Motivational Processes program.
This study examined the complex relationship of the dynamics of student’s positive affect (PA) and negative affect (NA) with their learning goal achievement (LGA) using the dynamic structural equation modeling (DSEM). Based on the 32 days of intensive longitudinal data of student’s affect and LGA from the HBAPA data, we found that students had equilibrium of affect and LGA over time with no systematic changes, while the observations were significantly fluctuated. There was a significant relationship between the affect and LGA with no cross-lagged relationship between PA and NA. Three covariates (i.e., age, number of semesters studied, depression) were significantly related with the dynamics of affect and LGA.
Chenxi Liu enjoyed her first in-person AERA experience with Dr. Minjung Kim and Junyeong Yang.