Recent News and Announcement

Publication on Engagement in Context through Experience Sampling Method

Xie, K., Heddy, B., & Vongkulluksn, V. (2019). Examining learning engagement in context: The opportunities and challenges of mobile technology in experience-sampling method. Contemporary Educational Psychology, 59, 101788. 10.1016/j.cedpsych.2019.101788

Abstract
With the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher education programs. They responded to experience-sampling surveys based on the study events that they planned for the two weeks prior to exams during the semester. Regression analysis revealed that students’ course-specific self-efficacy and characteristics of planned study events were significantly associated with students’ behavioral engagement related to how well students implemented their study plans. Hierarchical regression analysis also showed that contextual features of the study environment, including study location and reasons for studying, moderated the relationship between task-specific self-efficacy and cognitive engagement. The results highlight the critical roles of self-efficacy and contextual features in influencing engagement in authentic anywhere and anytime mobile learning. The affordances and hinderances of experience-sampling method and mobile technologies in supporting engagement research were discussed.

Publication on Experience Sampling Method (in Chinese)

Lu, G., Xie, K., Zhang, W., Liu, Q., Zhang, N., & Mei, L. (2019). Toward real-time data collection: The application, value and prospect of experience sampling method. E-education Research, 6, 19-26. (In Chinese) DOI:10.13811/j.cnki.eer.2019.06.003

Abstract
Experience sampling method(ESM) enables us to examine human experiences at the time of an event in a spontaneous, authentic context. In the era of “Internet +”, the emergence of new technologies and tools has promoted the development of ESM, making it a new method for educational research. Traditionally, to collect real-time data in natural situations, ESM reminds subjects using auxiliary tools (such as alarm), so that subjects would report themselves at any random time or close to event occurrence. Compared with other self-report methods (such as questionnaire), ESM measures individuals’ changes in natural and real situations, which is beneficial to reduce the social desirability and recall biases of the subjects. ESM emphasizes the vertical and dynamic educational research under the real situations, focuses on authenticity and contextuality of learners’ inner state, and pays attention to the dynamic and regularity of individuals’ learning experience, which helps to improve the quality and precision of educational quantitative research.

Team Concludes Spencer-Funded Project with Professional Development Talk at Worthington Local Schools

A project from OSU’s Research Laboratory for Digital Learning Scaffolding Information Literacy Development in Science ended on a high note with the principal investigator, Dr. Vanessa Vongkulluksn, delivering a professional development (PD) session at Worthington City Schools’ Learning Leaders Academy. (more…)

Book Chapter on P-16 Partnerships for Learning with Mobile Technologies

Gimbert B., Acree L., Xie K., Anthony A.B. (2019) P-16 Partnerships for Learning with Mobile Technologies: Design, Implement and Evaluate. In: Zhang Y., Cristol D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg https://doi.org/10.1007/978-3-642-41981-2_128-1

Abstract
Advancements in mobile technologies hold promise for supporting teaching and learning in educational settings. Across the globe, primary and secondary schools join with higher education institutions to design and implement mobile learning experiences for P-12 students and seek external funding to support such initiatives. This chapter describes a framework for advancing and sustaining m-learning initiatives in a P-16 partnership using a collaborative evaluation approach. Three key premises fortify the Partnership, Evaluation, Design, and Implementation (PEDI) framework: (1) Partnership is the central driving force; (2) Stakeholders and external experts determine processes of collaborative evaluation; and (3) The relationship between the partnership, design, implementation, and evaluation needs to be both reciprocal and iterative. When evaluation moves beyond “a snapshot” of the initiative’s impact, stakeholders’ collective expertise and unique contributions are recognized. A partnership of higher education representatives, including faculty, researchers, instructional designers, and software developers, and school-based educators and personnel such as teachers, administrators, staff, and instructional technology coordinators should adopt collaboratively evaluation practices in order to promote the most effective use of m-learning solutions in P-12 schools.

Keywords: P-16 partnerships; Mobile learning design; Mobile learning implementation; Evaluation of mobile learning

Presentations at AERA 2019

In the upcoming 2019 Annual Meeting for American Educational Research Association (AERA) in April 5-9, 2018 at Toronto, Canada, our lab members will be fully engaged in presentations and events:

Fri, April 5, 2:25 to 3:55pm, Metro Toronto Convention Centre, 600 Level, Room 601A
Bloom’s digital taxonomy scale: A validation study
Vongkulluksn, V., Lu, L., & Xie, K., Paper Session in SIG-Instructional Technology.

Sat, April 6, 4:10 to 5:40pm, Metro Toronto Convention Centre, 300 Level, Hall C
PD exposure and teachers’ use of instructional technology: The mediating role of teacher beliefs
Bowman, M., Vongkulluksn, V., & Xie, K., Poster Session in Division K Teaching and Teacher Education.

Sun, April 7, 9:55 to 11:25am, Metro Toronto Convention Centre, 200 Level, Room 205C
Revisiting teacher beliefs about technology integration: expectancy-value perspectives
Cheng, S.L., Lu, L. & Xie, K., & Vongkulluksn, V., Paper Session in SIG-Technology as an Agent of Change in Teaching and Learning.

Sun, April 7, 9:55 to 11:25am, Metro Toronto Convention Centre, 200 Level, Room 205C
Teachers’ value beliefs profiles: antecedents and associations with technology integration practices
Vongkulluksn, V., Hawk, N.A., & Xie, K., Paper Session in SIG-Technology as an Agent of Change in Teaching and Learning.

Sun, April 7, 3:40 to 5:10pm, Metro Toronto Convention Centre, 200 Level, Room 201C
The implementation of student trackers for desire2learn and canvas lmss for learning analytics for engagement
Chen, S.B. & Xie, K., Paper Session in SIG-Design and Technology.

Mon, April 8, 8:00 to 10:00am, Sheraton Centre Toronto Hotel, Lower Concourse, Sheraton Hall E
Examining learning engagement in context using experience-sampling method
Xie, K., Vongkulluksn, V., & Heddy, B.C., Symposium Session in Division C Learning and Instruction.

Mon, April 8, 2:15 to 3:45pm, Metro Toronto Convention Centre, 800 Level, Hall G
Preparing college students for online learning: design to improve motivation and self-regulation
Lu, L., Jiang, Z. & Xie, K., Roundtable Session in SIG-Design and Technology. (more…)

Engagement at AECT2018 Kansas City

In the 2018 Annual Meeting for Association for Educational Communication and Technologies (AECT) at Kansas City, MO, our lab members fully engaged in various programs and presentations.

Four excellent presentations were made by our lab members: (1) Effects of ability and value beliefs on technology integration: A multilevel mediation analysis by Sheng-Lun Cheng, Lin Lu, and Kui Xie; (2) A design-based research study to develop an online flipped language classroom model by Zilu Jiang, Kui Xie, and Jiahang Li (Michigan State University); (3) Learning computational thinking by stem-integrated learning approach in 4th grade flipped classroom by Xing Li, Yi Zhang (Central China Normal University), and Kui Xie; (4) A review of design and technological components of educational digital resources. Kui Xie, Gennaro Di Tosto, Sheng-Bo Chen, and Vanessa Vongkulluksn. (more…)

Presentations at AECT 2018

In the upcoming 2018 Annual Meeting for Association for Educational Communication and Technologies (AECT) at Kansas City, MO, our lab members will be involved in four presentations:

Paper Session: Effects of ability and value beliefs on technology integration: A multilevel mediation analysis
Fri, Oct 26, 10:20 to 10:45am, Marriott, Julia Lee A
Sheng-Lun Cheng, Lin Lu, Kui Xie, The Ohio State University

Design and Development Showcase: A design-based research study to develop an online flipped language classroom model
Wed, Oct 24, 4:15 to 6:00pm, Muehlebach, Mezzanine
Zilu Jiang, Jiahang Li (Michigan State University), Kui Xie, The Ohio State University

Paper Session: Learning computational thinking by stem-integrated learning approach in 4th grade flipped classroom
Fri, Oct 26, 3:35 to 4:00pm, Muehlebach, Trianon C
Xing Li, Yi Zhang, Central China Normal University, Kui Xie, The Ohio State University

Paper Session: A review of design and technological components of educational digital resources.
Thu, Oct 25, 10:20 to 10:45am, Muehlebach, Hoover
Gennaro Di Tosto, Sheng-Bo Chen, Vanessa Vongkulluksn, Kui Xie, The Ohio State University

In addition, lab members are actively serving in various roles for programs in AECT 2018. For example, Sheng-Lun Cheng will participate in the Early Career Research Symposium. Our lab director Dr. Kui Xie will serve as a mentor for Early Career Research Symposium. He will also serve as a discussant for a featured research session.