Search

Background: The potential of learning analytics dashboards in virtual reality simulation‐based training environments to influence occupational self‐efficacy via self‐reflection phase processes in the Chemical industry is still not fully understood. Learning analytics dashboards provide feedback on learner performance and offer points of comparison (i.e., comparison with one's own past performance or comparison with peer performance) to help learners make sense of their feedback. Objectives: We present a theoretical framework for describing learning analytics reference frames and investigate the impact of feedback delivered through dashboards with different reference frames on occupational self‐efficacy, while controlling for workplace self‐reflection. Methods: This experimental study engaged 42 chemical operator employees, aged between 18 and 55 years, each with at least one year of experience. We utilised a two‐group design to ask two research question each with three competing hypotheses related to changes in occupational self‐efficacy, employing Bayesian informative hypothesis evaluation. Results and Conclusions: Results for the primary research question suggest that dashboards with progress reference frames do not elicit greater change to self‐efficacy than those with social reference frames, however, they may elicit equal change. Furthermore, dashboards with social reference frames may elicit greater change to self‐efficacy than those with progress reference frames. Exploratory results found that dashboards with progress reference frames may elicit greater positive directional change than those with social reference frames and that they may elicit equal directional change. These findings contribute to the understanding of self‐efficacy beliefs within the Chemical industry, with potential impacts on skill development. The research may inform the design of targeted interventions and training programs to influence self‐efficacy. From a practical perspective, this research suggests that careful consideration is needed when choosing reference frames in learning analytics dashboards due to their potential consequences on the formation of learner self‐efficacy. Lay Description: What is already known about this topic?: Learning analytics dashboards often aim to stimulate self‐regulated learning by providing feedback.Feedback plays a crucial role in simulation‐based learning and learning analytics dashboards can be a valuable tool to deliver feedback and facilitate the learning process by providing learners with insights into their performance and progress.Previous research has highlighted the importance of reference frames as critical design features of learning analytics dashboards, as they assist learners in making sense of learning analytics feedback.Self‐efficacy is a powerful determine factor of workplace performance and is influenced by mastery experiences and social modelling information. What the paper adds?: A theoretical framework describes the mediating role self‐reflection phase processes of the self‐regulated learning cycle plays in the formation of occupational self‐efficacy.This paper introduces the concept of three learning analytics reference frame components which include the performance outcome component, point of comparison component and score delta component.The paper indicates that learning analytics dashboards designed with a progress reference frame does not elicit greater change to occupational self‐efficacy than the social reference frame.Exploratory results suggest dashboards with progress reference frames might produce greater positive directional change compared to social reference frames or elicit equal change. Implications for practice?: Learning analytics system designers who use reference frames to help learners make sense of their feedback should carefully consider which reference frames they use as these decisions likely have consequences on the formation of learner self‐efficacy beliefs.For LAD designers and stakeholders, recognising the absolute change and directional shift in self‐efficacy is crucial, as LAD designs significantly influence these dynamics and guide the tailoring of effective tools.In industries like the chemical sector, where overconfidence can result in severe consequences, understanding the nuance of self‐efficacy changes is especially pertinent. [ABSTRACT FROM AUTHOR]

Background: Haptic feedback has been shown to be an effective facilitator of the learning of scientific concepts in a series of studies. However, little is known about the underlying salient learning mechanisms, which are activated when learning from haptic feedback. Objectives: We investigate the learning mechanism in a higher chemistry education setting, in which the students learned about the abstract concept of potential energy in a quantum chemical context. Methods: In this work, we present a mixed‐methods problem‐solving prior to instruction (PS‐I) study with chemistry bachelor students. In an interactive quantum chemistry learning environment, the students explored the energetic profiles of nucleophilic substitution reactions and the corresponding activation barriers experienced as repulsion and attraction. We measured cognitive and affective mechanisms which have been shown to be activated in PS‐I designs, such as knowledge gap awareness, state curiosity, and positive affect as well as the learning outcome quantitatively and the learning trajectories qualitatively. Results and Conclusions: Planned contrasts revealed a small hindering effect of the haptic feedback on the learning outcome. Thematic analysis of the qualitative data lets us attribute this effect to the lack of scaffolding of the haptic feedback and the spontaneous atomic movements in the simulation, which may be interpreted as a visual representation of force in itself. This work highlights the importance of accurate mappings of the haptic feedback unto the target domain and further delivers insight into the prior conceptions of chemistry undergraduate students. Lay Description: What is already known about this topic: Haptic feedback can facilitate learning by grounding abstract concepts in sensory experiences.While previous studies have reported positive affective results, the cognitive results are ambiguous.Moreover, it was frequently reported that the learning of potential energy in a (quantum) chemical context is particularly difficult due to (i) the lack of grounding opportunities and (ii) the diverse previous conceptions. What this paper adds: A learning environment to interact with molecular systems in real‐time is proposed.The concept of activation energy is grounded in sensory experience of pushing and being pulled.The mixed‐methods design allows to explore cognitive and affective variables as well as the specific prior conceptions activated by the environment. Implications for practice and/or policy: We found a small negative effect of the haptic feedback on the learning outcome, potentially due to insufficient introduction of it to the students.The spontaneous movement of the atoms was identified as a more suitable external representation of the force.Future studies should investigate, if explicit introduction of the embodied metaphor can reverse this effect. [ABSTRACT FROM AUTHOR]

Background: The global introduction of complex measures directed at the containment of the COVID‐19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e‐learning is relevant. Objectives: The main purpose of this article was to assess the efficiency of online‐based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching. Methods: The research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e‐learning platform used, the focus was set on Microsoft Teams. Results and Conclusions: In general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well‐being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction. Lay Description: What is already known about this topic: The comprehensive analysis of survey outcomes allowed developing a set of recommendations able to enhance the effectiveness of teaching in online settings.The most convenient digital features during e‐learning implementation were instant access to information and the availability of a shared chat room.Pre‐pandemic electronic learning was often criticized for insufficient student engagement and social interaction, leading to the need to increase student engagement through interactive online activities, virtual group projects, online discussion forums, and accessibility. What this paper adds: In general, the conducted investigation unveiled that perception of the role of instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons.It appeared that international students are more exposed to stress factors and are less likely to trust an educator to the degree allowing them to ask for help.It was possible to develop a set of recommendations aimed at improving the effectiveness of teaching activities during e‐learning through an in‐depth analysis of survey results. Implications for practice and/or policy: Several implications for future investigations can be identified, namely: conducting further studies on the psychological well‐being of international students in online learning, examining cross‐cultural differences, exploring the effectiveness of teaching practices, and addressing broader social issues and consequences.Further research should focus on institutions across China to generalize the results obtained and formulate more reliable inferences.Another limitation is related to the instructors themselves. This variation in specialization among participants could have had an impact on the study's results, but it was not possible to address this issue within the constraints of the current research design. [ABSTRACT FROM AUTHOR]