Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning.

Collaboration improves multiple academic and social outcomes. Accordingly, computer-supported collaborative learning (CSCL) can be beneficial in distance education contexts to overcome the issues specific to online learning (e.g.

Low literacy skills in adults can be largely explained by basic linguistic and domain-general predictors.

Introduction: Despite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have low literacy skills. Even though this problem has been known for decades, the causes and predictors of their poor reading comprehension skills are not fully explored.

Construction or updating? Event model processes during visual narrative comprehension.

The plot of a narrative is represented in the form of event models in working memory. Because only parts of the plot are actually presented and information is continually changing, comprehenders have to infer a good portion of a narrative and keep their mental representation updated. Research has identified two related processes (e.

What is critical for human-centered AI at work? - Toward an interdisciplinary theory.

Human-centered artificial intelligence (HCAI) has gained momentum in the scientific discourse but still lacks clarity. In particular, disciplinary differences regarding the scope of HCAI have become apparent and were criticized, calling for a systematic mapping of conceptualizations-especially with regard to the work context. This article compares how human factors and ergonomics (HFE), psychology, human-computer interaction (HCI), information science, and adult education view HCAI and discusses their normative, theoretical, and methodological approaches toward HCAI, as well as the implications for research and practice.

Do a pedagogical agent's clothing and an animated video's setting affect learning?

Pedagogical agents are often used to enhance social cues in learning materials. The inclusion of pedagogical agents raises several design questions, for example on what kind of clothing the agent should wear. Further, it is not yet clear how the setting of an animated learning video (i.

The relations of SES and literacy-related oral and written language skills after one year of reading instruction - evidence from novice readers of Arabic.

The relations between socioeconomic status (SES) and language skills at the onset of reading acquisition has not received much attention in research. In this study, a standardized battery of oral and written language tests was administered to 127 Arabic-speaking children at the end of first grade. SES-related differences were found in a line of oral language measures (vocabulary, syntax, morphology, and listening comprehension), but not in phonological awareness (PA) and rapid automatized naming (RAN), nor in any of the reading components (decoding, word reading, reading comprehension and orthographic knowledge).

Buffering - Please Be Patient! Does the Attribution of Pauses to Technical Issues Hamper Learning?

In educational contexts, system-determined pauses are often used to interrupt the transient flow of information and thus avoid cognitive overload in dynamic learning materials. However, next to these didactically motivated interruptions, video-based learning materials may also be interrupted due to technical issues with regard to constrained bandwidth or outdated technology. Against this background, the current experiment investigated whether the interruption of dynamic representations due to technical issues negatively affects learning.

Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools.

Receptive skills in English as a second language are important for students on the verge of entering higher education as this student group (aged 17-19) is expected to apply English regularly in their later life. Previous research in this age group in Germany already implied an increasing overlap between both skills in this age group, although robustness of this effect across student groups with different learning experiences was not tested. We used language assessment data collected from upper secondary schools (i.

An Optimized Bayesian Hierarchical Two-Parameter Logistic Model for Small-Sample Item Calibration.

Accurate item calibration in models of item response theory (IRT) requires rather large samples. For instance, respondents are typically recommended for the two-parameter logistic (2PL) model. Hence, this model is considered a large-scale application, and its use in small-sample contexts is limited.

The Quality of Data on Participation in Adult Education and Training. An Analysis of Varying Participation Rates and Patterns Under Consideration of Survey Design and Measurement Effects.

Statistics on adult education and training (AET) are often considered as insufficient because they fail to deliver a comprehensive and consistent picture of this field of education. This study addresses a specific problem in AET statistics that is varying participation rates of adults in AET depending on underlying data sources. We elaborate potential causes for deviations in survey design and the measurement of participation in sample based AET statistics with reference to the Total Survey Error (TSE) approach.