Frontline Learning Research <p>Frontline Learning Research (FLR) welcomes risk-taking and explorative studies that provide input for theoretical, empirical and/or methodological renewal within the field of research on learning and instruction. The journal offers a distinctive opening for foundational research and an arena for studies that promote new ideas, methodologies or discoveries. Read about what is frontline under <a href="" target="_blank" rel="noopener">Aims and scope</a></p> en-US <p>FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.</p> (Thomas Martens) (Moritz Niemann) Wed, 14 Apr 2021 01:15:52 -0700 OJS 60 Staying at the front line of literature: How can topic modelling help researchers follow recent studies? <div> <p class="AbstractText"><span lang="EN-GB">Staying at the front line in learning research is challenging because many fields are rapidly developing. One such field is research on the temporal aspects of computer-supported collaborative learning (CSCL). To obtain an overview of these fields, systematic literature reviews can capture patterns of existing research. However, conducting systematic literature reviews is time-consuming and do not reveal future developments in the field. This study proposes a machine learning method based on topic modelling that takes articles from a systematic literature review on the temporal aspects of CSCL (49 original articles published before 2019) as a starting point to describe the most recent development in this field (52 new articles published between 2019 and 2020). We aimed to explore how to identify new relevant articles in this field and relate the original articles to the new articles. First, we trained the topic model with the Results, Discussion, and Conclusion sections of the original articles, enabling us to correctly identify 74% (n = 17) of new and relevant articles. Second, clusterisation of the original and new articles indicated that the field has advanced in its new and relevant articles because the topics concerning the regulation of learning and collaborative knowledge construction related 26 original articles to 10 new articles. New irrelevant studies typically emerged in clusters that did not include any specific topic with a high topic occurrence. Our method may provide researchers with resources to follow the patterns in their fields instead of conducting repetitive systematic literature reviews.</span></p> </div> Joni Lämsä, Catalina Espinoza, Ari Tuhkala, Raija Hämäläinen Copyright (c) 2021 Frontline Learning Research Wed, 14 Apr 2021 00:00:00 -0700 Conceptualizing knowledge transfer as transformation and attunement <div><span lang="EN-GB">This article articulates a new theory on the ontology of knowledge transfer. This involves the work of 1) showing that the question “what happens to knowledge in transfer across divergent contexts?” can be made sense of within a situative approach, 2) providing a new conceptualization of situated knowledge, 3) articulating transfer in terms of knowledge transformation and attunement, and 4) putting the issue of learning to transfer knowledge across divergent contexts (back) on the research agenda. The article builds on a view of knowledge as a unity of know-that, know-how, and know-of; which unity forms a practical embodied perspective with which the agent meets the world in interaction. It is argued that knowledge is situatedly <a name="_Hlk513298490"></a>realized in attunement to the requirements, possibilities, and restrictions of the concrete situation, as they dynamically unfold. A framework of context levels for analyzing requirements, possibilities, and restrictions (termed “situational characteristics”) is presented. The levels reflect that an activity will always engage with a domain, in a life-setting, taking place within a societal structure, making use of encompassing cultural practices. It is shown how <a name="_Hlk513298698"></a>differences in unities of situational characteristics necessitate the transformation of the knowledge perspective in attunement to the situational characteristics of the new context. Towards the end, it is pointed out how this conceptualization of knowledge transfer opens for research into designing and teaching for learning to transfer. Three recent projects are referenced as an illustration of the approach.</span></div> Nina Bonderup Dohn Copyright (c) 2021 Frontline Learning Research Mon, 19 Apr 2021 00:00:00 -0700 Capturing Primary School Students’ Emotional Responses with a Sensor Wristband <div> <div> <p class="AbstractText"><span lang="EN-GB">The emotions experienced by primary school students have both positive and negative effects on learning processes</span><span lang="EN-GB">.</span><span lang="EN-GB"> Thus, to better understand learning processes, research should consider </span><span lang="EN-GB">emotions</span><span lang="EN-GB"> during class. Standard survey-based methods, such as self-reports, are limited in terms of capturing the detailed trajectories of primary school children’s emotions, as their abilities of self-reporting are developing and still limited. </span><span lang="EN-GB">Emotions</span><span lang="EN-GB"> can also be tracked </span><span lang="EN-GB">by capturing emotional responses as they occur e.g. from physiological reaction measured </span><span lang="EN-GB">with sensor wristbands. This technology generates an emotional </span><span lang="EN-GB">responses</span><span lang="EN-GB">typology based on continuously captured physiological </span><span lang="EN-GB">data</span><span lang="EN-GB">, such as skin conductivity and skin temperature. However, such measurement methods </span><span lang="EN-GB">need to be validated before being used</span><span lang="EN-GB">.</span></p> <p class="AbstractText"><span lang="EN-GB">The present study thus attempted to validate this instrument with primary school students.</span> <span lang="EN-GB">We used the BM Sensor Wristband technology, as its </span><span lang="EN-GB">emotional response</span><span lang="EN-GB"> typology is based on the </span><span lang="EN-GB">categorical</span><span lang="EN-GB"> emotion and homeostasis approach. In our research, we focus on the emotional responses that can be distinguished by the BM Typology and that can influence learning processes. These emotional responses are: “joy”, “curiosity”, “attention”, “fear”, “anger” and “</span><span lang="EN-GB">passivity</span><span lang="EN-GB">”.</span></p> </div> </div> <div><span lang="DE">Therefore, we induced emotional </span><span lang="DE">responses </span><span style="font-size: 14px;">in primary school children through specifically developed audio-visual stimuli. Using logistic mixed effects modelling, we investigated the occurrence of opposing reactions. We observed that primary school children’s reactions to audio-visual stimuli could be differentiated. We conclude that primary school children’s emotional </span><span lang="DE">responses</span><span lang="DE">, such as “joy”, “curiosity”, “attention”, “fear”, “anger” and “</span><span lang="DE">passivity</span><span lang="DE">”, can be accurately measured by evaluating physiological data.</span></div> Heide Sasse, Miriam Leuchter Copyright (c) 2021 Frontline Learning Research Tue, 25 May 2021 00:00:00 -0700 Digital student agency: Approaching agency in digital contexts from a critical perspective <div> <p class="AbstractText"><span lang="EN-GB">Developing student agency is a critical aspect of higher education and, in particular, digital education. In this sense, the capacity to understand what constitutes agency in digital contexts of education and evaluate students’ digital agency is now crucial. In contrast to traditional approaches to student agency in digital contexts that subsume technologies to educational intentions, media research has illustrated a more complex interplay between humans and technology. Drawing on this insight, the paper argues for a more critical disposition to digital student agency, wherein relational, cultural, and technological dynamics are central to agency. Specifically, the article proposes a framework for digital student agency that distinguishes five critical domains to student agency in digital contexts: (1) agentic possibility, (2) digital self-representation, (3) data uses, (4) digital sociality, and (5) digital temporality. The article concludes by outlining the implications of the framework for educational practice and academic research around student agency and student learning. Specifically, adopting the framework implies changes in how we investigate student agency in digital contexts and enables critical investigations of student-centred teaching practices.</span></p> </div> Maria Hvid Stenalt Copyright (c) 2021 Frontline Learning Research Fri, 30 Jul 2021 00:00:00 -0700 Moderating Effects of Individual Differences in Causality Orientation on Relationships between Reward, Choice, and Intrinsic Motivation <p>This study examines the effects of external environmental factors, specifically monetary reward and choice, on intrinsic motivation, and tests whether they are moderated by individual differences in causality orientation. We randomly assigned 103 undergraduates to one of four conditions: reward (reward vs. no reward) × choice (choice vs. no choice). Participants were given puzzles to solve in the experimenters' presence, which they were free to continue tackling when the experimenters left the room. We measured the time spent solving puzzles when free to choose other activities, task enjoyment, and perceived competence as dependent variables. Interest in puzzles was unaffected by receiving a reward in participants with high autonomy orientation but dropped significantly in participants with low autonomy orientation. Choice over the task increased competence in participants with high autonomy orientation but lowered competence in low autonomy orientation. Finally, we found no significant effects on time spent on puzzles. The present study contributes to current literature regarding the causes of differences in performance in various achievement settings.</p> Juming Jiang, Misaki Kusamoto, Ayumi Tanaka Copyright (c) 2021 Frontline Learning Research Thu, 12 Aug 2021 00:00:00 -0700