Subjects: Library Science，Information Science >> Information Science submitted time 2024-02-08
Abstract： [Objective] Altmetrics analysis has been widely recognized and used, but many in China limit it to the perspective of scientific evaluation, ignoring the broad application scenarios of altmetrics. By constructing a three-dimensional research framework of "scenario-problem-method" for altmetrics, this article aims to enrich the research design of altmetrics analysis and promote the healthy and sustainable development of altmetrics. [Methods] Based on the characteristics of altmetrics and the mature frameworks in science of science as well as informetrics, a research framework is proposed. [Results] The application scenarios of altmetrics analysis are summarized into scientific evaluation, scientific communication and knowledge diffusion. Specifically, indicator application, influencing factors and indicator construction are proposed for scientific evaluation scenarios. Communication strategies, communication structures, communication trends, as well as science and social interaction are proposed for scientific communication scenarios. And research questions in knowledge diffusion include diffusion strategy, diffusion structure and diffusion effect. And we combine three key analysis methods of causal inference, network analysis and machine learning to explain each research design corresponding to the problem. [Conclusions] The research framework proposed in this article is conducive to promoting altmetrics to enter the connotative development stage.
Subjects: Digital Publishing >> Internet Journals submitted time 2024-01-26
Abstract： Abstract: Purposes To measure the international dissemination capacity of Chinese English academic journals, to provide decision-making support for improving the international influence of Chinese journals and enhancing the power of international academic discourse. Methods We construct the indicators of breadth, intensity and speed of dissemination to measure the international dissemination ability of Chinese English academic journals, and use statistical analysis and non-parametric tests to reveal the dissemination characteristics of papers in various disciplines. Results It is found that there are significant differences in the overall distribution of dissemination breadth, dissemination intensity and dissemination speed of journal papers in different disciplines. In the field of natural science and engineering technology, the dissemination strength of papers in engineering science and technology, basic science and medicine and health science and technology is significantly better than that of journal papers in other disciplines; in the field of humanities and social sciences, the Journal of Sport and Health Science stands out. Conclusion The dissemination power of Chinese English academic journals can be further improved by exploring hot topics in various disciplines, strengthening the construction, publicity and promotion of journals, advancing the implementation of a series of development action plans, increasing the support for journals in the humanities and social sciences (in English), encouraging scientific researchers to participate in science communication, and improving the skills of communication in social media.
Subjects: Library Science，Information Science >> Information Science submitted time 2023-04-01 Cooperative journals: 《图书情报工作》
Abstract： [Purpose/significance] As Altmetrics celebrates its 10th anniversary, this paper hopes to conduct a review of its early development and aims to help move it in the right direction. [Method/process] In this paper, quantitative research was conducted by bibliometrics to show the overall situation of Altmetrics. Revealed its connotation from the aspects of terms change and definition; Three theoretical hypotheses were proposed to find the theoretical support for the existence of Altmetrics; Divided different stages to define its development degree; The relationship between Altmetrics and other disciplines was analyzed to clarify its subject attributes and values. [Result/conclusion] This research shows that, Altmetrics provides a new way of thinking and methodology for metrology. The open science hypothesis, digital academic hypothesis and academic inheritance hypothesis are in line with the new characteristics of the development of Altmetrics in the new environment, which effectively supports the existence and development of Altmetrics. Altmetrics is developing rapidly, but it is still in its early stage of development, and there are differences in the development degree between home and abroad. Based on the analysis of the relationship between Altmetrics and closely related disciplines, it is believed that it is necessary to promote the in-depth development of Altmetrics' own discipline and strengthen interdisciplinary cooperative research.
Subjects: Library Science，Information Science >> Information Science submitted time 2023-04-01 Cooperative journals: 《图书情报工作》
Abstract： [Purpose/significance] The field of library and information science in China is currently in the stage of functional transformation, and there are obvious differences in research paradigms, which has aroused extensive discussion. The research aims to fill the gap between philosophy and data, enriches and improves the theoretical system of the discipline, and contribute to the vigorous development of library and information science in the new era.[Method/process] From the perspective of discipline research paradigm, this paper made a critical analysis and comparison of two different research logics:philosophy driven and data driven; And the case analysis in the field of scientific evaluation was carried out.[Result/conclusion] In the future, the research of library and information science should be driven by philosophy and data simultaneously, so that break through the key logic fault, and avoid ‘fast-food style research’ and ‘ideal research’.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As a generative learning activity, learning by non-interactive teaching refers to learners play the role of teachers and teach what they have learned to others, and the activity is designed to help learners actively engage in knowledge building and improve their academic performance. For example, learners face a video camera to explain the learning material to imaginary, non-present peers in their minds (i.e., recording an instructional video). Given the vastly different ways in which learning by non-interactive teaching was implemented (e.g., video, audio, and text), the effectiveness of learning by non-interactive teaching in facilitating learning might be different. By summarizing the relevant studies, it was found that learning by non-interactive teaching in oral form with a tutor figure (e.g. video) was more effective in improving learner’s performance (d immediate comprehension = 0.56, d delayed comprehension = 0.63, d immediate transfer = 0.35, and d delayed transfer = 0.76) compared with simple learning activities such as restudy and retrieval practice, which was probably a better implementation. Learning by non-interactive teaching in oral form (e.g. audio only, d immediate comprehension = 0.09 and d immediate transfer = 0.02) or written form (e.g. text, d immediate comprehension = -0.16, d delayed comprehension = 0.39, d immediate transfer = 0.08, and d delayed transfer = 0.19) without a tutor figure had a smaller positive effect on learning outcomes. Learners with non-interactive teaching also experienced higher motivation (d = 0.44) and enjoyment (d = 0.76) and were willing to invest more mental effort (d = 0.47). The retrieval practice hypothesis and the generative learning hypothesis focused on different subcomponents of cognitive processing (e.g., retrieval, generation, or monitoring) to explain the positive effects of learning by non-interactive teaching on learning, respectively. The social presence hypothesis emphasized that social presence might facilitate whole cognitive processing and thus improved learning. Our results supported these three hypotheses to some extent. In addition, the cognitive theory of multimedia learning (CTML) may provide a supplementary explanation for differences in the effectiveness of different implementations of learning by non-interactive teaching. On the one hand, learning by non-interactive teaching (e.g., video) might successfully create teaching situation that stimulated a moderate sense of social presence and leaded learners to be more engaged and think more deeply about the material, i.e., increased their essential processing and generative processing, and thus facilitated learning. On the other hand, learning by non-interactive teaching (e.g., text) might distract learners from focusing too much on the typos, the standardization and rigorousness of written language, i.e., increased their extraneous processing. Due to the inherently high demands for processing capacity in generative activities, too much extraneous processing might cause learners' limited processing capacity being insufficient for adequate essential processing and generative processing, which in turn impaired learning. While learning by non-interactive teaching in the audio-only format might neither successfully facilitate learning with essential processing and generative processing because of the weaker teaching situation created, nor hinder learning with extraneous processing because of the automated spoken language. Research is needed to test and integrate theories, identify boundary conditions, and enhance the effectiveness of learning by non-interactive teaching in the future.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In video-based learning environments, the roles of real human teachers are important. There are different theoretical explanations for their roles, such as parasocial theory, social presence theory and social agent theory. These theories suggest that real human teachers in video-based learning environments promote learning; Other theories such as cognitive theory of multimedia learning and cognitive load theory believe that real human teachers may hinder learning. By examining past research, we found that teachers have a weak effect on the promotion of video-based learning, specifically the week effect are on knowledge retention (d = 0.23) and knowledge transfer (d = 0.1); We also found that, teachers have moderate and large influence on subjective experience of video learning, especially on perceived learning (d = 0.49), learning interest (d = 0.5), and learning satisfaction (d = 2.21); Another finding from the literature review is that with the presence of teachers in video-based learning, learners may decrease their attentions to learning material (d = -2.02). Our review of the literature suggests that future research still needs to pay close attention to the presentation of human teachers as a function of learner characteristics, learning material characteristics, and measurement methods in video learning.
submitted time 2023-03-25 Cooperative journals: 《心理科学进展》
Abstract： As a generative learning activity, learning by non-interactive teaching refers to learners play the role of teachers and teach what they have learned to others, and the activity is designed to help learners actively engage in knowledge building and improve their academic performance. For example, learners face a video camera to explain the learning material to imaginary, non-present peers in their minds (i.e., recording an instructional video). Given the vastly different ways in which learning by non-interactive teaching was implemented (e.g., video, audio, and text), the effectiveness of learning by non-interactive teaching in facilitating learning might be different. By summarizing the relevant studies, it was found that learning by non-interactive teaching in oral form with a tutor figure (e.g. video) was more effective in improving learner’s performance (d immediate comprehension = 0.56, d delayed comprehension = 0.63, d immediate transfer = 0.35, and d delayed transfer = 0.76) compared with simple learning activities such as restudy and retrieval practice, which was probably a better implementation. Learning by non-interactive teaching in oral form (e.g. audio only, d immediate comprehension = 0.09 and d immediate transfer = 0.02) or written form (e.g. text, d immediate comprehension = -0.16, d delayed comprehension = 0.39, d immediate transfer = 0.08, and d delayed transfer = 0.19) without a tutor figure had a smaller positive effect on learning outcomes. Learners with non-interactive teaching also experienced higher motivation (d = 0.44) and enjoyment (d = 0.76) and were willing to invest more mental effort (d = 0.47). The retrieval practice hypothesis and the generative learning hypothesis focused on different subcomponents of cognitive processing (e.g., retrieval, generation, or monitoring) to explain the positive effects of learning by non-interactive teaching on learning, respectively. The social presence hypothesis emphasized that social presence might facilitate whole cognitive processing and thus improved learning. Our results supported these three hypotheses to some extent. In addition, the cognitive theory of multimedia learning (CTML) may provide a supplementary explanation for differences in the effectiveness of different implementations of learning by non-interactive teaching. On the one hand, learning by non-interactive teaching (e.g., video) might successfully create teaching situation that stimulated a moderate sense of social presence and leaded learners to be more engaged and think more deeply about the material, i.e., increased their essential processing and generative processing, and thus facilitated learning. On the other hand, learning by non-interactive teaching (e.g., text) might distract learners from focusing too much on the typos, the standardization and rigorousness of written language, i.e., increased their extraneous processing. Due to the inherently high demands for processing capacity in generative activities, too much extraneous processing might cause learners' limited processing capacity being insufficient for adequate essential processing and generative processing, which in turn impaired learning. While learning by non-interactive teaching in the audio-only format might neither successfully facilitate learning with essential processing and generative processing because of the weaker teaching situation created, nor hinder learning with extraneous processing because of the automated spoken language. Research is needed to test and integrate theories, identify boundary conditions, and enhance the effectiveness of learning by non-interactive teaching in the future.
Subjects: Psychology >> Educational Psychology submitted time 2022-12-05
Abstract：
Learning by non-interactive teaching refers to learners play the role of teachers and teach what they have learned to others. The retrieval practice hypothesis, the generative learning hypothesis, and the social presence hypothesis explained the positive effects of learning by non-interactive teaching from the perspectives of memory consolidation, generative cognitive processing, and social presence, respectively. Summarizing the relevant studies, it was found that different implementations of learning by non-interactive teaching promoted learning differently, with learning by non-interactive teaching in oral form with a tutor figure (e.g. video) was more effective in improving learners' immediate comprehension, immediate transfer, delayed comprehension, and delayed transfer performance compared to simple learning activities such as restudy and retrieval practice, which was probably a better implementation. Learning by non-interactive teaching in oral form (e.g. audio only) or written form (e.g. text) without a tutor figure had a smaller positive effect on learning outcomes. The cognitive theory of multimedia learning may provide a supplementary explanation for differences in the effectiveness of different implementations of learning by non-interactive teaching. Learners who learned by non-interactive teaching also experienced higher motivation and enjoyment and were willing to invest more mental effort. Future research is needed to test and integrate theories, identify boundary conditions, and enhance the effectiveness of learning by non-interactive teaching.
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