Li Jia, Jiang Yuhong
Foreign Languages College, Shanghai Normal University, Shanghai, China.
Front Psychol. 2021 Oct 27;12:753388. doi: 10.3389/fpsyg.2021.753388. eCollection 2021.
The COVID-19 outbreak, along with post-pandemic impact has prompted education to re-examine numerous facets of technology-oriented academic research, particularly Educational Big Data (EBD). However, the unexpected transition from face-to-face offline education to online lessons has urged teachers to introduce educational technology into teaching practice, which has had an overwhelming impact on teachers' professional and personal lives. The aim of this present work is to fathom which research foci construct EBD in a comprehensive manner and how positive psychological indicators function in the technostress suffered by less agentic teachers. To this end, CiteSpace 5.7 and VOSviewer were applied to examine a longitudinal study of the literature from Web of Science Core Collection with the objective of uncovering the explicit patterns and knowledge structures in scientific network knowledge maps. Thousand seven hundred and eight articles concerned with educational data that met the criteria were extracted and analyzed. Research spanning 15 years was conducted to reveal that the knowledge base has accumulated dramatically after many governments' initiatives since 2012 with an accelerating annual growth and decreasing geographic imbalance. The review also identified some influential authors and journals whose effects will continue to have future implications. The authors identified several topical foci such as data mining, student performance, learning environment and psychology, learning analytics, and application. More specifically, the authors identified the scientific shift from data mining application to data privacy and educational psychology, from general scan to specific investigation. Among the conclusions, the results highlighted the important integration of educational psychology and technology during critical periods of educational development.
新冠疫情的爆发以及疫情后的影响促使教育界重新审视以技术为导向的学术研究的诸多方面，尤其是教育大数据（EBD）。然而，从面对面的线下教育到线上课程的意外转变促使教师将教育技术引入教学实践，这对教师的职业和个人生活产生了巨大影响。本研究的目的是全面探究哪些研究重点构成了教育大数据，以及积极的心理指标在主动性较低的教师所遭受的技术压力中如何发挥作用。为此，使用CiteSpace 5.7和VOSviewer对来自科学网核心合集的文献进行纵向研究，目的是揭示科学网络知识图谱中的明确模式和知识结构。提取并分析了1708篇符合标准的与教育数据相关的文章。进行了为期15年的研究，结果表明自2012年许多政府采取举措以来，知识库急剧积累，年增长率不断加快，地理不平衡状况不断改善。该综述还确定了一些有影响力的作者和期刊，其影响将在未来继续存在。作者们确定了几个主题焦点，如数据挖掘、学生成绩、学习环境与心理学、学习分析以及应用。更具体地说，作者们确定了从数据挖掘应用到数据隐私和教育心理学、从一般扫描到具体调查的科学转变。在结论中，研究结果强调了在教育发展的关键时期教育心理学与技术的重要整合。
