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Academic procrastination, incentivized and self-selected spaced practice, and quiz performance in an online programming problem system: An intensive longitudinal investigation Comput. Educ. (IF 12.0) Pub Date : 2024-03-05 Yingbin Zhang, Luc Paquette, Xiaoyong Hu
Time management is crucial for college students' academic success and learning of computer programming. Yet the changes of time management behaviors and their associations with learning outcomes are underexplored in online learning of programming. To address the gap, this study employed an intensive longitudinal approach to examine undergraduates’ time management behaviors in an online programming
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Learning analytics and the Universal Design for Learning (UDL): A clustering approach Comput. Educ. (IF 12.0) Pub Date : 2024-03-02 Marvin Roski, Ratan Sebastian, Ralph Ewerth, Anett Hoppe, Andreas Nehring
In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze
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The impact of school support for professional development on teachers' adoption of student-centered pedagogy, students’ cognitive learning and abilities: A three-level analysis Comput. Educ. (IF 12.0) Pub Date : 2024-03-02 Siu-Cheung Kong, Yi-Qing Wang
Student-centered pedagogy (SCP) is highly considered for its potential to facilitate cognitive learning in Computational Thinking (CT) education. However, there is a noticeable gap in understanding its influence on students' cognitive development from a multilevel perspective. This study delves into cognitive learning theories and aims to bridge the existing gap by introducing a three-level conceptual
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Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK) Comput. Educ. (IF 12.0) Pub Date : 2024-03-01 Mirjam Schmid, Eliana Brianza, Sog Yee Mok, Dominik Petko
Extensive research exists on the Technological Pedagogical Content Knowledge (TPACK) model and has led to a substantial number of systematic reviews and meta-analyses. These publications vary greatly in their focus and provide overviews of specific aspects of TPACK research. This paper aims to consolidate these insights and investigate the following research questions: What do systematic literature
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Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement Comput. Educ. (IF 12.0) Pub Date : 2024-02-29 Yawen Ma, Kate Cain, Anastasia Ushakova
The focus of this study is the identification of reader profiles that differ in performance and progression in an educational literacy app. A total of 19,830 students in Grade 2 from 347 Elementary schools located in 30 different districts in the United States played the app from 2020 to 2021. Our aim was to identify unique groups of readers using an unsupervised statistical learning technique - cluster
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Enhancing undergraduates’ engagement in a learning community by including their voices in the technological and instructional design Comput. Educ. (IF 12.0) Pub Date : 2024-02-28 Wangda Zhu, Gaoxia Zhu, Ying Hua
Over the past decades, Social Networking Tools (SNT) have been applied in educational settings to support students' engagement in learning communities. Previous studies suggested the positive effects of including students' voices in technological and instructional design. However, educators usually cannot revise the features of SNT as they like, which may limit the possibility of enhancing students'
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A self-determination theory approach to teacher digital competence development Comput. Educ. (IF 12.0) Pub Date : 2024-02-24 Thomas K.F. Chiu, Garry Falloon, Yanjie Song, Vincent W.L. Wong, Li Zhao, Murod Ismailov
Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments
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Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective Comput. Educ. (IF 12.0) Pub Date : 2024-02-19 Gwo-Jen Hwang, Masoud Rahimi, Jalil Fathi
Mobile-assisted language learning (MALL) is reported to be beneficial for improving English as a foreign language (EFL) learners' language learning skill. Although some studies have concentrated on utilising a MALL application's (app) affordances for improving EFL learners' overall speaking performance, there is as yet little empirical evidence of its effectiveness in terms of developing EFL learners'
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Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east Comput. Educ. (IF 12.0) Pub Date : 2024-02-09 Ali Derakhshan, Timothy Teo, Saeed Khazaie
Although Virtual Reality with simulation and 360-video scenes has been recognized as an educational game for improving general English communication in daily life, scant attention has been paid to specific language needs in applying the game to English programs of post-secondary education. Even less emphasis has been devoted to the applicability of multi-touch mobile Virtual Reality to general English
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Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents Comput. Educ. (IF 12.0) Pub Date : 2024-02-07 Fang Wang, Xiaoli Ni, Mengzhu Zhang, Jingjie Zhang
Using Comprehensive Meta-Analysis 3.0 (CMA 3.0), this paper systematically reviews and analyzes 48 empirical studies on the relationship between digital device use and academic performance among adolescents, conducted between 2001 and 2022. It focuses on the types and modes of digital device use (such as categories of device, and location, duration, and purpose of use), and takes into account the inherent
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The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading? Comput. Educ. (IF 12.0) Pub Date : 2024-02-06 Brayan Díaz, Miguel Nussbaum, Samuel Greiff, Macarena Santana
The announcement of a progressive decrease in digitalization and the reintroduction of paper-based reading and traditional pedagogical methods in Swedish schools has initiated a worldwide debate on the uses of technology for reading in schools. This debate led us to examine the role and effects of technology on reading skills. We initiated the present research by analyzing the integration of technology
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Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation Comput. Educ. (IF 12.0) Pub Date : 2024-02-02 Jina Kang, Yiqiu Zhou, Robin Jephthah Rajarathinam, Yuanru Tan, David Williamson Shaffer
Numerous computer-based collaborative learning environments have been developed to support collaborative problem-solving. Yet, understanding the complexity and dynamic nature of the collaboration process remains a challenge. This is particularly true in open-ended immersive learning environments, where students navigate both physical and virtual spaces, pursuing diverse paths to solve problems. In
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Enhancing English writing and higher-order thinking skills through computational thinking Comput. Educ. (IF 12.0) Pub Date : 2024-02-02 Ting-Ting Wu, Lusia Maryani Silitonga, Astrid Tiara Murti
Efforts to incorporate computational thinking (CT) into academic courses have been gaining popularity. CT is a problem-solving skill that is crucial in the 21st century. CT may be used to support language education. Courses in English as a foreign language often need an effective writing component that includes writing organization and language use, as demonstrated by the poor writing samples often
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Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system Comput. Educ. (IF 12.0) Pub Date : 2024-02-01 Ljiljana Brkić, Igor Mekterović, Melita Fertalj, Darko Mekterović
Peer assessment is a process in which students rate their peers which has many benefits for both the assessor and the assessed. It actively engages students, increases motivation by giving a sense of ownership of the assessment process, encourages autonomy and critical analysis skills, broadens their understanding of the topic, enhances problem-solving and self-assessment abilities as well as develops
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Approaches and game elements used to tailor digital gamification for learning: A systematic literature review Comput. Educ. (IF 12.0) Pub Date : 2024-01-21 Yujia Hong, Nadira Saab, Wilfried Admiraal
The systematic review examined research on tailored digital gamification for learning based on 43 peer-reviewed articles published between 2013 and 2022. The study aimed to investigate tailored approaches and game elements, contributing to the use of tailored digital gamification in educational settings. The tailored approaches were categorized as personalization, adaptation, and recommendation, with
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A systematic review of Drone integrated STEM education at secondary schools (2005–2023): Trends, pedagogies, and learning outcomes Comput. Educ. (IF 12.0) Pub Date : 2024-01-11 Richard Chung Yiu Yeung, Chi Ho Yeung, Daner Sun, Chee-Kit Looi
As the prominence of drone technology continues to captivate interest for its myriad applications in education, an understanding of the current status of drone-integrated education becomes imperative. This systematic review endeavors to furnish an updated and comprehensive analysis of the drone education studies across academic levels, with a specific emphasis on secondary education settings. To accomplish
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Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos Comput. Educ. (IF 12.0) Pub Date : 2024-01-16 Gerrit Anders, Jürgen Buder, Martin Merkt, Etienne Egger, Markus Huff
Over the last years, and especially in the context of the COVID-19 pandemic, online videos have become an integral part of education. Therefore, it is essential to understand how to design such videos to provide an efficient and engaging learning experience for the viewers. Regarding learning success, the occurrence of mind wandering is of particular relevance. Thus, this preregistered research investigates
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Peers turning on cameras promotes learning in video conferencing Comput. Educ. (IF 12.0) Pub Date : 2024-01-06 Zhongling Pi, Li Zhang, Xin Zhao, Xiying Li
The current study examined the influence of teacher and peer camera usage on the attention and learning performance of primary school students in video conferencing. The study further investigated the interplay between peer camera usage and various forms of social comparison, assessing their impact on the learning of primary school students in video conferencing. Consequently, the study designed two
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Picturing digital equity in the curriculum: Cultivating preservice teachers’ digital equity mindsets in a technology integration course Comput. Educ. (IF 12.0) Pub Date : 2024-01-05 Lauren Weisberg, Kara Dawson
Although access to technology has substantially increased in U.S. schools, inequities in technology usage persist, especially in classrooms serving disproportionately higher numbers of minoritized students. Driven by expert recommendations for increased teacher preparation focused on addressing this phenomenon, we sought to cultivate preservice teachers' (PSTs') digital equity mindsets in a stand-alone
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More I-talk in student teachers’ written reflections indicates higher stress during VR teaching Comput. Educ. (IF 12.0) Pub Date : 2024-01-03 Andrea Westphal, Eric Richter, Rebecca Lazarides, Yizhen Huang
Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits “self-focused attention,” which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns (“I,” “me,” “my”) in written reflections by, for instance
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Predictors of middle school students’ perceptions of automated writing evaluation Comput. Educ. (IF 12.0) Pub Date : 2023-12-26 Joshua Wilson, Fan Zhang, Corey Palermo, Tania Cruz Cordero, Matthew C. Myers, Halley Eacker, Andrew Potter, Jessica Coles
This study examined middle school students' perceptions of an automated writing evaluation (AWE) system, MI Write. We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education
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Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings Comput. Educ. (IF 12.0) Pub Date : 2023-12-16 Tosca Daltoè, Evelin Ruth-Herbein, Birgit Brucker, Ann-Kathrin Jaekel, Ulrich Trautwein, Benjamin Fauth, Peter Gerjets, Richard Göllner
Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was
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Investigating students’ cognitive processes in generative AI-assisted digital multimodal composing and traditional writing Comput. Educ. (IF 12.0) Pub Date : 2023-12-16 Meilu Liu, Lawrence Jun Zhang, Christine Biebricher
Recently, generative artificial intelligence (AI)-powered chatbots such as ChatGPT and Bing Chat have garnered increasing attention on a global scale. Previous studies have focused mostly on the influence of generative AI on writing while few researchers have investigated how generative AI can facilitate students' multimodal writing process. To fill in this gap, we explored the generative AI-assisted
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Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context Comput. Educ. (IF 12.0) Pub Date : 2023-12-14 Jiun-Yu Wu, Chen-Hsuan Liao, Chin-Chung Tsai, Oi-Man Kwok
Video learning is a crucial component in flipped learning related to learners' readiness to attend more complex face-to-face activities. However, instructors may not know students' preparedness and motivation for each class. This study intended to examine the underlying mechanism between students' before-class video-viewing engagement and performance. We investigated learners' motivation (i.e., autonomous
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Recommender systems for teachers: The relation between social ties and the effectiveness of socially-based features Comput. Educ. (IF 12.0) Pub Date : 2023-12-06 Elad Yacobson, Armando M. Toda, Alexandra I. Cristea, Giora Alexandron
Open Educational Resources (OER) repositories provide teachers with a wide range of learning resources (LRs), enabling them to design various learning sequences. However, search & select in large OER repositories can be a daunting task for teachers. Incorporating peer recommendations, as is common in online marketplaces, is becoming a popular solution that seeks to exploit the wisdom of the crowd for
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“Critical thinking, Communication, Collaboration, Creativity in kindergarten with Educational Robotics”: A scoping review (2012–2023) Comput. Educ. (IF 12.0) Pub Date : 2023-12-02 Sophia Rapti, Theodosios Sapounidis
Critical thinking, Communication, Collaboration, and Creativity are regarded as key skills for today's learners. Interest in robotics usage to develop such competencies in educational settings arises but there hasn't been so far mapping of the research conducted in this field. Thus, we present a scoping review of 59 articles published from 2012 to 2023 in 4 Databases and 2 Registers examining kindergarteners'
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Impact of AI assistance on student agency Comput. Educ. (IF 12.0) Pub Date : 2023-11-30 Ali Darvishi, Hassan Khosravi, Shazia Sadiq, Dragan Gašević, George Siemens
AI-powered learning technologies are increasingly being used to automate and scaffold learning activities (e.g., personalised reminders for completing tasks, automated real-time feedback for improving writing, or recommendations for when and what to study). While the prevailing view is that these technologies generally have a positive effect on student learning, their impact on students’ agency and
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Repeated mistakes in app-based language learning: Persistence and relation to learning gains Comput. Educ. (IF 12.0) Pub Date : 2023-11-29 Jarl K. Kristensen, Janne v. K. Torkildsen, Björn Andersson
Over the past decade, there has been an enormous upsurge in the use of educational apps in primary schools. However, few studies have examined how children interact with these apps and how their interaction patterns relate to learning outcomes. An interaction pattern that is potentially detrimental to learning is repeated mistakes, defined as making the same mistake more than once when answering a
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Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom Comput. Educ. (IF 12.0) Pub Date : 2023-11-25 Tzu-Yu Tai
This study explored the effects of out-of-class interactions with intelligent personal assistants (IPAs) versus human interlocutors on EFL learners' willingness to communicate (WTC) in English. A total of 92 first-year college students were recruited to participate in interactive out-of-class activities, which were held in 10-min sessions twice a week for 12 weeks. The participants were divided into
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Embodying nature in immersive virtual reality: Are multisensory stimuli vital to affect nature connectedness and pro-environmental behaviour? Comput. Educ. (IF 12.0) Pub Date : 2023-11-24 Pia Spangenberger, Sarah-Christin Freytag, Sonja M. Geiger
One discussion in the context of education for sustainable development centres on the importance of cognitive as well as affective processes for promoting pro-environmental behaviour. In our study, we investigate how affordances of immersive Virtual Reality (iVR) such as the virtual embodiment of a tree might provide new opportunities to achieve this goal. The aim of our study was twofold: Firstly
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The impact of an interactive, personalized computer-based teacher professional development program on student performance: A randomized controlled trial Comput. Educ. (IF 12.0) Pub Date : 2023-11-23 Yasemin Copur-Gencturk, Jingxian Li, Allan S. Cohen, Chandra Hawley Orrill
Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a computerized program for middle school mathematics teachers that
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Enhancing elementary school students' computational thinking and programming learning with graphic organizers Comput. Educ. (IF 12.0) Pub Date : 2023-11-19 Tzu-Chi Yang, Zhi-Shen Lin
Computational thinking is widely recognized as an essential skill for adapting to the current era, with programming learning being the most effective means to develop it. It is recommended that computational thinking and learning programming be introduced as early as elementary school. However, elementary school students often possess limited prior knowledge of programming, posing challenges in their
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The cognitive effects of computational thinking: A systematic review and meta-analytic study Comput. Educ. (IF 12.0) Pub Date : 2023-11-18 Chiara Montuori, Filippo Gambarota, Gianmarco Altoé, Barbara Arfé
In this paper, we review and meta-analyze the findings of experimental studies published between 2006 and 2022 that examined the effects of coding and programming interventions on children's core and higher order executive functions (response inhibition, working memory, cognitive flexibility, planning and problem solving). The systematic review and meta-analysis aimed to address three research questions:
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Adopt or abandon: Facilitators and barriers of in-service teachers’ integration of game learning analytics in K–12 classrooms? Comput. Educ. (IF 12.0) Pub Date : 2023-11-10 Yiming Liu, Jeremy Tzi Dong Ng, Xiao Hu, Zhengyang Ma, Xiaoyan Lai
Game learning analytics (GLA) is an emerging technology that facilitates teachers’ evidence-based pedagogical design and assessments. Despite its affordances and potential in K–12 classrooms, teachers’ integration of GLA in teaching practices remains largely unexplored. This study implemented an educational game on collaborative problem solving (CPS) and a GLA system for assisting K–12 teachers in
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A novel quantitative assessment of engagement in virtual reality: Task-unrelated thought is reduced compared to 2D videos. Comput. Educ. (IF 12.0) Pub Date : 2023-11-10 Vishal Kiran Kuvar, Jeremy N. Bailenson, Caitlin Mills
Recent meta-analytic evidence suggests that students’ minds are likely to wander off-task frequently, regardless of the learning modality; yet virtual reality (VR) has been notably unexplored in this space. VR may present an opportunity to mitigate task-unrelated thought (TUT; the most common operationalization of mind wandering) because it minimizes audio-visual distractions and increases feelings
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Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building Comput. Educ. (IF 12.0) Pub Date : 2023-11-07 Yuqin Yang, Kaicheng Yuan, Gaoxia Zhu, Lizhen Jiao
Fostering conducive epistemic emotions to students' knowledge building (KB) is critical but challenging. Considering the potential role of metacognition and KB in promoting conducive epistemic emotions, we designed a quasi-experiment and examined the influence of collaborative analytics-enhanced reflective assessment (demonstrate metacognition) on conducive epistemic emotions to students' KB. The experimental
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Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension Comput. Educ. (IF 12.0) Pub Date : 2023-10-16 Gary Cheng, Di Zou, Haoran Xie, Fu Lee Wang
Previous studies have reported mixed results regarding the relationship between students’ use of self-regulated learning (SRL) strategies and their performance in introductory programming courses. These studies were constrained by their reliance on self-report questionnaires as a means of collecting and analysing data. To address this limitation, this study aimed to employ eye-tracking and retrospective
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Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics Comput. Educ. (IF 12.0) Pub Date : 2023-10-20 Elise Ameloot, Tijs Rotsaert, Thomas Ameloot, Bart Rienties, Tammy Schellens
In designing a blended learning environment (BLE), a key challenge is to ensure students have a motivating and satisfactory learning experience in both online and face-to-face components. This study addresses this challenge by investigating the impact of using learning analytics (LA) to support students' autonomy and competence needs within a BLE context. Specifically, it examines the effect of teachers
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Classifying and modeling secondary students’ active learning in a virtual learning environment through generated questions Comput. Educ. (IF 12.0) Pub Date : 2023-10-14 R.L. Hite, M.G. Jones, G.M. Childers
The present research study investigated students' active learning activities at three time points during the use of a virtual learning environment (VLE) on cardiac anatomy and physiology. Because VLEs are not only immersive but also interactive, the user must engage with the instruction to move the instruction forward; thus, engaging the user in an active (rather than passive) educative experience
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Teachers’ perceptions of the barriers and drivers for the integration of Informatics in primary education Comput. Educ. (IF 12.0) Pub Date : 2023-10-13 Gabrielė Stupurienė, Margarida Lucas, Pedro Bem-Haja
A growing trend of integrating and teaching Informatics and Computational Thinking (CT) skills at primary education levels poses different challenges for teachers. Research demonstrates that it is challenging to introduce Informatics in schools without well-prepared teachers. In this paper, we examine Lithuanian teachers' perceptions of the barriers and drivers to integrate the renewed Informatics
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How well does the digital home learning environment predict ICT literacy and ICT self-efficacy? Comparing the predictive power of adolescent and parent reports Comput. Educ. (IF 12.0) Pub Date : 2023-10-04 Martin Senkbeil
Although the home environment is considered as a key factor in the acquisition of children's ICT literacy, only few studies have examined the relationship between ICT-related parental beliefs and practices and children's ICT literacy. Moreover, most of these studies, predominantly based on the construct of parental mediation, use self-assessments which are not considered valid indicators of actual
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Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession? Comput. Educ. (IF 12.0) Pub Date : 2023-09-28 Robert M. Klassen, Hui Wang, Jade V. Rushby
The purpose of this article is to explore how a brief, scalable, online scenario-based learning (SBL) intervention influences preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession. A sample of 1,513 preservice teachers from a large undergraduate teacher education programme in Australia was recruited over two years to complete three SBL sessions (with four measurement
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A network analysis on digital media use, reading enjoyment, and orthography precision in a highly educated sample Comput. Educ. (IF 12.0) Pub Date : 2023-09-28 Laura Miccoli, María Ángeles Peña Arias, Julio Santiago
At least a decade before the advent of smartphones, alarms rose about a diffuse worsening of literacy because mobile phone use appeared frequently accompanied by deviations from standard linguistic norms. Evidence, however, has been mixed and, in addition, several key studies were performed before the current ubiquitous use of online entertainment. The present study used a network approach (partial
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Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children Comput. Educ. (IF 12.0) Pub Date : 2023-09-29 Costanza Ruffini, Christian Tarchi, Chiara Pecini
The scientific literature supports the hypothesis of a disadvantage in students' performances when learning tasks are conducted in the digital mode in comparison to the paper one. Some studies suggest the need of investigating the role of individual cognitive functioning in digital reading and writing with special attention to those cognitive processes, such as Executive Functions (EF), which are acknowledged
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Supporting the monitoring of the digital capacity of schools through optimal shortening of the SELFIE tool Comput. Educ. (IF 12.0) Pub Date : 2023-09-28 Romina Cachia, Artur Pokropek, Nikoleta Giannoutsou
Data-based decision-making could be vital to improving learning and teaching. Digital education has led to an upsurge in the amount of data that researchers and key stakeholders can utilise to enhance learning. In this article, we present an optimal shortening of the European Commission's SELFIE tool, an instrument used to measure the digital capacity of schools. SELFIE is an established and scientifically
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What I wanted and what I did: Motivation and engagement in a massive open online course Comput. Educ. (IF 12.0) Pub Date : 2023-09-23 Ella Anghel, Joshua Littenberg-Tobias, Matthias von Davier
Existing studies on MOOCs examine learners’ engagement processes but have not explored links between them and motivations to enroll. In our previous work, we identified three motivation groups in a MOOC for educators: intrinsic, professional, and prosocial. In the current study, we used process mining to compare the course engagement patterns of these three groups. We found that throughout the course
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Collaborative generative learning activities in immersive virtual reality increase learning Comput. Educ. (IF 12.0) Pub Date : 2023-09-23 Gustav Bøg Petersen, Valdemar Stenberdt, Richard E. Mayer, Guido Makransky
Learning in immersive virtual reality (VR) can be highly motivating, but the perceptual richness and activity can distract students from the core instructional message. Generative learning activities may mitigate some of the limitations of immersive learning by helping learners focus on making sense of the key material. The main aim of this study was to examine whether learners benefit from being prompted
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When, how and for whom changes in engagement happen: A transition analysis of instructional variables Comput. Educ. (IF 12.0) Pub Date : 2023-09-22 Mohammed Saqr, Sonsoles López-Pernas, Leonie V.D.E. Vogelsmeier
The pace of our knowledge on online engagement has not been at par with our need to understand the temporal dynamics of online engagement, the transitions between engagement states, and the factors that influence a student being persistently engaged, transitioning to disengagement, or catching up and transitioning to an engaged state. Our study addresses such a gap and investigates how engagement evolves
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Early and late adopter effects between schools in a one-to-one computer initiative Comput. Educ. (IF 12.0) Pub Date : 2023-09-17 Cathrine E. Tømte, Cathrine Pedersen, Frida F. Vennerød-Diesen, Stephan Daus
Although there are numerous studies on the development of teachers’ professional digital competence, only a few have studied the intermediate levels of the education system and its impact over time. A structural merger of three Norwegian municipalities allowed for a natural field experiment involving two school districts. In the present study, we explored potential differences in early and late adopter
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False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning Comput. Educ. (IF 12.0) Pub Date : 2023-09-20 Johannes F. von Hoyer, Joachim Kimmerle, Ulrike Cress, Peter Holtz
Previous research has shown that learners’ subjective certainty in the assumed correctness of their false answers to a knowledge test increased after online learning. It is unclear, however, 1) whether this False Certainty Effect (FaCE) results from online learning per se, or 2) whether a FaCE results from people confusing their own knowledge with information available on the internet while searching
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Attitude and peer norm predict how students use lecture recordings Comput. Educ. (IF 12.0) Pub Date : 2023-09-20 Kasia Banas, Tobias Thejll-Madsen, Anita Tobar-Henríquez, Eva Murzyn
The impact of lecture recordings on university students' learning often depends on whether the recordings are used as a substitute for attending live lectures (watching instead of attending; usually undesirable) or as a supplement to attending (watching in addition to attending; usually desirable). However, little is known about the predictors of how students use the recordings. This study examined
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The role of teacher support in increasing youths’ intentions to disclose cyberbullying experiences to teachers Comput. Educ. (IF 12.0) Pub Date : 2023-09-14 Pooja Megha Nagar, Victoria Talwar
The current research on teacher support strategies for students who have been cyberbullied is inconsistent, which contributes to both teacher inaction and cyber-victims’ non-disclosure. Thus, the current study aims to address this issue of non-disclosure by measuring adolescents' intent to disclose hypothetical cyberbullying experiences to a teacher after being presented with cyberbullying vignettes
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Individual differences in preservice teachers’ online self-regulated learning capacity: A multilevel analysis Comput. Educ. (IF 12.0) Pub Date : 2023-09-12 Zhuo Zhang, Yukiko Maeda, Timothy Newby
We examined the relationships between preservice teachers' use of six types of online self-regulated learning (SRL) strategies (goal-setting, time management, environmental structuring, task strategies, help-seeking, and self-evaluation) and their characteristics (gender, technology integration self-efficacy, prior online learning experience, and program of study), and how these relationships vary
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Investigating collaborative problem solving skills and outcomes across computer-based tasks Comput. Educ. (IF 12.0) Pub Date : 2023-09-16 Jessica Andrews-Todd, Yang Jiang, Jonathan Steinberg, Samuel L. Pugh, Sidney K. D'Mello
Collaborative problem solving (CPS) is a critical competency for the modern workforce, as many of todays' problems require groups to come together to find innovative solutions to complex problems. This has motivated increased interest in work dedicated to assessing and developing CPS skills. However, there has been limited attention in prior CPS assessment research on potential differences in how CPS
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The effects of privacy-non-invasive interventions on cheating prevention and user experience in unproctored online assessments: An empirical study Comput. Educ. (IF 12.0) Pub Date : 2023-09-15 Suvadeep Mukherjee, Björn Rohles, Verena Distler, Gabriele Lenzini, Vincent Koenig
Preventing cheating without invading test-takers’ privacy in high-stakes online summative assessments poses a challenge, especially when the assessment is remote and unproctored. We conducted a between-subjects experiment (N = 997) in a realistic online test simulation to investigate the effects of three privacy-non-invasive anti-cheating interventions (honor code reminder, warning message, and monitoring
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Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns Comput. Educ. (IF 12.0) Pub Date : 2023-09-09 Xiao-Li Zheng, Jun Huang, Xiao-Han Xia, Gwo-Jen Hwang, Yun-Fang Tu, Yi-Pin Huang, Feng Wang
Argumentation involves collaboration and regulation of learning. In recent years, regulation of learning, which involves self-, co-, and socially shared regulations, has attracted much attention across a range of domains. To date, studies on these forms of regulation, especially on cognitive regulation, have explored the temporal and sequential patterns of regulatory processes using various sample