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An examination of teachers’ views on video games and learning: Establishing the Games and Literacy Education (GALE) scale Comput. Educ. (IF 8.9) Pub Date : 2024-09-07 Sam von Gillern, Amanda Olsen, Brady Nash, Carolyn Stufft
Teachers' views impact if and how technologies are integrated into classroom practice, and research demonstrates that digital game-based learning can support student learning across content areas. Yet, quantitative examinations of teachers' views on digital game-based learning in literacy education are limited. This study establishes the Gaming and Literacy Education (GALE) Scale as a reliable and
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Facial animacy in anthropomorphised designs: Insights from leveraging self-report and facial expression analysis for multimedia learning Comput. Educ. (IF 8.9) Pub Date : 2024-09-05 Jeya Amantha Kumar
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Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom Comput. Educ. (IF 8.9) Pub Date : 2024-09-04 Yujie Yan, Mingzhang Zuo, Heng Luo
Co-teaching, a partnership between professional peers with different expertise to jointly deliver instruction and divide teaching responsibility, is recognized as an effective teaching strategy that has been widely implemented. The increased use of information and communication technologies in educational practices may expand the opportunities for potentially beneficial teacher collaboration across
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Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework Comput. Educ. (IF 8.9) Pub Date : 2024-08-31 Cuixin Li, Dan Sun, Jie Xu, Yifan Zhu, Yumei Huang, Wenjing Zheng, Xingzhong Tang, Yan Li
Blended synchronous classrooms (BSCs) play a critical role in narrowing the educational gap between urban and rural areas in China, promoting educational equity. In BSCs, the quantity and quality of interactive teaching behaviours of urban and rural teachers may significantly influence the learning experiences of students in both urban and rural settings, and they are supposed to be different from
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Conceptualisation of professional digital competence for school leaders in schools with 1:1 coverage of digital devices Comput. Educ. (IF 8.9) Pub Date : 2024-08-30 Cathrine E. Tømte
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Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle Comput. Educ. (IF 8.9) Pub Date : 2024-08-28 Christopher Lore, Hee-Sun Lee, Amy Pallant, Jie Chao
Using computational methods to produce and interpret multiple scientific representations is now a common practice in many science disciplines. Research has shown students have difficulty in moving across, connecting, and sensemaking from multiple representations. There is a need to develop task-specific representational competencies for students to reason and conduct scientific investigations using
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Is anybody watching: A multi-factor motivational framework for educational video engagement Comput. Educ. (IF 8.9) Pub Date : 2024-08-25 Michael J. Parker, Matt Bunch, Andrew Pike
Videos are one of the most widely used teaching and learning modalities and form the backbone of many online courses. Therefore, understanding what influences video-watching behavior has been an area of intense interest to educators and course designers. Exploration of video engagement in online courses has focused primarily on factors intrinsic to each video, such as video length and production style
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Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives Comput. Educ. (IF 8.9) Pub Date : 2024-08-22 Pieta Sikström, Chiara Valentini, Anu Sivunen, Tommi Kärkkäinen
Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers'
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Digital social support among educators in social media: An international comparative study of tweets and replies in #teachertwitter and #twlz Comput. Educ. (IF 8.9) Pub Date : 2024-08-08 Eric Richter, Jeffrey P. Carpenter, André Meyer, Dirk Richter
Asking questions on social media acts as a stimulus for professional learning among educators, while the answers can offer them valuable resources. Framed by the concept of digital social support and using a cross-cultural comparative approach, we investigate what type of digital social support educators seek when using educational social media spaces, and what they receive from other users who answer
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Designing an effective fact-checking education program: The complementary relationship between games and lectures in teaching media literacy Comput. Educ. (IF 8.9) Pub Date : 2024-08-03 Soeun Yang, Ji Soo Choi, Jae Woo Lee, Eun-mee Kim
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Understanding validity criteria in technology-enhanced learning: A systematic literature review Comput. Educ. (IF 8.9) Pub Date : 2024-07-30 Max van Haastrecht, Marcel Haas, Matthieu Brinkhuis, Marco Spruit
Technological aids are ubiquitous in today's educational environments. Whereas much of the dust has settled in the debate on how to validate traditional educational solutions, in the area of technology-enhanced learning (TEL) many questions still remain. Technologies often abstract away student behaviour by condensing actions into numbers, meaning teachers have to assess student data rather than observing
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Immersive procedural training in virtual reality: A systematic literature review Comput. Educ. (IF 8.9) Pub Date : 2024-07-26 Janine Jongbloed, Rawad Chaker, Elise Lavoué
Virtual reality (VR) head-mounted displays (HMDs) offer an immersive learning experience that could replicate real-life training. Our review identifies and critically analyses studies of interventions designed to provide procedural training via these media and to test learning outcomes associated with these interventions. We undertook a systematic search of the literature published between January
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How effective is immersive VR for vocational education? Analyzing knowledge gains and motivational effects Comput. Educ. (IF 8.9) Pub Date : 2024-07-26 Herbert Thomann, Jan Zimmermann, Viola Deutscher
While Immersive Virtual Reality (IVR) technology has been predominantly employed in technical and medical academic education, it also holds significant potential for Vocational Education and Training (VET). IVR's unique properties, such as high immersion could be especially beneficial in VET, where action-oriented skills, domain-specific knowledge, and their application in new work contexts are crucial
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Dynamic interplays between self-regulated learning and computational thinking in primary school students through animations and worksheets Comput. Educ. (IF 8.9) Pub Date : 2024-07-25 Siu-Cheung Kong, Yi-Qing Wang
Recent studies identify Self-Regulated Learning (SRL) as a key factor in enhancing cognitive development, particularly within Computational Thinking (CT) literature. However, research gaps remain in understanding how SRL and CT interact from a developmental perspective. Our study designed a program with tailored animations and worksheets to specifically foster students' learning and cognitive development
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Fostering ecosystem understanding: The synergistic impact of inquiry-based instruction and information literacy Comput. Educ. (IF 8.9) Pub Date : 2024-07-20 Jia-Hong Lin, Shu Ching Yang, Jia-Ying Lin
In the field of environmental education, it is crucial to obtain a profound understanding of students' learning about ecosystem concepts, particularly with regard to the intricate processes of material cycling. Material cycling involves the movement and transformation of elements and compounds within ecosystems and serves as a cornerstone for effective instructional techniques aimed at improving learning
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Training pre-service teachers to deal with cyberbullying: Collective intelligence as a mode of learning Comput. Educ. (IF 8.9) Pub Date : 2024-07-18 Pablo Bautista Alcaine, Eva Vicente Sánchez, Santos Orejudo Hernández, Jacobo Cano Escoriaza
Collective intelligence is a theoretical construct that focuses on results stemming from a workgroup dealing with complex tasks. Our goal was to determine whether a group of pre-service teachers presented with a case of adolescent cyberbullying could improve their capacity for action. The experiment was carried out with 221 pre-service teachers at the University of Zaragoza, Spain, and using Collective
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They believe students can fly: A scoping review on the utilization of drones in educational settings Comput. Educ. (IF 8.9) Pub Date : 2024-07-16 Michael Yi-Chao Jiang, Morris Siu-Yung Jong, Ching Sing Chai, Biyun Huang, Gaowei Chen, Chung-Kwan Lo, Frankie Kwan-Kit Wong
In the past decade, drones have become another cutting-edge technology for educators, especially those in STEM-related domains. Accordingly, there is a significant need to thoroughly examine how drones are integrated into current pedagogical practices. This study scopes the domain of drone-based learning based on a collection of forty-eight articles identified via systematic searches across the (WoS)
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From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance Comput. Educ. (IF 8.9) Pub Date : 2024-07-14 Jue-Qi Guan, Shu-Fan Ying, Min-Li Zhang, Gwo-Jen Hwang
English as a foreign language (EFL) writing is vital in interpersonal and cross-cultural communication. Writing refers to a complicated, dispersed, dialogic, and mediated process of discovery and creation, generally considered to be one of the most challenging skills for EFL learners. Nowadays, some students struggle to create words that resonate with readers since they lack real-life experience and
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Bridging computer and education sciences: A systematic review of automated emotion recognition in online learning environments Comput. Educ. (IF 8.9) Pub Date : 2024-07-11 Shuzhen Yu, Alexey Androsov, Hanbing Yan, Yi Chen
Emotions play an important role in the learning process. With intelligent technology support, identification and intervention of learners’ cognition have made great achievement, but the care of emotion has been in the absence for a long time. In recent years, the use of affective computing technology to solve affective loss in online education has become a key research topic. To date, a growing number
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Improving elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions Comput. Educ. (IF 8.9) Pub Date : 2024-07-09 Tzu-Yu Tai, Howard Hao-Jan Chen
Generative artificial intelligence (GAI) and automatic speech recognition (ASR) have ushered in promising tools for foreign language learning, notably GAI chatbots. This study investigated the impact of GAI chatbots on elementary school English as a foreign language (EFL) learners' speaking skills, focusing on two interaction configurations—individual and paired. Eighty-five elementary school EFL learners
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Investigating behavioral and cognitive patterns among high-performers and low-performers in Co-viewing video lectures Comput. Educ. (IF 8.9) Pub Date : 2024-07-03 Zhongling Pi, Yuan Yang, Xin Zhao, Qiuyi Guo, Xiying Li
Co-viewing video lectures, where students watch lectures simultaneously with one or more remote peers and engage in interpersonal communication on learning tasks online, is becoming increasingly popular. However, there is a dearth of studies examining students' behavioral and cognitive patterns during the co-viewing process. This study employed eye-tracking and screen recording methods to examine undergraduate
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Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach Comput. Educ. (IF 8.9) Pub Date : 2024-07-02 Zhi Liu, Qianhui Tang, Fan Ouyang, Taotao Long, Sannyuya Liu
In the Massive Online Open Course (MOOC) forum, learning engagement encompasses three fundamental dimensions—cognitive, emotional, and behavioral engagement—that intricately interact to jointly influence students' learning achievements. However, the interplay between multiple engagement dimensions and their correlations with learning achievement remain understudied, particularly across different academic
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Feasibility of adaptive teaching with technology: Which implementation conditions matter? Comput. Educ. (IF 8.9) Pub Date : 2024-07-02 Leonie Sibley, Andreas Lachner, Christine Plicht, Armin Fabian, Iris Backfisch, Katharina Scheiter, Thorsten Bohl
Adaptive teaching is regarded to address students' heterogeneity in schools and to individually support their learning. Technology may help to teach adaptively. However, it is still unclear whether realizing adaptive teaching with technology is a feasible teaching practice in real-world classrooms. More importantly, it is an open question which boundary conditions constrain the feasibility of adaptive
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The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen Comput. Educ. (IF 8.9) Pub Date : 2024-07-01 Ragnhild Engdal Jensen, Astrid Roe, Marte Blikstad-Balas
With the increasing prevalence of digital devices such as smartphones, tablets and e-readers, more and more reading is happening in digital formats – also in classrooms across the world. The present study focuses on lower secondary school students and their reading comprehension and attitudes toward reading on paper and screens. The students read a selection of texts and answered questions from the
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Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions Comput. Educ. (IF 8.9) Pub Date : 2024-06-14 Alejandro Ortega-Arranz, Ishari Amarasinghe, Alejandra Martínez-Monés, Juan I. Asensio-Pérez, Yannis Dimitriadis, Mario Corrales-Astorgano, Davinia Hernández-Leo
The recent Covid-19 pandemic made universities rethink their traditional educational models, shifting, in some cases, to pure online or hybrid models. Hybrid settings usually involve onsite (, in the classroom) and online (, in a different classroom, at home) students simultaneously under the instruction of the same teacher. However, while these models provide more flexibility to students, hybridity
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Facilitating self-directed language learning in real-life scene description tasks with automated evaluation Comput. Educ. (IF 8.9) Pub Date : 2024-06-13 Ruibin Zhao, Yipeng Zhuang, ZhiWei Xie, Philip L.H. Yu
Engaging children in describing real-life scenes provides an effective approach to fostering language production and developing their language skills, enabling them to establish meaningful connections between their language proficiency and authentic contexts. However, for such learning tasks, there has been a lack of research focusing on promoting self-directed language learning by using artificial
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The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance Comput. Educ. (IF 8.9) Pub Date : 2024-06-11 Galina Shulgina, Mik Fanguy, Han Zhang, Matthew Courtney, Matthew Baldwin, Jamie Costley
Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts
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Towards teaching strategies addressing online learning in blended learning courses for adult-learners Comput. Educ. (IF 8.9) Pub Date : 2024-06-08 Nanda van der Stap, Theo van den Bogaart, Stan van Ginkel, Ebrahim Rahimi, Johan Versendaal
Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no
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The influence of ChatGPT on student engagement: A systematic review and future research agenda Comput. Educ. (IF 8.9) Pub Date : 2024-06-08 Chung Kwan Lo, Khe Foon Hew, Morris Siu-yung Jong
ChatGPT, a state-of-the-art artificial intelligence (AI) chatbot, has gained considerable attention as a transformative yet controversial tool for enhancing teaching and learning experiences. Several reviews and numerous articles have been written about harnessing ChatGPT in education since its release on November 30, 2022. Besides summarising its strengths, weaknesses, opportunities, and threats (SWOT)
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Predicting problem-solving success in an office simulation applying N-grams and a random forest to behavioral process data Comput. Educ. (IF 8.9) Pub Date : 2024-06-03 Sabrina Ludwig, Andreas Rausch, Viola Deutscher, Jürgen Seifried
Predicting students' problem-solving success in computer-based simulations at an early stage allows adaptive educational systems to provide learners with personalized support. In this paper, we predict students' problem-solving success by applying a machine-learning model, the random forest, to produce a binary classification (more vs. less successful students). During a business-related problem scenario
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A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics Comput. Educ. (IF 8.9) Pub Date : 2024-05-27 Guangbao Fang, Xueliang Li, Philip Wing Keung Chan, Penelope Kalogeropoulos
The integration of technology into learning is a crucial capability for students to address future challenges. However, East Asian teachers exhibit a relatively lower level of support for students’ technology use compared with the OECD average. The present study tries to uncover the foundational factors influencing teacher-supported student use of technology in five East Asian countries (economies)
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A taxonomy of social media for learning Comput. Educ. (IF 8.9) Pub Date : 2024-05-27 Mehmet Demir
The use of social media in the classroom has the potential to improve learning outcomes for both lecturers and university students. This paper presents a framework for how social media can be used as a tool in the learning process according to educational objectives. The framework is intended to demonstrate to researchers and lecturers how to activate social media platforms effectively as a learning
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Learning beyond instructionist/constructionist divides: A mixed methods exploration of three learning designs for 1-2-year-old children Comput. Educ. (IF 8.9) Pub Date : 2024-05-24 Robin Samuelsson
New technologies and subjects are increasingly being added to the agenda of children's education for increasingly younger groups. Such advances are also tied to questions of learning and the educational designs that make this possible. This study follows the evolution of context- and age-appropriate designs during a programming robot project for 1-2-year-olds, a novel technology for children and teachers
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Digital skilling of working adults: A systematic review Comput. Educ. (IF 8.9) Pub Date : 2024-05-24 Joji Mendoza-Chan, L.G. Pee
Rapid development of artificial intelligence applications and widespread digital transformation are driving the need for employees to learn digital skills. The body of research on digital skills that working professionals need to thrive in an uncertain and ever-evolving workforce is fast accumulating. Although there have been literature reviews on the nature and types of such digital skills, an integrative
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Pathways to digital reading literacy among secondary school students: A multilevel analysis using data from 31 economies Comput. Educ. (IF 8.9) Pub Date : 2024-05-23 Xueliang Chen, Ya Xiao
In our technology-driven society, digital reading literacy has emerged as a valuable skill as people increasingly read on digital devices rather than from print sources. Using an internationally representative sample ( = 211,899) across 31 economies, this study employed the opportunity-propensity framework to comprehensively investigate the role and relative contribution of opportunity, propensity
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Serious game-based learning and learning by making games: Types of game-based pedagogies and student gaming hours impact students' science learning outcomes Comput. Educ. (IF 8.9) Pub Date : 2024-05-22 Ai-Chu Elisha Ding, Cheng-Han Yu
Game-based learning (GBL) has garnered significant attention as a means to enhance student science learning. However, researchers often broadly categorize GBL without specific attention to teachers' practices or the different game-based pedagogies (GBPs) such as serious game-based learning and learning by making games. Serious game-based learning involves the use of games designed primarily for purposes
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Online collaborative problem-solving as a tangible outcome of digital skills in technical and vocational higher education Comput. Educ. (IF 8.9) Pub Date : 2024-05-20 Daniela Luengo-Aravena, Patricio Cabello, Beatriz Rodriguez-Milhomens Bachino
In today's world, specific skills are essential for success in work and life. Educators, governments, and industry leaders recognize collaborative problem-solving (CPS) and digital skills as necessary for the 21st century. However, our current understanding of these skills' interconnection and development within technical and vocational higher education remains limited. This study aims to achieve two
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Why this app? How user ratings and app store rankings impact educators' selection of educational apps Comput. Educ. (IF 8.9) Pub Date : 2024-05-20 Emma Liptrot, Heather Ann Pearson, Armaghan Montazami, Adam Kenneth Dubé
Research indicates that educators value certain benchmarks of educational quality when choosing educational apps from app stores (i.e., curriculum, feedback, scaffolding, learning theory, and development team). However, it is unclear how other users' ratings of the app, or the app's ranking on the app store's list of “top” educational apps, might impact educators' evaluations. The present study examines
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Do multi-channel use and online engagement matter for critical literacy and information verification behaviors? Comprehensive comparisons of six generations from before 1954 (war generation) to generation Z (after 1997) Comput. Educ. (IF 8.9) Pub Date : 2024-05-19 Soyoung Park, Jiwon Kim
The prevalence of multi-channel information consumption, which involves the simultaneous engagement with multiple information sources across various platforms, underscores the urgent need for research on its effects as it profoundly influences how individuals seek, evaluate, and interact with information, ultimately shaping their information-related choices and behaviors. Using an innovative empirical
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Mathematics teachers' interaction patterns and role changes in online research-practice partnerships: A social network analysis Comput. Educ. (IF 8.9) Pub Date : 2024-05-19 Haili Liang, Chunxia Qi, Rongjin Huang, Haode Zuo, Jiashan He
Research–Practice Partnerships (RPPs), in which researchers and teachers come together with the shared aim of driving educational improvement, have lately gained recognition in the education community. Whilst studies have demonstrated the positive effects of RPPs, potential challenges in establishing long-term and mutually beneficial RPPs have been reported. To understand these challenges, the present
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Navigating the online learning journey by self-regulation: Teachers as learners Comput. Educ. (IF 8.9) Pub Date : 2024-05-13 Yael Feldman-Maggor, Inbal Tuvi-Arad, Ron Blonder
Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers' SRL as learners, and only a handful has done so in the context
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Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues Comput. Educ. (IF 8.9) Pub Date : 2024-05-10 Chengde Zhang, Zhizun Wang, Ziqi Fang, Xia Xiao
In video lectures, instructors often use spontaneous emotional expressions (facial expressions, tone of voice) and visual cues (underlining, circling) to guide students' attention toward key instructional information. While previous research has confirmed the benefits of visual cues in guiding attention and processing specific information, there's a notable gap in understanding the role of emotional
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Personality, strategies and game moves linked to prosocial behaviors: A statistical discourse analysis Comput. Educ. (IF 8.9) Pub Date : 2024-05-10 Ju-Ling Shih, Ming Ming Chiu, Chang-Hsin Lin
As no study has systematically theorized and empirically tested an ecological model of students' cooperative behaviors during game-based learning, this study moves toward doing so by modeling multiple levels of antecedents of students' prosocial behaviors during game play. Specifically, we propose a theoretical model of how player personality, players’ personality composition, and recent sequences
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Fail or pass? Investigating learning experiences and interactive roles in MOOC discussion board Comput. Educ. (IF 8.9) Pub Date : 2024-05-09 Xin Wei, Yajun Chen, Jianhua Shen, Liang Zhou
In massive open online course (MOOC) discussion board, students' learning experience, reflecting implicit cognitive and affective states, is related to their learning outcomes and course's completion rates. The majority of researches about learning experience identification in MOOCs depend on post-hoc questionnaires, which may encounter issues such as personal biases, hazy memories, or time constraints
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Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence Comput. Educ. (IF 8.9) Pub Date : 2024-05-09 Brayan Díaz, Miguel Nussbaum
Artificial intelligence (AI) has been hailed for its potential to revolutionize teaching and learning practices. Undoubtedly, there has been development, but has it transferred to a new pedagogical trend? Indeed, research shows more tools, software, etc., built through AI, but there is still a limited understanding of its pedagogical impact. This review aims to assess whether AI has indeed led to new
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Detecting ChatGPT-generated essays in a large-scale writing assessment: Is there a bias against non-native English speakers? Comput. Educ. (IF 8.9) Pub Date : 2024-05-06 Yang Jiang, Jiangang Hao, Michael Fauss, Chen Li
With the prevalence of generative AI tools like ChatGPT, automated detectors of AI-generated texts have been increasingly used in education to detect the misuse of these tools (e.g., cheating in assessments). Recently, the responsible use of these detectors has attracted a lot of attention. Research has shown that publicly available detectors are more likely to misclassify essays written by non-native
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Impact of pre-knowledge and engagement in robot-supported collaborative learning through using the ICAPB model Comput. Educ. (IF 8.9) Pub Date : 2024-05-06 Jia-Hua Zhao, Qi-Fan Yang, Li-Wen Lian, Xian-Yong Wu
Several challenges exist in computer-supported collaborative learning environments, such as the potential for distraction and student boredom and isolation, which may adversely affect the quality of collaborative learning and knowledge construction. On the other hand, as an innovative learning tool, physical robots are seen as successful collaborative learning facilitators that can raise student engagement
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Students’ active cognitive engagement with instructional videos predicts STEM learning Comput. Educ. (IF 8.9) Pub Date : 2024-04-10 Shelbi L. Kuhlmann, Robert Plumley, Zoe Evans, Matthew L. Bernacki, Jeffrey A. Greene, Kelly A. Hogan, Michael Berro, Kathleen Gates, Abigail Panter
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Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy Comput. Educ. (IF 8.9) Pub Date : 2024-04-09 Wenting Zou, Amanda Purington Drake, Philipp K. Masur, Janis Whitlock, Natalie N. Bazarova
Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs
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The influence of LinkedIn group community on postgraduate student experience, satisfaction and grades Comput. Educ. (IF 8.9) Pub Date : 2024-04-09 Joe Hazzam, Stephen Wilkins, Carol Southall, Blend Ibrahim
Social media platforms represent an opportunity for higher education institutions to complement and enhance classroom teaching and learning. The purpose of this research is to investigate the influence of a LinkedIn group community on student experience, satisfaction and grades. A total of 118 students from three postgraduate programmes at a university in the United Kingdom were randomly assigned during
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Listen closely: Prosodic signals in podcast support learning Comput. Educ. (IF 8.9) Pub Date : 2024-04-09 Juliette C. Désiron, Sascha Schneider
Based on the assumptions of Cognitive Load Theory and its derived signaling principle, previous research on instructional material has mainly investigated the effect of including visual cues to support the processing and integration of information. In the context of the renewed interest in commented videos and podcasts as instructional materials, the present study investigates the influence of prosodic
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Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling Comput. Educ. (IF 8.9) Pub Date : 2024-04-08 Garry Falloon
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Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers Comput. Educ. (IF 8.9) Pub Date : 2024-04-03 Yuan-Hsuan Lee, Jing-Ya Jhang, Huang-Yao Hong
In the AI era, it has become crucial to evaluate information found on the Internet critically. This research aimed to investigate the impact of a sourcing organizer on sixth graders' online multimodal and multiple document reading (MMDR) abilities, focusing on aspects such as source-content link and text integration in relation to reading on the Internet. Cognitive and affective factors associated
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Unpacking the relationship between screen use and educational outcomes in childhood: A systematic literature review Comput. Educ. (IF 8.9) Pub Date : 2024-04-03 Daniel Caballero-Julia, Judith Martín-Lucas, Luis E. Andrade-Silva
The increasing digitization of society has led to the growing immersion of children in virtual culture, raising concerns about how screen use affects their educational and personal development. Through a Systematic Literature Review (SLR) and Textual Data Mining (TDM), this study explores the profile of digital technology use, behaviour, and effects on childhood. We identify three distinct periods
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Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes Comput. Educ. (IF 8.9) Pub Date : 2024-04-03 Olubunmi Ipinnaiye, Angelica Risquez
This study explores the pedagogical use of adaptive learning to foster learner-content interaction, and its subsequent impact on student performance in a large first year Macroeconomics course in an Irish University. To increase student-content interaction, an adaptive learning tool () is employed to create five weekly adaptive reading assignments, over a six-week period. We include two separate indicators
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Linking epistemic stance and problem-solving with self-confidence during play in a puzzle-based video game Comput. Educ. (IF 8.9) Pub Date : 2024-03-27 Zack Carpenter, David DeLiema
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The learning analytics of computational scientific modeling with self-explanation for subgoals and demonstration scaffolding Comput. Educ. (IF 8.9) Pub Date : 2024-03-27 Cai-Ting Wen, Chen-Chung Liu, Ching-Yuan Li, Ming-Hua Chang, Shih-Hsun Fan Chiang, Hung-Ming Lin, Fu-Kwun Hwang, Gautam Biswas
The emphasis of using computing tools in scientific practice has called for new forms of scientific modeling. Therefore, researchers are paying increasing attention to computational scientific modeling in which students use the computational power of computers to model and learn about science phenomena. However, computational scientific modeling is challenging since it involves not only scientific
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Systematic review of quantitative research on digital competences of in-service school teachers Comput. Educ. (IF 8.9) Pub Date : 2024-03-26 Magdalena Claro, Carolina Castro-Grau, Juan Manuel Ochoa, Juan Enrique Hinostroza, Patricio Cabello
This systematic literature review provides an overview of quantitative research conducted between 2016 and 2021 on the digital competence of in-service school teachers. The main objective is to examine how the digital competence of in-service teachers is defined and measured, along with the explanatory factors influencing its development. The review focuses on databases such as Web of Science, Scopus
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The impact of virtual technology on students’ creativity: A meta-analysis Comput. Educ. (IF 8.9) Pub Date : 2024-03-26 Yubiao Wang, Wenping Liu, Xue Yu, Baomin Li, Qiyun Wang
As an interactive simulation technology with multi-source information fusion, virtual technology can be used to create learning scenarios, enhance the learning experience, and promote teaching innovation. However, there is no unanimous answer whether virtual technology can effectively improve students' creativity. Therefore, this study adopted a meta-analysis method to analyze 62 experimental (quasi)
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A metaphor-based robot programming approach to facilitating young children’s computational thinking and positive learning behaviors Comput. Educ. (IF 8.9) Pub Date : 2024-03-21 Xinli Zhang, Yuchen Chen, Lailin Hu, Yiwei Bao, Yun-Fang Tu, Gwo-Jen Hwang
In the artificial intelligence age, cultivating young children's computational thinking (CT) has sparked tremendous attention. Programmable robotics is a developmental-appropriate and screen-free means that provides young children with great opportunities to learn programming and develop CT. However, it is reported that young children might have difficulties learning abstract CT concepts. As a helpful