-
Understanding college students’ cross-device learning behavior in the wild: Device ecologies, physical configurations, usage patterns, and attention issues Comput. Educ. (IF 8.9) Pub Date : 2025-02-04 Qingchuan Li, Zhao Xu, Yang Chen
The use of multiple devices to access educational materials is becoming more prevalent, offering benefits for both formal and informal learning. However, research on college students' cross-device learning patterns and the challenges remains limited. This study employed a two-week diary study method and follow-up interviews with 36 college students. Comprehensive data were collected from 374 cross-device
-
The synergistic effects in an AI-supported online scientific argumentation learning environment Comput. Educ. (IF 8.9) Pub Date : 2025-01-31 Yu-Ren Lin, Cheng-Yu Hung
This study combines scientific argumentation, gamified learning, and textual scaffolding to address the needs of cognitive, affective, and skill-based dimensions, designing an AI-interactive learning environment. Through the synergy created by these three dimensions, it aims to promote scientific argumentation learning. An online learning platform called AI web-based online learning in argumentation
-
Explicit video-based instruction enhanced students’ online credibility evaluation skills: Did storifying instruction matter? Comput. Educ. (IF 8.9) Pub Date : 2025-01-27 Carita Kiili, Kristian Kiili, Eija Räikkönen, Julie Coiro
This study tested the efficacy of explicit video-based instruction (4 x 45-min lessons) in promoting sixth graders' online credibility evaluation skills. It also investigated whether storified instruction enhanced learning more than non-storified instruction. Storified and non-storified interventions contained the same learning content, and the same components of explicit instruction informed their
-
Can AI support human grading? Examining machine attention and confidence in short answer scoring Comput. Educ. (IF 8.9) Pub Date : 2025-01-20 Yuheng Li, Mladen Raković, Namrata Srivastava, Xinyu Li, Quanlong Guan, Dragan Gašević, Guanliang Chen
Large language models built upon artificial intelligence (AI) hold great promises to innovate automatic short answer scoring (ASAS) - significantly alleviating educators’ workload in assessing student answers. However, ASAS systems on such basis have seen limited adoption in authentic teaching environments due to the models’ inability to explain the predictions they generate. To address this, we recruited
-
The role of perceived teacher support in students’ attitudes towards and flow experience in programming learning: A multi-group analysis of primary students Comput. Educ. (IF 8.9) Pub Date : 2025-01-14 Siu Cheung Kong, Ting Jun Lin, Yee Man Kayla Siu
Programming education has become essential in primary schools, yet students' perceptions vary significantly across different achievement levels. While teacher support is crucial for learning, little is known about how it influences students' attitudes and flow experience across different achievement groups in programming education. This study examined the interrelationships among perceived teacher
-
How do Chinese undergraduates harness the potential of appraisal and emotions in generative AI-Powered learning? A multigroup analysis based on appraisal theory Comput. Educ. (IF 8.9) Pub Date : 2025-01-13 Chan Wang, Hongbiao Yin
The rapid development of generative AI (GenAI) has sparked increasing interest in its potential impact on student learning. Drawing on cognitive appraisal theory and AI device use acceptance (AIDUA) model, this study aims to investigate the complex dynamics of GenAI adoption among university undergraduates. Especially, our study examined how social, personal, and technological factors (social influence
-
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing Comput. Educ. (IF 8.9) Pub Date : 2025-01-13 Fangzhou Jin, Lanfang Sun, Yunqiu Pan, Chin-Hsi Lin
This research employed metaphor analysis to explore 277 postgraduate students' perceptions of the role of generative artificial intelligence (GenAI) in academic writing. All participants were international students, from a total of 14 countries and regions, studying in the United Kingdom. Data collection was carried out in two phases. The first was a survey comprising demographic and metaphor-related
-
A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities Comput. Educ. (IF 8.9) Pub Date : 2025-01-13 Rogers Kaliisa, Sonsoles López-Pernas, Kamila Misiejuk, Crina Damşa, Márta Sobocinski, Sanna Järvelä, Mohammed Saqr
This study maps the evolution and state of Computer-Supported Collaborative Learning (CSCL) research, analyzing 6388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field's geographic concentration in Western countries, particularly the USA and Europe. While the field remains productive and diverse, recent trends reflect
-
Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis Comput. Educ. (IF 8.9) Pub Date : 2025-01-11 Fitore Morina, Tim Fütterer, Nicolas Hübner, Steffen Zitzmann, Christian Fischer
Teachers' professional development is crucial for effective classroom practice. Due to its advantages, many teachers have participated in online professional development (OPD) in recent years. Numerous studies have investigated the participation and effect of first to 12th grade in-service teachers' OPD participation on the teacher, classroom practice, or student level. However, a comprehensive meta-analysis
-
A systematic review of the use of log-based process data in computer-based assessments Comput. Educ. (IF 8.9) Pub Date : 2025-01-10 Surina He, Ying Cui
In recent decades, log-based process data has been increasingly used in computer-based assessments to examine test-takers' response patterns and latent traits. This study provides a systematic review of the use of log-based process data in computer-based assessments. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guideline, we identified 2548 publications
-
Dynamics of self-regulated learning: The effectiveness of students’ strategies across course periods Comput. Educ. (IF 8.9) Pub Date : 2025-01-10 T.S. Cristea, S. Heikkinen, C. Snijders, M. Saqr, U. Matzat, R. Conijn, A. Kleingeld
Proper self-regulating skills are essential in the new reality of digital learning in higher education. Research has shown that the trace data of students’ learning management system activity can identify various online learning tactics and strategies, but also their transitional dynamics, which are linked to academic performance. This study builds on this work by examining how learning tactics and
-
Task-value motivational prompts in a descriptive dashboard can increase anxiety among anxious learners Comput. Educ. (IF 8.9) Pub Date : 2025-01-09 Natercia Valle, Pavlo Antonenko, Denis Valle, Benjamin Baiser
Despite the ubiquitous use of learning analytics dashboards in computer-mediated learning environments, there is still a knowledge gap on how these tools can support learners’ academic performance and motivation. This article describes an experimental study that investigated the influence of motivational prompts (task-value scaffolding) in a descriptive learning analytics dashboard on learners’ motivation
-
Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance Comput. Educ. (IF 8.9) Pub Date : 2025-01-09 Ning Ren, Barry Lee Reynolds, Brian V. Rusk
Study-with-me (SWM) videos offer virtual companionship for learning. Users claim that SWM videos simulate physical companionship, motivate their learning with manageable pressure, and enhance their performance with minimal cost. Despite burgeoning search interests and millions of accumulated views, the effects of SWM videos on learning lack rigorous examination. The comparative advantages of SWM videos
-
AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment Comput. Educ. (IF 8.9) Pub Date : 2025-01-08 Huang-Yao Hong, Mei-Ju Chen, Chih-Hsuan Chang, Li-Ting Tseng, Ching Sing Chai
This study employed design-based research, comprising two design cycles to empower teachers' agency when they are engaged in STEAM lesson design. Cycle-1 focused on the application of a principle of “sustained idea-developing discourse” (SIDD) in an online knowledge building environment to foster teachers' “professional agency within teacher communities” (PATC). In cycle-2, generative artificial intelligence
-
Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders Comput. Educ. (IF 8.9) Pub Date : 2024-12-28 Junjun Chen, Masoumeh Kouhsari
This paper explores the forces driving digital transformation in schools, focusing on the role of digital leadership, social intelligence, digital self-efficacy, digital anxiety, digital social support, and social digital pressure perceived by school leaders. The study applies the Job Demands-Resources (JD-R) theory as a theoretical framework to examine how the personal and social dynamics of school
-
Evaluating AI literacy of secondary students: Framework and scale development Comput. Educ. (IF 8.9) Pub Date : 2024-12-24 Baichang Zhong, Xiaofan Liu
K-12 AI education not only equips students with AI literacy but also encourages underrepresented groups to pursue further studies or careers in this field. Secondary students were particularly well-suited for comprehensive AI education due to their cognitive characteristics and developmental readiness. While most studies have focused on developing pedagogy, curriculum, and tools for secondary AI education
-
Improving hybrid brainstorming outcomes with computer-supported scaffolds: Prompts and cognitive group awareness Comput. Educ. (IF 8.9) Pub Date : 2024-12-20 Mohammadreza Farrokhnia, Omid Noroozi, Yvette Baggen, Harm Biemans, Armin Weinberger
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their
-
Validating a collaborative problem-solving assessment tool across educational stages Comput. Educ. (IF 8.9) Pub Date : 2024-12-19 Matias Rojas, Miguel Nussbaum, César Moreno
Despite the recognised importance of collaborative problem-solving (CPS) skills for success, there is a lack of standardised curricula and widely adopted frameworks for assessing these skills, leading to difficulties in comparing them across different educational settings. This study aims to validate the use of a CPS skills assessment instrument based on the PISA Framework that focuses on measuring
-
Impacts of generative AI on student teachers' task performance and collaborative knowledge construction process in mind mapping-based collaborative environment Comput. Educ. (IF 8.9) Pub Date : 2024-12-18 Shuowen An, Si Zhang, Tongyu Guo, Shuang Lu, Wenying Zhang, Zhihui Cai
Collaboration has long been recognized as an efficacious pedagogical strategy. With the visual pedagogical scaffold, for instance, mind maps, learners can externalize their comprehension and engage in meaning negotiation. However, given the limitations posed by the conventional collaborative environment such as the difficulty for groups to achieve deep discussions and generate group intelligence, the
-
Mediating learning with mobile devices through pedagogical innovation: Teachers' perceptions of K-12 students’ learning experiences Comput. Educ. (IF 8.9) Pub Date : 2024-12-16 Paul F. Burke, Sandy Schuck, Kevin Burden, Matthew Kearney
This article presents a quantitative study demonstrating that digital pedagogy using mobile devices (e.g., laptops, mobile phones, tablets) impacts teachers' perceptions of pedagogical innovation. We further find that innovative mobile pedagogy adoption positively impacts teachers' perceptions of improved student learning in K-12 settings. Examining teachers' perceptions of pedagogical innovation in
-
Examining the dynamics of knowledge convergence in online learning context: A network perspective Comput. Educ. (IF 8.9) Pub Date : 2024-12-16 Mengtong Xiang, Jingjing Zhang, Yue Li
Knowledge convergence, originating from computer-supported collaborative learning (CSCL), is often defined as building a shared cognitive understanding through social interactions. With an increasing focus on large-scale collaboration and online learning in CSCL, it is crucial to examine how knowledge convergence occurs in online settings. This study investigates how learners develop cognitive consensus
-
“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers” Comput. Educ. (IF 8.9) Pub Date : 2024-12-14 Chiara Antonietti, Tessa Consoli, Maria-Luisa Schmitz, Alberto Cattaneo, Philipp Gonon, Dominik Petko
This study explores patterns of technology integration in upper secondary school learning activities. Data were collected via an online survey in Switzerland. Through latent profile analysis, three distinct teacher profiles emerged. Teachers in Profile 1 (digital presenters; N = 896) mainly integrated technology to present content; Profile 2 (digital activators; N = 979) used technology for presentation
-
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies Comput. Educ. (IF 8.9) Pub Date : 2024-12-12 Ruiqi Deng, Maoli Jiang, Xinlu Yu, Yuyan Lu, Shasha Liu
Chat Generative Pre-Trained Transformer (ChatGPT) has generated excitement and concern in education. While cross-sectional studies have highlighted correlations between ChatGPT use and learning performance, they fall short of establishing causality. This review examines experimental studies on ChatGPT's impact on student learning to address this gap. A comprehensive search across five databases identified
-
Preventing digital distraction in secondary classrooms: A quasi-experimental study Comput. Educ. (IF 8.9) Pub Date : 2024-12-12 Jiyeon Park, Jeniffer Paxtle-Granjeno, Min Wook Ok, Mikyung Shin, Erin Wilson
Technology serves as an effective learning tool in K-12 classrooms, yet its presence often leads to distraction, diverting students’ attention and disrupting their focus on primary activities. It is important for educators to effectively integrate technology while minimizing distractions. This study employs a quasi-experimental design utilizing a pre- and post-survey control group model to assess digital
-
Video-based analytics-supported formative feedback for enhancing low-achieving students’ conception of collaboration and classroom discourse engagement Comput. Educ. (IF 8.9) Pub Date : 2024-12-05 Yuyao Tong, Gaowei Chen, Morris Siu-Yung Jong
A substantial body of research has demonstrated the essential roles of collaboration and classroom discourse in student learning. However, low-achieving students often face the challenge of engaging in collaborative work and productive classroom discourse. This study aimed to examine how learning analytics can help scaffold low-achieving students' reflective activities to enhance their conception of
-
Virtual vs. traditional learning in higher education: A systematic review of comparative studies Comput. Educ. (IF 8.9) Pub Date : 2024-12-03 Tommaso Santilli, Silvia Ceccacci, Maura Mengoni, Catia Giaconi
The evolving landscape of educational technologies has ushered Virtual Reality (VR) in the forefront of higher education. As the COVID-19 pandemic propelled a rapid shift toward e-learning, the demand for high-quality distance education has surged, prompting an exploration of VR as a viable solution. While existing research indicates that VR supports student engagement and learning experiences compared
-
How does social support detected automatically in discussion forums relate to online learning burnout? The moderating role of students’ self-regulated learning Comput. Educ. (IF 8.9) Pub Date : 2024-12-03 Changqin Huang, Yaxin Tu, Qiyun Wang, Mingxi Li, Tao He, Di Zhang
Engaging students in online discussion forums with social support holds significant potential for preventing and alleviating student burnout. However, the mechanisms by which different types of social support influence learning burnout remain poorly understood. Additionally, existing methods for detecting social support detection are limited in both practical application and theoretical advancement
-
The effects of different metacognitive patterns on students' self-regulated learning in blended learning Comput. Educ. (IF 8.9) Pub Date : 2024-12-01 Xingyu Geng, Yu-Sheng Su
Self-regulated learning has significant importance in blended learning, necessitating an exploration into the effects of metacognition on SRL. Furthermore, SRL exhibits interdependence, thus highlighting the urgent need for research that can capture the temporal processes of SRL in multi-task activities during blended learning. Over 18 weeks, 44 students participated in three SRL tasks designed for
-
Effectiveness of gamified intelligent tutoring in physical education through the lens of self-determination theory Comput. Educ. (IF 8.9) Pub Date : 2024-11-30 Lu-Ho Hsia, Yen-Nan Lin, Chung-Hisenh Lin, Gwo-Jen Hwang
Scholars have recommended the application of an intelligent tutoring and instant feedback system (ITIFS) to enhance students' motor skills performance by automatically evaluating their learning performance and providing personalized guidance and feedback. However, solely providing personalized evaluation and feedback may not necessarily attract students' active and sustained engagement in practice
-
Profiling motivation and engagement in online learning: A multilevel latent profile analysis of students and institutions Comput. Educ. (IF 8.9) Pub Date : 2024-11-26 Faming Wang, Hongbiao Yin, Ronnel B. King
Exploring whether students are motivated and engaged in the context of online learning has become increasingly important given the prevalence of online learning across the globe. However, answering this question may be challenging as different students might exhibit distinct motivation and engagement profiles. To answer this question, person-centered approaches are needed. Furthermore, existing research
-
Learning to Evaluate (Mis)information in an Online Game: Strategies Matter! Comput. Educ. (IF 8.9) Pub Date : 2024-11-26 Sarit Barzilai, Marc Stadtler
Digital games can help students learn how to cope with misinformation. However, misinformation games typically include multiple game mechanics, making it hard to identify which mechanics contribute to learning. Hence, the aim of this study was to clarify how misinformation games promote learning by examining the effects of two promising misinformation game mechanics– simulating evaluation strategies
-
Young learners’ motivation, self-regulation and performance in personalized learning Comput. Educ. (IF 8.9) Pub Date : 2024-11-23 Kevin Ackermans, Marjoke Bakker, Anne-Marieke van Loon, Marijke Kral, Gino Camp
Personalized learning, a topic that has garnered significant attention in education, is known for its potential to cater to student's unique needs and improve educational outcomes. However, most large-scale longitudinal studies on personalized learning have primarily focused on middle school students and above (age ≥11). This study, in contrast, delves into the uncharted territory of how personalized
-
Mapping the prevalence of mixed methods research in educational technology journals Comput. Educ. (IF 8.9) Pub Date : 2024-11-21 Olha Ketsman, Alissa Droog, Sumaiya Qazi
Advancing knowledge in educational technology requires a diverse array of research designs, methodologies, and data sources. Mixed methods research, particularly valuable for studying intricate issues, remains scarce in educational technology. The purpose of this study is to examine the prevalence of mixed methods research studies published in the top 10 educational technology journals between 2018
-
Unpacking help-seeking process through multimodal learning analytics: A comparative study of ChatGPT vs Human expert Comput. Educ. (IF 8.9) Pub Date : 2024-11-14 Angxuan Chen, Mengtong Xiang, Junyi Zhou, Jiyou Jia, Junjie Shang, Xinyu Li, Dragan Gašević, Yizhou Fan
Help-seeking is an active learning strategy tied to self-regulated learning (SRL), where learners seek assistance when facing challenges. They may seek help from teachers, peers, intelligent tu-tor systems, and more recently, generative artificial intelligence (AI). However, there is limited empirical research on how learners’ help-seeking process differs between generative AI and hu-man experts. To
-
A meta-analysis on the effect of technology on the achievement of less advantaged students Comput. Educ. (IF 8.9) Pub Date : 2024-11-13 Giorgio Di Pietro, Jonatan Castaño Muñoz
This paper presents a meta-analysis that investigates the impact that the educational use of digital technologies has on less advantaged students’ achievement. We use a comprehensive definition for this group of students that includes all students in less developed countries as well as more disadvantaged students in more developed countries. 740 estimates from 72 studies employing experimental and
-
Automated feedback improves teachers’ questioning quality in brick-and-mortar classrooms: Opportunities for further enhancement Comput. Educ. (IF 8.9) Pub Date : 2024-11-12 Dorottya Demszky, Jing Liu, Heather C. Hill, Shyamoli Sanghi, Ariel Chung
AI-powered professional learning tools that provide teachers with individualized feedback on their instruction have proven effective at improving instruction and student engagement in virtual learning contexts. Despite the need for consistent, personalized professional learning in K-12 settings, the effectiveness of automated feedback tools in traditional classrooms remains unexplored. We present results
-
Plugging in at school: Do schools nurture digital skills and narrow digital skills inequality? Comput. Educ. (IF 8.9) Pub Date : 2024-11-12 Renae Sze Ming Loh, Gerbert Kraaykamp, Margriet van Hek
Information and communication technology (ICT) have become indispensable in contemporary schools in post-industrialized countries. Whether schools have succeeded in vesting students with the needed digital skills important in today's highly digitalized societal landscape however remains unclear. In this paper, we examine whether school resources in terms of ICT infrastructure, use of ICT in education
-
Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards Comput. Educ. (IF 8.9) Pub Date : 2024-11-12 Jing Wang, Shaoying Gong, Yang Cao, Xiaorong Guo, Peiyan Peng
Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how
-
Reducing interpretative ambiguity in an educational environment with ChatGPT Comput. Educ. (IF 8.9) Pub Date : 2024-11-10 Francisco Garcia-Varela, Zvi Bekerman, Miguel Nussbaum, Marcelo Mendoza, Joaquin Montero
The study posits that both concrete and abstract words are crucial for effective communication, particularly in educational contexts where the interplay between these forms of language intersects with linguistic, cognitive, and social stratification theories. A key challenge is balancing the efficiency of abstract language in conveying complex concepts with the accessibility of concrete language, which
-
“Storytelling and educational robotics: A scoping review (2004–2024)” Comput. Educ. (IF 8.9) Pub Date : 2024-11-05 Maria Palioura, Theodosios Sapounidis
Storytelling has been used for years in educational practice and Educational Robotics is a rapidly growing field worldwide. Accordingly, researchers have attempted to combine Storytelling and Robotics in education. However, no systematic record exists on this combination. Therefore, we conducted a scoping review of 82 papers out of 5272 articles published in 5 Databases in the last 20 years to map
-
Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading Comput. Educ. (IF 8.9) Pub Date : 2024-11-05 Gloria Yi-Ming Kao, Hui-Chin Yeh, Shih-Wen Su, Xin-Zhi Chiang, Chuen-Tsai Sun
In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community
-
Development and techniques in learner model in adaptive e-learning system: A systematic review Comput. Educ. (IF 8.9) Pub Date : 2024-10-29 Xiyu Wang, Yukiko Maeda, Hua-Hua Chang
Adaptive e-learning systems (AeLS), which emerged in the late 1990s, offer an alternative to the 'one-size-fits-all' approach by addressing the demand for individualized learning experiences. These systems typically consist of five elements, including a domain model, a media space, an adaptation model, a user interface, and a learner model. Despite the increasing academic interest in this topic and
-
Teachers’ computational thinking content knowledge: Development of a measurement instrument Comput. Educ. (IF 8.9) Pub Date : 2024-10-16 Sara Monteyne, Charlotte Struyve, Natacha Gesquière, Tom Neutens, Francis Wyffels, Johan van Braak, Koen Aesaert
Computational thinking has become an integral component of curricula worldwide, necessitating teachers to develop this competence in their students. To effectively meet these curricular requirements, teachers themselves need a solid foundation of computational thinking content knowledge, which refers to the understanding and skills they possess in this area. However, despite widespread recognition
-
Co-researching with primary school students to retrace their digital footprint Comput. Educ. (IF 8.9) Pub Date : 2024-10-16 Rebecca Ng, M.C.S. Rivera, M. Cook, M.F. Mavilidi, S. Bennett
Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding
-
-
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices Comput. Educ. (IF 8.9) Pub Date : 2024-10-05 Jiangmei Yuan, Carla B. Brigandi, Karen E. Rambo-Hernandez, Catherine L. Manley
In-service elementary school teachers need training to teach computational thinking (CT). A common model for CT professional learning programs includes an initial workshop followed by ongoing support. However, little research has examined the efficacy of ongoing support, the most effective types, and its impact on classroom practices. The current study details a multifaceted CT professional learning
-
“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding Comput. Educ. (IF 8.9) Pub Date : 2024-10-04 Lucia Mason, Barbara Carretti, Angelica Ronconi, Eleonora Pizzigallo, Ymkje E. Haverkamp, Ivar Bråten
Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to
-
Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement Comput. Educ. (IF 8.9) Pub Date : 2024-10-03 Fan Ouyang, Mian Wu, Jianmin Gu
Collaborative knowledge construction (CKC) is advanced by group members' cognitive engagement across three levels: individual-level knowledge processing and proposing, the peer-level social interactions and knowledge exchanges between two group members, and the group-level coordination and construction of knowledge across multiple group members. The interconnected and transformative relationship among
-
Who says statistics classes are boring? How a virtual escape room enhances statistics learning Comput. Educ. (IF 8.9) Pub Date : 2024-09-30 Woon Chien Cecilia Teng, Gek Ling Claire Tan
Escape rooms (ERs) have gained traction in higher education over the past decade, but studies on ERs for statistics education are scant. In this study, a virtual ER was developed, piloted, and implemented in an undergraduate introductory statistics class, and its impact on learning was evaluated over three iterations. The escapED framework informed the design of the ER. A quasi-experimental pre-test–post-test
-
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining Comput. Educ. (IF 8.9) Pub Date : 2024-09-27 Danial Hooshyar, Xiaojing Weng, Paula Joanna Sillat, Kairit Tammets, Minhong Wang, Raija Hämäläinen
Personalized technology-enhanced learning (TEL) has emerged as a prominent tool used by universities to cater to students' diverse individual needs. Many higher education researchers and educators have explored the adoption of personalized TEL as an important tool to foster student learning outcomes from diverse perspectives. However, despite its significance and the substantial body of existing research
-
A systematic review of technology-enabled teacher professional development during COVID -19 pandemic Comput. Educ. (IF 8.9) Pub Date : 2024-09-24 Lingyun Huang, Min Liang, Yuhan Xiong, Xiaomeng Wu, Cher Ping Lim
Technologies have the potential to support and enable teacher professional development (TPD) programs for inclusive and equitable quality education and lifelong learning for all (United Nations, 2023). This paper reviews the technology-enabled TPD programs that took place during the COVID-19 pandemic and investigated their effectiveness on teachers' learning and professional growth. Drawing on the
-
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality Comput. Educ. (IF 8.9) Pub Date : 2024-09-24 Qin Xie, Chang Zhang
This study experimented with four design elements and examined their impact on feedback quality—anonymizing feedback writers, providing teacher-made rubrics and a feedback template, and making feedback traceable. The study adopted a quasi-experimental design and involved 75 undergraduates who produced 362 feedback entries on peers' presentations over eight weeks. The feedback comments were scored against
-
Comparing human-made and AI-generated teaching videos: An experimental study on learning effects Comput. Educ. (IF 8.9) Pub Date : 2024-09-21 Torbjørn Netland, Oliver von Dzengelevski, Katalin Tesch, Daniel Kwasnitschka
In the age of generative AI, can teaching videos be efficiently and effectively generated by large language models? In this study, the authors used generative AI tools to develop four short teaching videos for a management course and then compared them with human-generated videos on the same subjects in an online experiment. In an across-subject experimental design, 447 participants completed two treatment
-
Uncovering student profiles. An explainable cluster analysis approach to PISA 2022 Comput. Educ. (IF 8.9) Pub Date : 2024-09-20 Miguel Alvarez-Garcia, Mar Arenas-Parra, Raquel Ibar-Alonso
Educational data mining (EDM) applied to the wealth of data generated from international large-scale assessments (ILSAs) shows potential for identifying successful educational initiatives. Despite limited research on clustering methods in ILSAs, leveraging these methods to uncover student profiles can help decision-making in designing tailored programs. This study aims to identify and characterize
-
Pedagogical agent design for K-12 education: A systematic review Comput. Educ. (IF 8.9) Pub Date : 2024-09-14 Shan Zhang, Chris Davis Jaldi, Noah L. Schroeder, Alexis A. López, Jessica R. Gladstone, Steffi Heidig
Pedagogical agents (PAs) are increasingly being integrated into educational technologies. Although previous reviews have examined the impact of PAs on learning and learning-related outcomes, it still remains unclear what specific design features, social cues, and other contextual elements of PA implementation can optimize the learning process. These questions are even more prevalent with regards to
-
-
Understanding the effectiveness of automated feedback: Using process data to uncover the role of behavioral engagement Comput. Educ. (IF 8.9) Pub Date : 2024-09-12 Ronja Schiller, Johanna Fleckenstein, Ute Mertens, Andrea Horbach, Jennifer Meyer
In the last couple of years, feedback research has shifted towards a feedback-as-process approach, taking a learner-centered perspective and focusing on the proactive role of the learner in feedback effectiveness. Process measures can provide new insights into the role of the learner by making learners’ actual behavioral engagement visible. We conducted an experimental study, comparing two groups (feedback
-
Analysis and discovery of procrastination patterns in a language learning MOOC Comput. Educ. (IF 8.9) Pub Date : 2024-09-12 Jorge A. Vázquez Mendoza, Cèsar Ferri Ramírez, Carlos Monserrat Aranda
Online learning has been gaining a broad notoriety in society in the last years. The ease with which users from all over the world can learn is one of its main attractions. MOOCs are one of these technologies, which have enabled users to learn almost any subject of their interest. The use of MOOCs generates a massive amount of data that has been used by researchers with different goals: to predict
-
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
-
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
Anthropomorphism is the act of attributing human-like characteristics to non-human objects and has played a key role in the field of emotional design in multimedia learning. Despite its significance, the relationship between animacy and anthropomorphism, particularly facial animacy, remains underexplored albeit its potential impact on learning engagement and emotional responses. Hence, this study aims