Computers and Education Open最新文献

The chain mediating effect of academic anxiety and performance expectations between academic self-efficacy and generative AI reliance 学业焦虑、成绩期望在学业自我效能感与生成人工智能依赖之间的链式中介作用

IF 5.7

Computers and Education Open Pub Date : 2025-07-31 DOI: 10.1016/j.caeo.2025.100275

Ting Huang , Chenze Wu

{"title":"The chain mediating effect of academic anxiety and performance expectations between academic self-efficacy and generative AI reliance","authors":"Ting Huang , Chenze Wu","doi":"10.1016/j.caeo.2025.100275","DOIUrl":"10.1016/j.caeo.2025.100275","url":null,"abstract":"<div><div>While Generative Artificial Intelligence (GenAI) tools have been used by an increasing number of students, many teachers and researchers recognized that excessive use of these tools may have adverse impacts on students’ academic development. However, the underlying mechanisms driving GenAI reliance and its consequences remain underexplored. This study aimed to address these gaps by investigating the relationships among academic self-efficacy, academic anxiety, performance expectations, and GenAI reliance, as well as examining the consequences of GenAI reliance and coping strategies to mitigate these issues. Data were collected from 337 university students in a Chinese university and analyzed using Pearson correlation, chain mediation effect, and thematic analysis. The results indicated no significant direct relationship between academic self-efficacy and GenAI reliance. However, academic anxiety and performance expectations were found to mediate this relationship. The most salient consequences of GenAI reliance were decreased independent thinking ability, reduced innovative thinking ability, restricted self-reflection, and limited critical thinking ability. Additionally, students’ self-initiated and expected teacher-initiated strategies to alleviate these consequences were recognized. This study contributes to the limited understanding of GenAI reliance and provides valuable insights for educators and academic institutions in directing students toward the appropriate and critical utilization of GenAI tools.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100275"},"PeriodicalIF":5.7,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144756856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revisiting generalizability theory in the age of artificial intelligence: Implications for empirical educational research 人工智能时代对概括性理论的重新审视：对实证教育研究的启示

IF 5.7

Computers and Education Open Pub Date : 2025-07-31 DOI: 10.1016/j.caeo.2025.100278

Peer-Benedikt Degen

引用次数: 0

Path to intelligent evaluation: Utilizing power BI for enhanced performance insights 智能评估之路：利用电源BI增强性能洞察

IF 4.1

Computers and Education Open Pub Date : 2025-07-25 DOI: 10.1016/j.caeo.2025.100271

Xiaojun Li, Yueke Dong, Zhi Ai

引用次数: 0

Innovative leadership and sustainability in higher education management 高等教育管理的创新领导力和可持续性

IF 5.7

Computers and Education Open Pub Date : 2025-07-25 DOI: 10.1016/j.caeo.2025.100272

Maria Flori , Elena-Cristina Raulea , Ciprian Raulea

引用次数: 0

Computing education using generative artificial intelligence tools: A systematic literature review 使用生成式人工智能工具的计算教育：系统的文献综述

IF 4.1

Computers and Education Open Pub Date : 2025-06-21 DOI: 10.1016/j.caeo.2025.100266

Friday Joseph Agbo , Chris Olivia , Godsalvation Oguibe , Ismaila Temitayo Sanusi , Godwin Sani

{"title":"Computing education using generative artificial intelligence tools: A systematic literature review","authors":"Friday Joseph Agbo , Chris Olivia , Godsalvation Oguibe , Ismaila Temitayo Sanusi , Godwin Sani","doi":"10.1016/j.caeo.2025.100266","DOIUrl":"10.1016/j.caeo.2025.100266","url":null,"abstract":"<div><div>Recent advances in generative artificial intelligence (GenAI) are revolutionizing computing education, causing paradigm shifts from the traditional teaching and learning technique. Studies are exploring GenAI tools in computing classes from intro to advanced topics with the aim to showcase how to reshape computing education in this new era of GenAI. This study examined the computing education research landscape to unravel how GenAI tools have been used in that domain, what are the characteristics of those studies in terms of computing topics, context, and tools, offering insights into the pros and cons for integrating GenAI in computing education based on the performance indicators reported in the literature. This study employed a systematic literature review approach to identify and analyze 78 relevant articles. The findings of this study show that educators are exploring GenAI tools in computer sciences classes from K-12 through graduate levels. Beyond programming education, GenAI has also been explored in college upper-level computer science courses such as Computer Graphics and Human-Computer Interaction. The performance analysis of these tools are presented in this study, indicating a progressive advancement from when the technology was introduced. This study also discusses learning outcomes, good practices, and potential risks to avoid when exploring GenAI, as reported in the studies, which could guide how computing educators design their instructional strategies using GenAI. This study contributes to broadening the understanding of exploring, adapting, or using GenAI in computer science education and may spark interest among educators who are unwilling to explore GenAI or may not understand how or what strategies to adopt.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100266"},"PeriodicalIF":4.1,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144536013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms 未来的数学教师为什么以及如何在课堂上使用数字数学工具

IF 4.1

Computers and Education Open Pub Date : 2025-06-16 DOI: 10.1016/j.caeo.2025.100269

Robert Weinhandl , Branko Anđić , Viktoria Riegler , Valentina Bleckenwegner , Selina Baldinger , Jonas Mayrhofer , Christoph Helm

{"title":"The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms","authors":"Robert Weinhandl , Branko Anđić , Viktoria Riegler , Valentina Bleckenwegner , Selina Baldinger , Jonas Mayrhofer , Christoph Helm","doi":"10.1016/j.caeo.2025.100269","DOIUrl":"10.1016/j.caeo.2025.100269","url":null,"abstract":"<div><div>Digital mathematics tools range from simple pocket calculators to computer algebra systems and dynamic geometry software up to AI applications for confirming mathematical proofs. Our study aims to identify what motivates prospective mathematics teachers to employ digital mathematics tools in their prospective teaching and how their behavioral intentions affect different forms of technology use. To achieve our research aim, we conducted a digital questionnaire study in which 489 prospective mathematics teachers participated. In terms of completeness, the data of 409 participants could be used for further analysis. The structural equation model analyses conducted in our study indicate that especially Performance Expectancy (β = 0.359) and Facilitating Conditions (β = 0.424) significantly influence the behavioral intentions of prospective mathematics teachers to use digital mathematics tools. In turn, behavioral intentions significantly influence how prospective mathematics teachers want to use digital mathematics tools in the classroom. Our findings highlight that Behavioral Intentions act as a key link between technology acceptance and Cognitive Engagement in prospective mathematics teachers. Additionally, demographic factors such as age, gender, and study progress moderate these relationships. These insights can inform teacher training programs by tailoring support to different groups to ensure more effective integration of digital tools in mathematics classrooms.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100269"},"PeriodicalIF":4.1,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research on the coupling of talent cultivation and reform practice of higher education in architecture 建筑专业人才培养与高等教育改革实践的耦合研究

IF 4.1

Computers and Education Open Pub Date : 2025-06-16 DOI: 10.1016/j.caeo.2025.100268

Zhiwu Zhou , Qiong Tian , Julián Alcalá , Víctor Yepes

{"title":"Research on the coupling of talent cultivation and reform practice of higher education in architecture","authors":"Zhiwu Zhou , Qiong Tian , Julián Alcalá , Víctor Yepes","doi":"10.1016/j.caeo.2025.100268","DOIUrl":"10.1016/j.caeo.2025.100268","url":null,"abstract":"<div><div>With the sustainable development of the global construction industry and the rapid development of the intelligent building industry, colleges and universities worldwide are stepping up the training of comprehensive talents in intelligent application in the construction profession. Therefore, establishing a cross-regional and perfect construction talent training system has become a critical research and practice topic for university researchers. This study uses computational procedures to fit mathematical theories, coupled model analysis, and other innovative training framework systems. It also analyzes the problems and shortcomings in talent training from three aspects: the current status of industrialization of higher education construction at home and abroad. Combined with the current status of talent training in higher education and the different needs of various countries for architectural talents, a Chinese-style \"six-stage multi-module innovation optimization\" training framework and a \"construction talent training model\" are proposed to improve the innovation system. Through in-depth research, a talent training goal system and improvement strategy adapted to the development of China's construction industrialization have been established. The research results effectively compensate for the shortcomings of higher vocational education in this field. The framework of this study can serve as a beacon for deepening education in the construction profession in various countries around the world, guiding higher vocational education to move towards the training of high-tech and high-skilled talents.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100268"},"PeriodicalIF":4.1,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Key CSCL research topics for K-12 practice: A modified Delphi study with practitioners and researchers CSCL在K-12实践中的主要研究课题：对从业者和研究者的修正德尔菲研究

IF 4.1

Computers and Education Open Pub Date : 2025-06-01 DOI: 10.1016/j.caeo.2025.100265

Dalila Dragnić-Cindrić, Judi Fusco

{"title":"Key CSCL research topics for K-12 practice: A modified Delphi study with practitioners and researchers","authors":"Dalila Dragnić-Cindrić, Judi Fusco","doi":"10.1016/j.caeo.2025.100265","DOIUrl":"10.1016/j.caeo.2025.100265","url":null,"abstract":"<div><div>Computer-supported collaborative learning (CSCL) is effective in improving students’ learning outcomes, yet CSCL research is rarely translated to classroom practice. To identify key CSCL research topics for K-12 STEM practice, we conducted a modified Delphi method study with a panel of practitioners and researchers. We relied on a knowledge mobilization framework to draw on expertise from both researchers, who produce new knowledge, and practitioners, who combine it with their pedagogical wisdom and use it in classrooms. We used the Delphi method because of its potential to address the power imbalances among panelists and modified it to facilitate knowledge mediation between knowledge production and use. The panelists identified seven key CSCL topics for translation from research into practice: Classroom discourse; Diversity, equity, and inclusion; Teacher preparation and professional development; Socially shared regulation of learning; Argumentation; Classroom orchestration and scripts; and Student and teacher identities. We also investigated panelists’ ideas on effective practitioner-researcher partnerships to inform the next stage of our project, where researchers and practitioners will jointly translate research from selected topics into practical guidance. We discuss our findings and the affordances and limitations of the Delphi method in knowledge mediation.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100265"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144211865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Teaching is basically feeling”: Unpacking EFL Teachers’ perceived emotions and regulatory strategies in AI-Powered L2 speaking and writing skills instruction “教学就是感觉”：解析英语教师在人工智能驱动的第二语言口语和写作技能教学中的感知情绪和调节策略

IF 4.1

Computers and Education Open Pub Date : 2025-05-22 DOI: 10.1016/j.caeo.2025.100264

Haniye Seyri , Farhad Ghiasvand

{"title":"“Teaching is basically feeling”: Unpacking EFL Teachers’ perceived emotions and regulatory strategies in AI-Powered L2 speaking and writing skills instruction","authors":"Haniye Seyri , Farhad Ghiasvand","doi":"10.1016/j.caeo.2025.100264","DOIUrl":"10.1016/j.caeo.2025.100264","url":null,"abstract":"<div><div>The integration of Artificial Intelligence (AI) technologies into various aspects of second/foreign language (L2) education is recently gaining an unprecedented attention. However, teacher emotionality in light of using AI tools for teaching specific language skills has remained unaddressed, so far. To fill this void, the present qualitative study aimed to unveil English as a foreign language (EFL) teachers’ perceived AI-induced emotions and associated regulatory strategies used during their L2 speaking and writing instruction. A cohort of 21 Iranian EFL teachers were non-randomly picked up to attend a semi-structured interview and complete a written narrative frame. The results of thematic analysis through MAXQDA software divulged that the participants frequently experienced seven positive emotions including ‘excitement’, ‘confidence’, ‘joy’, ‘pride’, ‘satisfaction’, ‘passion’, and ‘engagement’. On the negative side, ‘anxiety’, ‘worry’, ‘stress’, ‘apprehension’, and ‘frustration’ were repeatedly induced by AI tools in L2 speaking and writing classes. Moreover, it was found that four ‘up-regulating’ and five ‘down-regulating’ strategies, either antecedent-focused or response-focused had been commonly employed by the teachers to manage their positive and negative AI-induced emotions. A discussion of the findings and practical implications for considering teacher emotionality when integrating AI technologies into L2 productive skills is provided.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100264"},"PeriodicalIF":4.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peer assessment using one-to-one tablets to improve the English oral presentation of fourth-grade students in Taiwan 利用一对一平板电脑进行同伴评估，以改善台湾四年级学生的英语口语表达

IF 4.1

Computers and Education Open Pub Date : 2025-05-04 DOI: 10.1016/j.caeo.2025.100262

Yi-Shan Kuo, Sandy I Ching Wang, Eric Zhi Feng Liu

引用次数: 0