Computers and Education Open最新文献

Impact of virtual reality learning environments on skills development in students with ASD 虚拟现实学习环境对ASD学生技能发展的影响

IF 5.7

Computers and Education Open Pub Date : 2025-10-02 DOI: 10.1016/j.caeo.2025.100298

Rui Manuel Silva , Paulo Martins , Tânia Rocha

{"title":"Impact of virtual reality learning environments on skills development in students with ASD","authors":"Rui Manuel Silva , Paulo Martins , Tânia Rocha","doi":"10.1016/j.caeo.2025.100298","DOIUrl":"10.1016/j.caeo.2025.100298","url":null,"abstract":"<div><h3>Background</h3><div>Students with Autism Spectrum Disorder (ASD) often face significant challenges in traditional educational environments, including difficulties in social interaction, engagement, and adapting to standard learning methods. These barriers can hinder their academic and personal development, highlighting the need for more inclusive and adaptive educational solutions.</div></div><div><h3>Objective</h3><div>This study investigated whether immersive VR-based STEM learning environments can support the cognitive, social and behavioural development of pupils with ASD. We evaluated usability and accessibility needs, validated the artefact through expert consensus, and measured pre–post changes using established standardised instruments.</div></div><div><h3>Methodology</h3><div>The research followed the Design Science Research (DSR) approach within STEM (Science, Technology, Engineering, and Mathematics) to develop VR-based learning experiences adapted to the needs of students with ASD. The Delphi method involved experts in defining best practices and educational strategies, helping to ensure that the proposed solutions were appropriate and aligned with student characteristics. The study included a control and an experimental group, both composed of students with ASD and typically developing students, assessing the impact of VR on learning and socialisation.</div></div><div><h3>Results</h3><div>The findings suggest that VR-based learning environments may support improvements in cognitive, behavioural and social skills, although causal inference is limited by the small sample size and absence of randomisation.</div></div><div><h3>Conclusions</h3><div>This study provides preliminary evidence that VR-based learning environments may help address educational barriers for students with ASD by offering structured, engaging and adaptable environments that could support inclusion and development.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100298"},"PeriodicalIF":5.7,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264959","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

Direct vs. video observation of skill performance: effects on peer feedback dynamics in motor learning 技能表现的直接观察与视频观察：同伴反馈动态对运动学习的影响

IF 5.7

Computers and Education Open Pub Date : 2025-10-01 DOI: 10.1016/j.caeo.2025.100296

Omar Trabelsi , Mohamed Yaakoubi , Ahmed Ghorbel , Amir Romdhani , Mustapha Bouchiba , Mohamed Abdelkader Souissi , Okba Selmi , Katja Weiss , Thomas Rosemann , Adnene Gharbi , Beat Knechtle

{"title":"Direct vs. video observation of skill performance: effects on peer feedback dynamics in motor learning","authors":"Omar Trabelsi , Mohamed Yaakoubi , Ahmed Ghorbel , Amir Romdhani , Mustapha Bouchiba , Mohamed Abdelkader Souissi , Okba Selmi , Katja Weiss , Thomas Rosemann , Adnene Gharbi , Beat Knechtle","doi":"10.1016/j.caeo.2025.100296","DOIUrl":"10.1016/j.caeo.2025.100296","url":null,"abstract":"<div><div>Video technology facilitates feedback delivery in motor learning, benefiting teacher/coach and peer feedback. Most studies focus on attributing motor learning improvements to video-based feedback but never examine how peer feedback dynamics change to mediate the effect of video observation (VO) on learning outcomes. Therefore, this study compares the frequency, type, and accuracy of peer feedback based on direct observation (DO) and VO in a long jump learning context. Forty-one sports science students (M<sup>age</sup>: 20.13±0.71) participated in a four-session long jump learning unit. Students were then randomly paired for experimental procedures: one performed a jump while the other observed. Observers first provided 30 seconds of verbal feedback based on DO and then after viewing a video recording of the jump (VO). Roles were then switched. Audio recordings were transcribed and analyzed for overall feedback frequency. Feedback instances were then classified as implicit or explicit, with the latter assessed for accuracy. The main results showed that VO significantly increased the median frequency of overall feedback and explicit feedback compared to DO, with no significant difference in implicit feedback. The median accuracy of explicit feedback was also significantly higher based on VO compared to DO. These findings help explain the previously documented beneficial effects of video-based peer feedback in motor learning. They demonstrate that VO enables peers to provide more feedback, particularly explicit, more than implicit, with higher accuracy.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100296"},"PeriodicalIF":5.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264961","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

Extended executive cognition, a learning outcome for the AI age 扩展执行认知，人工智能时代的学习成果

IF 5.7

Computers and Education Open Pub Date : 2025-09-30 DOI: 10.1016/j.caeo.2025.100294

Alexander M. Sidorkin

{"title":"Extended executive cognition, a learning outcome for the AI age","authors":"Alexander M. Sidorkin","doi":"10.1016/j.caeo.2025.100294","DOIUrl":"10.1016/j.caeo.2025.100294","url":null,"abstract":"<div><div>Artificial intelligence fundamentally transforms professional expertise across disciplines, creating an expanding gap between higher education curricula and emerging workplace practices. This paper introduces \"Extended Executive Cognition\" as a critical learning outcome for the AI age, the ability to strategically allocate cognitive effort, coordinate AI-assisted tasks, and manage hybrid intelligence problem-solving. Drawing on curriculum theory, executive function psychology, and distributed cognition research, we argue that post-educational success increasingly depends on metacognitive skills for human-AI collaboration rather than traditional academic competencies. Extended Executive Cognition requires developing accurate mental models of AI capabilities and limitations to enable effective task delegation. The framework presented offers concrete curriculum integration strategies across general education and discipline-specific contexts, including assessment approaches that capture metacognitive development rather than mere product evaluation. By reconceptualizing learning outcomes around cognitive orchestration rather than content production, universities can prepare graduates for continuous technological evolution while preserving distinctly human capacity as education's central value.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100294"},"PeriodicalIF":5.7,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219415","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

Social media discussions on educators: Selecting and appraisal of recent research using TF-IDF 社会媒体对教育者的讨论：使用TF-IDF选择和评价最近的研究

IF 5.7

Computers and Education Open Pub Date : 2025-09-30 DOI: 10.1016/j.caeo.2025.100293

Mateo R. Borbon Jr. , Ryan A. Ebardo

引用次数: 0

Artificial intelligence as a pedagogical communicator: mixed-methods insights from Raffles International College Bangkok 人工智能作为教学传播者：来自曼谷莱佛士国际学院的混合方法见解

IF 5.7

Computers and Education Open Pub Date : 2025-09-30 DOI: 10.1016/j.caeo.2025.100297

Qinjie Shen

{"title":"Artificial intelligence as a pedagogical communicator: mixed-methods insights from Raffles International College Bangkok","authors":"Qinjie Shen","doi":"10.1016/j.caeo.2025.100297","DOIUrl":"10.1016/j.caeo.2025.100297","url":null,"abstract":"<div><div>Artificial intelligence (AI) is increasingly employed as a pedagogical assistant in higher education, but its role as a communicator in diverse classrooms is not fully understood. This mixed-methods study investigates AI as a pedagogical communicator at a private international college in Bangkok. The study extends the Technology Acceptance Model by integrating social presence and trust constructs to examine factors influencing student engagement and satisfaction with AI-mediated instruction. In an explanatory sequential design, a survey of 300 students was analyzed using structural equation modeling, followed by 10 in-depth interviews. Results indicated that student satisfaction is driven by two mediated pathways: perceived social presence in AI communication builds trust, which enhances satisfaction, and perceived usefulness of AI feedback promotes engagement, which likewise increases satisfaction. Ease of interacting with the AI increased perceived presence and usefulness and thus indirectly boosted satisfaction; however, it also raised expectations that sometimes dampened satisfaction. Interview themes clarified these patterns. Students valued the AI’s clear explanations, responsiveness, and round-the-clock support, which improved efficiency and engagement, but also noted its lack of human warmth and increased pressure from constant availability. These findings suggest design principles for AI communicators, such as using friendly, context-aware language and clear rationales to build trust, and providing stepwise, practical feedback to sustain engagement. In sum, culturally responsive AI tutors that balance human-like connection with instructional efficiency can enhance student engagement and satisfaction in multicultural educational settings.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100297"},"PeriodicalIF":5.7,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264958","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

Privacy, identity, and fairness: Unpacking ethical influences on metaverse adoption in university learning 隐私、身份与公平：揭示大学学习中伦理对虚拟世界采用的影响

IF 5.7

Computers and Education Open Pub Date : 2025-09-24 DOI: 10.1016/j.caeo.2025.100292

Mousa Al-kfairy , Meera Alalawi , Saed Alrabaee , Omar Alfandi

{"title":"Privacy, identity, and fairness: Unpacking ethical influences on metaverse adoption in university learning","authors":"Mousa Al-kfairy , Meera Alalawi , Saed Alrabaee , Omar Alfandi","doi":"10.1016/j.caeo.2025.100292","DOIUrl":"10.1016/j.caeo.2025.100292","url":null,"abstract":"<div><div>As immersive technologies like the Metaverse continue to reshape higher education, it becomes increasingly vital to examine the ethical dimensions shaping student engagement with these platforms. This study investigates how university students perceive privacy, digital identity, informed consent, and algorithmic fairness in Metaverse-based classrooms, and how these perceptions influence their trust and behavioral intention to adopt the technology. A quantitative survey was conducted with 310 university students, all of whom had prior exposure to virtual learning platforms. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0, the study found that Metaverse Ethical Dimensions (MED) significantly influence both Trusting Intention (TRI) (<span><math><mi>β</mi></math></span> = 0.740, p < 0.001) and Intention to Use (IU) (<span><math><mi>β</mi></math></span> = 0.573, p < 0.001). Additionally, TRI partially mediates the relationship between MED and IU (<span><math><mi>β</mi></math></span> = 0.206, p = 0.001). These results highlight the central role of ethical design and user trust in promoting the adoption of Metaverse-based classrooms.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100292"},"PeriodicalIF":5.7,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219414","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 community of inquiry framework and learning analytics: A systematic review of previous research 探究框架与学习分析的共同体：对以往研究的系统回顾

IF 5.7

Computers and Education Open Pub Date : 2025-09-19 DOI: 10.1016/j.caeo.2025.100289

Secil Caskurlu , Daniela Castellanos-Reyes , Jieun Lim , Kadir Kozan

{"title":"The community of inquiry framework and learning analytics: A systematic review of previous research","authors":"Secil Caskurlu , Daniela Castellanos-Reyes , Jieun Lim , Kadir Kozan","doi":"10.1016/j.caeo.2025.100289","DOIUrl":"10.1016/j.caeo.2025.100289","url":null,"abstract":"<div><div>The purpose of the current systematic review is to provide a comprehensive overview of how the Community of Inquiry framework and learning analytics have been informing each other, thus providing suggestions for how to enhance future research and practice in online education. Overall results revealed that (a) research was primarily conducted in MOOCs and traditional online courses; (b) text and log data were the primary sources analyzed using various statistical, computational, and/or machine learning methods through various tools and software; and (c) descriptive and/or predictive analytics were the most common learning analytics methodology thus describing and/or predicting student and instructor outcomes including teaching, social and cognitive presence. Even though few studies have explicitly named it as the guiding framework, the Community of Inquiry framework has significantly influenced learning analytics research design and some studies have offered new theoretical insights. As for research quality or characteristics, fewer studies fully reported such important details as participant characteristics and data preprocessing procedures. All these findings led to the conclusion that the Community of Inquiry framework and learning analytics have been mutually beneficial so far, and similar future research needs to pay more attention to reporting quality thereby providing richer insights into both the theory and practice of online education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100289"},"PeriodicalIF":5.7,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264960","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

Contextual knowledge and TPACK: Evidence from a global south setting 背景知识和TPACK：来自全球南方背景的证据

IF 5.7

Computers and Education Open Pub Date : 2025-09-18 DOI: 10.1016/j.caeo.2025.100290

Van Loi Nguyen , Chung Thi Thanh Hang , Nguyen Trong Nguyen , Huynh Truong Sang

引用次数: 0

Rethinking artificial-intelligence literacy through the lens of teacher educators: The adaptive AI model 通过教师教育者的视角重新思考人工智能素养：自适应人工智能模型

IF 5.7

Computers and Education Open Pub Date : 2025-09-18 DOI: 10.1016/j.caeo.2025.100291

Liat Eyal

{"title":"Rethinking artificial-intelligence literacy through the lens of teacher educators: The adaptive AI model","authors":"Liat Eyal","doi":"10.1016/j.caeo.2025.100291","DOIUrl":"10.1016/j.caeo.2025.100291","url":null,"abstract":"<div><div>As artificial intelligence becomes increasingly integrated into educational settings, models for measuring related literacy among both teachers and students are rapidly emerging. Yet despite their strengths and benefits, many impose fixed competency levels or overlook contextual factors. Using design-based research, and with the participation of 22 higher-education teacher educators, this study critiques existing models and introduces the novel Adaptive Artificial-Intelligence-Literacy Model (AALM), grounded in case-study analysis. This evaluation framework highlights the dynamic, multi-dimensional nature of artificial-intelligence literacy, organized around three inter-related core axes: contextual fitness, professional needs, and dynamic development. A reflective self-assessment tool is also presented, enabling teachers to evaluate their own artificial-intelligence literacy. This framework offers practical guidance for educational policy and teacher development, advocating for assessment approaches that consider social and cultural contexts, professional needs, and the evolving nature of skills amid rapid technological change. Finally, the case studies illustrate the model's relevance across diverse educational settings.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100291"},"PeriodicalIF":5.7,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109258","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

Gamifying cybersecurity: A narrative-driven approach to teaching steganography 游戏化网络安全：一种叙事驱动的隐写术教学方法

IF 5.7

Computers and Education Open Pub Date : 2025-09-15 DOI: 10.1016/j.caeo.2025.100288

Femke G.J. Weijsenfeld, Dipti K. Sarmah

{"title":"Gamifying cybersecurity: A narrative-driven approach to teaching steganography","authors":"Femke G.J. Weijsenfeld, Dipti K. Sarmah","doi":"10.1016/j.caeo.2025.100288","DOIUrl":"10.1016/j.caeo.2025.100288","url":null,"abstract":"<div><div>Serious games are increasingly used in educational settings to enhance student engagement and support deeper learning. While research shows that such games can improve holistic understanding and knowledge retention, their application in specialised cybersecurity topics such as steganography, the art of concealing information to avoid detection, remains limited. Current teaching approaches for steganography often rely on traditional methods, such as lectures and textbooks, offering little interactivity or immersion. This study addresses this gap by designing and evaluating <strong>StegAdventure</strong>, a narrative-based serious game designed to improve student engagement with steganography concepts. To assess the game’s effectiveness, we conducted a controlled study with 54 higher education students in The Netherlands, randomly divided into an experimental group (n = 27) who played the game and a control group (n = 27) who studied the same content through a traditional text-based resource. Participants in both groups completed the User Engagement Scale - Short Form (UES-SF) to assess perceived engagement, and a knowledge test to measure learning outcomes. Our analysis revealed a significant difference in engagement levels, favouring the game-based approach, while no significant difference was observed in knowledge test scores. These findings suggest that <strong>StegAdventure</strong> can serve as a valuable teaching tool, particularly for increasing student engagement in complex cybersecurity topics, with the potential to support long-term knowledge retention.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100288"},"PeriodicalIF":5.7,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094746","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