Computers and Education Open最新文献

“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

Adopting strategies of mobile technology for assisted learning performance in higher education in China 中国高等教育采用移动技术辅助学习绩效策略

IF 4.1

Computers and Education Open Pub Date : 2025-05-02 DOI: 10.1016/j.caeo.2025.100263

Ruichen Yuan, Habibah Ab Jalil, Muhd Khaizer Omar

{"title":"Adopting strategies of mobile technology for assisted learning performance in higher education in China","authors":"Ruichen Yuan, Habibah Ab Jalil, Muhd Khaizer Omar","doi":"10.1016/j.caeo.2025.100263","DOIUrl":"10.1016/j.caeo.2025.100263","url":null,"abstract":"<div><div>Mobile technology, particularly mobile-assisted learning, has long been a rapidly growing and dynamic field. A prominent focus within this domain is the development and implementation of mobile learning applications and systems. The widespread adoption of mobile learning has led to the emergence of numerous applications, granting higher education students increased autonomy in leveraging mobile devices to support their academic performance. However, the abundance of available options has made the strategic selection and effective use of appropriate applications a pressing issue. This study employed a mixed-methods approach to investigate strategies for adopting mobile learning applications in Chinese higher education institutions—a context in which limited research has been conducted despite the ongoing technological transformation in mainland China. The findings revealed that academic major significantly influenced students’ learning performance supported by mobile applications, primarily due to differing academic demands [F(11, 289) = 1.788, <em>p</em> = .056, η² = 0.064]. Learners’ positive perceptions of mobile learning applications were found to be crucial to their assisted learning outcomes. Moreover, most students acknowledged the necessity of receiving guidance when selecting learning applications. Among the various forms of support examined, teacher recommendations were particularly valued. However, both in-class and out-of-class support remained insufficient. While online searches and social media offer some assistance, there is a strong preference among students for direct guidance from instructors. Furthermore, existing mobile learning applications do not fully meet the diverse needs of all learners. To address these challenges, this study proposes an eight-stage adoption strategy aimed at enhancing university students’ learning performance through more effective use of mobile applications.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100263"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911788","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

Introducing computational thinking to second and third graders. Programming whole paths outperforms step-by-step navigation in maze tasks 向二、三年级学生介绍计算思维。在迷宫任务中，为整个路径编程比一步一步导航更有效

IF 4.1

Computers and Education Open Pub Date : 2025-05-02 DOI: 10.1016/j.caeo.2025.100260

Frank Reinhold , Priska Sprenger , Gunnar Staniczek

{"title":"Introducing computational thinking to second and third graders. Programming whole paths outperforms step-by-step navigation in maze tasks","authors":"Frank Reinhold , Priska Sprenger , Gunnar Staniczek","doi":"10.1016/j.caeo.2025.100260","DOIUrl":"10.1016/j.caeo.2025.100260","url":null,"abstract":"<div><div>Computational Thinking (CT) has been considered one of the 21st century skills that already primary school students should develop. In this study we compared different methods for guiding a real object through a training maze task to teach <em>N</em> = 70 second and third graders basic computational thinking concepts, i.e., basic directions and sequences. Students in the experimental condition used the LEGO® Education SPIKE™ Essential-Set and Scratch-based icon blocks software to navigate a maze, while the control group used regular LEGO®-Sets and verbal commands. Results supported our hypotheses: Students in the experimental condition outperformed those in the control condition, produced longer sequences and more sequence commands to direct their object through the maze, and a positive relationship was observed between sequence length and posttest performance. Furthermore, mediation analysis revealed that the effect of the intervention on posttest achievement was influenced by the use of longer sequences. Our study underpins that Scratch-based block programming combined with robot-like real-world devices is a promising way to utilize CT in (early) primary education—and deepens our knowledge about how students engage in relevant learning activities.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100260"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143931616","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

Measures of learner-generative ai relationships 学习者生成人工智能关系的度量

IF 4.1

Computers and Education Open Pub Date : 2025-05-02 DOI: 10.1016/j.caeo.2025.100258

Sung-Hee Jin

{"title":"Measures of learner-generative ai relationships","authors":"Sung-Hee Jin","doi":"10.1016/j.caeo.2025.100258","DOIUrl":"10.1016/j.caeo.2025.100258","url":null,"abstract":"<div><div>As Artificial Intelligence (AI) becomes increasingly integrated into educational environments, understanding the relationship between learners and AI systems is crucial for optimizing learning outcomes. This study introduces and validates the Learner-Generative AI Relationship Scale, a novel instrument designed to measure the multifaceted nature of learner-AI relationship in educational settings. The scale was developed through a rigorous process involving literature review, expert reviews, and cognitive pre-testing. An exploratory factor analysis with 95 undergraduate students confirmed a three-factor structure: Affective Intimacy, Cognitive Competence, and Social Flow, each comprising three sub-factors. The scale demonstrated good internal consistency and construct validity. To establish concurrent and predictive validity, 75 participants completed an argumentative essay writing task using ChatGPT. Concurrent validity was established through significant correlations with measures of attitude toward AI and AI self-efficacy. Predictive validity was confirmed through regression analyses, which showed that the learner-generative AI relationship significantly predicted learning engagement, perceived cognitive effects, and perceived motivational effects in a ChatGPT-assisted argumentative writing task. This study addresses a critical gap in the literature by providing a comprehensive tool for measuring learner-AI relationships beyond mere interactions and attitudes. The learner-generative AI relationship scale offers researchers and educators a valuable instrument for understanding and improving AI-driven educational systems, potentially informing the design of more effective AI-enhanced learning experiences.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100258"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911533","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}

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Unpacking teachers’ cognitive engagement strategies with technology by employing the ICAP-TS 运用ICAP-TS分析教师的认知参与策略

IF 4.1

Computers and Education Open Pub Date : 2025-05-02 DOI: 10.1016/j.caeo.2025.100259

Robert Weinhandl , Christoph Helm , Branko Andic , Cornelia S. Große , Jonas Mayrhofer , Selina Baldinger

引用次数: 0

Online flipped classroom in university social science courses: Impact on student experience and success 大学社会科学课程中的在线翻转课堂：对学生体验和成功的影响

IF 4.1

Computers and Education Open Pub Date : 2025-05-02 DOI: 10.1016/j.caeo.2025.100261

Mitja Dečman, Maja Klun, Janez Stare

{"title":"Online flipped classroom in university social science courses: Impact on student experience and success","authors":"Mitja Dečman, Maja Klun, Janez Stare","doi":"10.1016/j.caeo.2025.100261","DOIUrl":"10.1016/j.caeo.2025.100261","url":null,"abstract":"<div><div>The flipped classroom model has recently gained recognition for promoting personalised learning, supporting student-centred and peer-supported instruction, and optimising class time for active learning of higher order thinking skills. However, it requires students to work independently and in isolation, which is particularly challenging in a fully online implementation and in non-STEM courses where group work, discussion and other forms of active learning are essential.</div><div>The research focused on two flipped online social science courses and involved quantitative analysis of data collected before and after the courses. The surveys examined the perceived and experienced drivers and barriers associated with flipped courses, including the use of video lectures, self-directed learning, self-discipline, social isolation, motivation, and time management. In addition, the study examined the impact of group activities on exam grades, such as discussion, presentations and interpretative assignments relevant to non-STEM courses. Another focus was on the impact of previous experiences with blended learning and online learning.</div><div>The results showed that although students were not initially familiar with the flipped classroom model, they appreciated the flexibility of learning at their own pace and being able to re-watch video lectures. Despite their concerns about social isolation, students did not express any significant anxiety in this regard. The study also found statistically significant differences between students with blended learning and online learning experiences. The most significant predictor of a good exam grade was weekly participation in an online forum, followed by weekly collaborative group activities such as discussion, presentations and interpretations, which are essential for non-STEM students.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100261"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143923800","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

Improving urban cyclist safety and skills: Integrating a multiagent system and virtual reality training simulations 提高城市骑车人的安全和技能：整合多智能体系统和虚拟现实训练模拟

IF 4.1

Computers and Education Open Pub Date : 2025-04-20 DOI: 10.1016/j.caeo.2025.100255

Héctor Sánchez San Blas, Sergio García González, André F. Sales Mendes, Gabriel Villarrubia González, Juan F. De Paz Santana

{"title":"Improving urban cyclist safety and skills: Integrating a multiagent system and virtual reality training simulations","authors":"Héctor Sánchez San Blas, Sergio García González, André F. Sales Mendes, Gabriel Villarrubia González, Juan F. De Paz Santana","doi":"10.1016/j.caeo.2025.100255","DOIUrl":"10.1016/j.caeo.2025.100255","url":null,"abstract":"<div><div>This study investigates how integrating immersive virtual reality with a multi-agent system can improve urban cyclist training by adapting learning experiences to individual performance. Addressing the challenge of preparing cyclists for complex urban environments, the research explores whether an adaptive VR-based system can enhance hazard perception, decision-making, and compliance with traffic rules. The proposed system leverages a context-aware multi-agent framework that dynamically adjusts traffic density, environmental conditions, and scenario complexity based on user behaviour. This personalized approach ensures that training remains challenging yet accessible, fostering progressive skill acquisition in a safe, controlled simulation environment. A preliminary evaluation was conducted with eight participants over a month-long training period. Results indicated improvements in reaction times, safety distance compliance, and overall traffic rule adherence. The system’s adaptability and ability to integrate into existing urban training programs suggest its potential as a scalable, data-driven tool for cyclist education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100255"},"PeriodicalIF":4.1,"publicationDate":"2025-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143860295","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

PlayMINT—an effective digital learning game for leadership competencies of female STEM students playmint -一个有效的数字学习游戏，培养STEM女生的领导能力

IF 4.1

Computers and Education Open Pub Date : 2025-04-15 DOI: 10.1016/j.caeo.2025.100256

Ilse Hagerer

{"title":"PlayMINT—an effective digital learning game for leadership competencies of female STEM students","authors":"Ilse Hagerer","doi":"10.1016/j.caeo.2025.100256","DOIUrl":"10.1016/j.caeo.2025.100256","url":null,"abstract":"<div><div>Leadership competencies become increasingly important for realizing disruptive technologies but are rarely taught at universities in science, technology, engineering, and mathematics (STEM) fields. Due to the threatening skills shortage and the prevailing gender gap in STEM, especially in leadership positions, it is vital to engage women and to improve leadership competencies for STEM professionals in the long term during their jobs or studies with a low entrance barrier. To address this issue, we developed PlayMINT—the first serious learning game for leadership competencies relevant to 21st-century challenges. We comprehensively evaluated PlayMINT in a rigorous randomized long-term user experiment including a control group using traditional learning methods over nine months with a substantial sample size of 181 female STEM students from German universities. Moreover, we used a multi-method approach combining self-assessments and learning analytics. Despite the low entrance barrier, the leadership competencies gained through PlayMINT were equivalent to those obtained through traditional learning methods. PlayMINT enabled significant improvements in innovative work behavior, creative self-efficacy, effective communication, empowerment, envisioning, and business knowledge of participants over time.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100256"},"PeriodicalIF":4.1,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828923","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}

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Applying individual strategies enhances learning in asynchronous learning paths 在异步学习路径中应用个体策略可以提高学习效果

IF 4.1

Computers and Education Open Pub Date : 2025-04-14 DOI: 10.1016/j.caeo.2025.100257

Sandra Drumm

{"title":"Applying individual strategies enhances learning in asynchronous learning paths","authors":"Sandra Drumm","doi":"10.1016/j.caeo.2025.100257","DOIUrl":"10.1016/j.caeo.2025.100257","url":null,"abstract":"<div><div>Learning paths (LP), a combination of internet-based, sequenced learning content and self-learning tasks, enable learning to take place according to individual pace and depth and offer automated tests to check one’s own learning process. A broad diversity in learning approaches within LPs can help heterogeneous student groups to acquire the same knowledge base for further instruction and can be useful in developing blended learning courses. It turns out however, that different students show varying degrees of success when working autonomously with digital learning paths. Based on this, the following questions arise: how do students engage with the digital content; which learning opportunities do the students notice, and how do they use them. The study conducted examined student statements on how they worked through a learning path and why they chose a certain approach. Additionally, students answered questions about their process in a stimulated recall setting in order to find out why they processed the path in a certain way. The results show that success in the course is highly dependent on how much students were able to activate their self-regulating learning skills. Being able to apply their own strategies and working habits helped well-performing students, while the same setting offered too much openness and thus confusion to weaker-performing students. This provides key information on fostering engagement and self-regulated student learning, and how access to lectures for independent study can be implemented in a flipped classroom scenario.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100257"},"PeriodicalIF":4.1,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844498","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