Computers and Education Open最新文献_第2页

Bridging higher educators’ beliefs and practice in online education: A qualitative systematic review 衔接高等教育工作者在网络教育中的信念与实践：一个定性的系统回顾

IF 5.7

Computers and Education Open Pub Date : 2025-09-10 DOI: 10.1016/j.caeo.2025.100286

Dorothy Gwada , Jo Tondeur , Bram Bruggeman , Samuel Liyala , Silvance O. Abeka

{"title":"Bridging higher educators’ beliefs and practice in online education: A qualitative systematic review","authors":"Dorothy Gwada , Jo Tondeur , Bram Bruggeman , Samuel Liyala , Silvance O. Abeka","doi":"10.1016/j.caeo.2025.100286","DOIUrl":"10.1016/j.caeo.2025.100286","url":null,"abstract":"<div><div>As online education becomes increasingly prevalent in higher education, educators’ beliefs about teaching practices have become critical to its success. These beliefs influence key aspects of online course design, including course structure, communication methods, and the use of technology, all of which affect student engagement and achievement. This study explores the relationship between educators' beliefs about online education and their actual teaching practices through a qualitative systematic literature review of 19 studies published between 2010 and 2023. Using a meta-aggregation approach, themes were identified, grouped, and synthesized to capture global trends in the relationship between educators’ beliefs and their practices. The findings indicate that educators believe online education requires adapting instructional approaches to align with technological affordances and student needs, while also fostering social presence and group cohesion to enhance participation. While many existing models focus on acceptance or resistance, this review highlights more complex dynamics, such as tensions between educators’ beliefs and the challenges of aligning technology use with those beliefs. It shows that online teaching practices are shaped not only by technical considerations but also by educators’ beliefs about online teaching and the value of technology. These insights offer a deeper understanding of how educators’ beliefs interact with their online teaching practices and have significant implications for designing professional development programs and informing institutional policies that support the transition to online teaching.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100286"},"PeriodicalIF":5.7,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157225","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

Authentic open data inquiry in schools 学校的真实开放数据查询

IF 5.7

Computers and Education Open Pub Date : 2025-09-09 DOI: 10.1016/j.caeo.2025.100287

Alejandra Celis Vargas , Rikke Magnussen , Ingrid Mulder , Birger Larsen

{"title":"Authentic open data inquiry in schools","authors":"Alejandra Celis Vargas , Rikke Magnussen , Ingrid Mulder , Birger Larsen","doi":"10.1016/j.caeo.2025.100287","DOIUrl":"10.1016/j.caeo.2025.100287","url":null,"abstract":"<div><div>Open data offers the potential to enhance citizen participation, transparency, and accountability in society. However, a lack of competencies that enable citizens to engage in open data ecosystems remains a barrier. Although authentic open data inquiry has been identified as a promising approach to develop open data learning designs in schools, its connection to open data competencies is not yet well understood. To advance the understanding of open data competencies and learning designs, this study focuses on the inductive analysis of two design-based research cycles and four interventions in Danish schools. A cohort of 7th to 9th grade pupils (<em>n</em> = 78) and their teachers (<em>n</em> = 4) engaged with The Open Data Newsroom, an open data learning design that situates pupils in the role of data journalists to solve an environmental mystery. Following a thematic analysis approach, we examined qualitative data from observations, surveys, and interviews to identify four categories that encompass pupils’ practices for (1) navigating open data: find and assess relevant information and data to identify a problem; (2) developing authentic open data analysis: analyse and interpret data in connection to real-world problems and local contexts; (3) building authentic data arguments and stories: explain a problem with data from different sources and domains to lay audiences; and (4) creating open data representations: build tools to support inquiry and communication. We argue that these practices, grounded in data literacy and real-world problem solving, contribute to defining open data competencies in schools, and we present a model to illustrate this connection.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100287"},"PeriodicalIF":5.7,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048932","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

A review of reviews on TPACK research: is there any focus? 关于TPACK研究的综述：有什么重点吗？

IF 5.7

Computers and Education Open Pub Date : 2025-09-06 DOI: 10.1016/j.caeo.2025.100285

Febe Fontyn , Jo Tondeur , Jan Sermeus

{"title":"A review of reviews on TPACK research: is there any focus?","authors":"Febe Fontyn , Jo Tondeur , Jan Sermeus","doi":"10.1016/j.caeo.2025.100285","DOIUrl":"10.1016/j.caeo.2025.100285","url":null,"abstract":"<div><div>The TPACK framework describes what knowledge educators need to effectively integrate technology into teaching specific content. This integrated knowledge is specific to the domains that TPACK combines, i.e. to the content that is taught, the pedagogical approaches chosen and the technology used. Given that there is a substantial body of research literature on TPACK, it seems useful to focus review-studies on one domain. For example, a review might summarize what is known about teachers’ TPACK using a specific technology, comparing and combining the literature across content domains or pedagogical approaches. Inversely a review could also focus on specific content or on a specific pedagogical approach. In this review of reviews we investigate to what extent review research on TPACK focuses on specific domains (technology, pedagogy or content) or their related knowledge components in the TPACK-framework. Based on a systematic literature review of 32 review studies we find that few reviews focus their research questions, selection criteria or results on specific domains or knowledge components. This could be due to a lack of clarity regarding the interpretation of the model (analytic or holistic), about which only six reviews were explicit. We call on the field to clarify the interpretation of TPACK and to decide on which research would be needed to test the model. We argue that focused review studies could be one way to significantly advance the TPACK research field.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100285"},"PeriodicalIF":5.7,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048933","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

Effects of an AI-based reading progress tool on third-grade EFL learners’ oral reading fluency 基于人工智能的阅读进度工具对三年级英语学习者口语阅读流畅性的影响

IF 5.7

Computers and Education Open Pub Date : 2025-08-26 DOI: 10.1016/j.caeo.2025.100283

Reem Mahdi Al-Bogami , Nsreen Abdulhamid Alahmadi

{"title":"Effects of an AI-based reading progress tool on third-grade EFL learners’ oral reading fluency","authors":"Reem Mahdi Al-Bogami , Nsreen Abdulhamid Alahmadi","doi":"10.1016/j.caeo.2025.100283","DOIUrl":"10.1016/j.caeo.2025.100283","url":null,"abstract":"<div><div>Oral reading fluency (ORF) is a critical skill for young English as a foreign language (EFL) learners. Researchers have explored various traditional and digital interventions to enhance EFL learners’ ORF. However, studies integrating cutting-edge technologies, such as artificial intelligence (AI) tools, in EFL remain limited. This mixed-methods quasi-experimental study aimed to examine the effectiveness of Reading Progress, an AI-based tool on the Microsoft Teams platform (MTRP), in improving the ORF, regarding accuracy, speed, and prosody, of third-grade EFL learners in Saudi Arabia. Additionally, it investigated the perspectives of the experimental group’s parents regarding the tool’s usage. Participants included 56 third-grade EFL learners (boys and girls) from a public elementary school in Jeddah, divided into two groups. The experimental group (<em>n</em> = 28) utilised MTRP as an intervention, while the control group (<em>n</em> = 28) engaged in traditional paper-based assignments. Pre- and post-tests and semi-structured interviews were conducted to gather data. The quantitative data were analysed using SPSS, while the qualitative data were transcribed, translated, and then analysed through NVivo. The results indicated that the experimental group, achieved significantly higher scores in ORF skills after utilizing MTRP compared to the control group. The experimental group’s parents reported positive feedback, expressing satisfaction with the tool’s impact on their children’s ORF. However, the children were initially challenged due to time constraints and lengthy texts. Nevertheless, they believed that consistent practice and high goal-setting enabled them to overcome obstacles. The findings are expected to provide valuable insights for EFL educators, policymakers, and researchers.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100283"},"PeriodicalIF":5.7,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094748","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

Unraveling the mechanisms and effectiveness of AI-assisted feedback in education: A systematic literature review 揭示教育中人工智能辅助反馈的机制和有效性：系统的文献综述

IF 5.7

Computers and Education Open Pub Date : 2025-08-24 DOI: 10.1016/j.caeo.2025.100284

Shen Ba , Lan Yang , Zi Yan , Chee Kit Looi , Dragan Gašević

{"title":"Unraveling the mechanisms and effectiveness of AI-assisted feedback in education: A systematic literature review","authors":"Shen Ba , Lan Yang , Zi Yan , Chee Kit Looi , Dragan Gašević","doi":"10.1016/j.caeo.2025.100284","DOIUrl":"10.1016/j.caeo.2025.100284","url":null,"abstract":"<div><div>Rapid advancements in Artificial Intelligence (AI) have prompted growing interest in leveraging AI for educational feedback. Yet, the centrality of the learner in this process is often overshadowed by technological excitement, and a broad understanding of AI-assisted feedback (AIFB) in education remains evolving. To address this gap, we conducted a systematic review of 129 peer-reviewed journal articles (2014–2023) based on widely used AI-related search terms to examine how AI, especially generative AI, supports feedback mechanisms and influences learner perceptions, actions, and outcomes. Our analysis identified a sharp rise in AIFB research after 2018, driven by modern large language models. We found that AI tools flexibly cater to multiple feedback foci (task, process, self-regulation, and self) and complexity levels (basic, intermediate, and elaborated). Our findings demonstrate that AIFB can effectively enhance targeted learning outcomes. By employing a transparent and field-aligned methodology, we synthesized recent advances and offers actionable insights for both research and practice. While the focus on widely recognized AI-related search terms ensures strong comparability and relevance, some specialized subfields (e.g., Automated Writing Evaluation), are less prominent in this synthesis. The study also highlights the ongoing need for clearer reporting of underlying AI algorithms. Building on these findings, we propose an original conceptual model that synthesizes current progress and offers a roadmap for future explorations. By illuminating the affordances and constraints of AIFB, we highlight the necessity for transparent methodological reporting and underscores the importance of integrating pedagogical and technological insights to promote meaningful, learner-centered feedback.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100284"},"PeriodicalIF":5.7,"publicationDate":"2025-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988469","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

Video game player profiles among university students: Impact of game preferences and academic background 大学生电子游戏玩家特征：游戏偏好和学术背景的影响

IF 5.7

Computers and Education Open Pub Date : 2025-08-23 DOI: 10.1016/j.caeo.2025.100280

Emilio García-Cabrera , Francisco Luna-Perejón , Miguel Ángel Pertegal-Vega , Luis Muñoz-Saavedra , José Luis Sevillano-Ramos , Lourdes Miró-Amarante

{"title":"Video game player profiles among university students: Impact of game preferences and academic background","authors":"Emilio García-Cabrera , Francisco Luna-Perejón , Miguel Ángel Pertegal-Vega , Luis Muñoz-Saavedra , José Luis Sevillano-Ramos , Lourdes Miró-Amarante","doi":"10.1016/j.caeo.2025.100280","DOIUrl":"10.1016/j.caeo.2025.100280","url":null,"abstract":"<div><div>Video games have become a widespread cultural and economic phenomenon, with Spain ranking among the top European countries in gaming consumption. This study examines the gaming habits and preferences of 440 university students at the University of Seville, classifying player profiles based on game preferences and academic background. A cross-sectional study was conducted using an anonymous online survey, and principal component analysis identified three distinct player profiles: Competitive, Explorer, and Socializer.</div><div>Findings indicate that gaming frequency varies significantly by academic discipline, with students in technical fields playing more frequently and preferring PC gaming, while those in social and health sciences favor mobile gaming. Moreover, the Explorer profile is associated with higher gaming frequency, whereas the Socializer profile is linked to lower engagement. Contrary to common concerns, gaming time does impact academic performance, particularly when exceeding five hours per day.</div><div>Findings suggest that gamification in higher education should align with students' gaming profiles to boost engagement and learning performance. While offering useful insights, the study's cross-sectional design and self-reported data limit its scope. Longitudinal research is needed to assess long-term academic and well-being impacts.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100280"},"PeriodicalIF":5.7,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145018977","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

Assessment of captions’ quality by students of a MOOC on accessibility of digital materials MOOC学生对数字材料可及性的字幕质量评估

IF 5.7

Computers and Education Open Pub Date : 2025-08-08 DOI: 10.1016/j.caeo.2025.100279

J. Pérez-Arteaga , E. Letón , J. Pérez-Martín , E.M. Molanes-López , A. Rodriguez-Ascaso

{"title":"Assessment of captions’ quality by students of a MOOC on accessibility of digital materials","authors":"J. Pérez-Arteaga , E. Letón , J. Pérez-Martín , E.M. Molanes-López , A. Rodriguez-Ascaso","doi":"10.1016/j.caeo.2025.100279","DOIUrl":"10.1016/j.caeo.2025.100279","url":null,"abstract":"<div><div>Captions constitute one of the fundamental components of audiovisual accessibility. Ensuring that captions comply with applicable accessibility standards is an important and complex task that requires dedication and specific knowledge. It goes beyond checking whether or not the video has captions. This work aims to evaluate whether students can adequately assess the quality of captions for the deaf or hard of hearing. It analyses data from an activity of a MOOC on accessibility of digital materials, in which they assessed the quality of captions. It was a voluntary task within the course delivered through an Open edX platform. At the time of enrollment, the students were randomly divided into two groups (AB and BA) so that the cohort AB watched the well-captioned video first and then the poorly-captioned video (with identified errors only in relation to 11 requirements of the UNE 153010:2012 standard), and the cohort BA watched them the other way round. After watching each of the videos, 87 students responded to a survey of 18 items with a 5-point Likert scale. The experimental design was a randomized, triple-blind, crossover AB/BA study. The data were analyzed using a multilevel multiple ordinal regression model. The main conclusions are: (1) basic training on accessibility of multimedia learning materials enables students to perform a preliminary assessment of the accessibility of captions; (2) qualitative guidelines present fewer problems than quantitative ones when identifying accessibility problems; (3) novice evaluators tend to underscore some of the items in non-accessible captions, compared to accessible captions.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100279"},"PeriodicalIF":5.7,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841445","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

A review of computational thinking interventions in upper elementary education 小学高年级计算思维干预研究综述

IF 5.7

Computers and Education Open Pub Date : 2025-08-08 DOI: 10.1016/j.caeo.2025.100252

María Eugenia Curi, Anaclara Gerosa, Marcos Viera, Alejandra Carboni

引用次数: 0

Understanding use of evidence in AI ethics guidelines development through a PRISMA-ETHICS informed scoping review of guidelines 通过prism - ethics知情范围审查指南，了解人工智能伦理指南制定中证据的使用情况

IF 5.7

Computers and Education Open Pub Date : 2025-08-07 DOI: 10.1016/j.caeo.2025.100281

Simon Knight

{"title":"Understanding use of evidence in AI ethics guidelines development through a PRISMA-ETHICS informed scoping review of guidelines","authors":"Simon Knight","doi":"10.1016/j.caeo.2025.100281","DOIUrl":"10.1016/j.caeo.2025.100281","url":null,"abstract":"<div><h3>Objectives</h3><div>There have been recent calls for new ethics guidelines regarding the use of artificial intelligence in research. How should we go about developing such ethics guidance documents with respect to emerging contexts such as new technologies, and established domains such as research in education? This paper provides a PRISMA-ETHICS informed scoping review of approaches to ethics guideline development, the structures of ethics guidelines, and their audiences and purposes drawing on the context of education and AI.</div></div><div><h3>Search and synthesis approach</h3><div>A search of scholarly and grey literature was conducted to identify both ethics guidelines and material discussing their development; <em>n</em> = 592 distinct items were identified, including 182 that identified via recent reviews of AI ethics guidelines. <em>n</em> = 47 guideline-sets were identified as ‘guidelines’.</div></div><div><h3>Data extraction and analysis</h3><div>Guidelines were analysed with respect to their development approach, audience and purpose, and structural elements through which guidance is delivered; most included statements regarding their development approach (79 %) and audience (72 %). Where evidence underpinning the guidance was discussed, it was largely at a global content level (69 %), rather than with respect to the specific context/domain of the guideline use, principles drawn on, or approaches and strategies one might adopt in navigating ethical issues (23, 29, and 21 % respectively). Across the guidelines the only universal feature was the provision of an overview statement. We conclude with recommendations regarding the development of ethics guidelines, and their structure.</div></div><div><h3>Funding</h3><div>No external funding was received.</div></div><div><h3>Systematic review registration</h3><div>The review was not pre-registered.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100281"},"PeriodicalIF":5.7,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145018976","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

Moderating effects of student heterogeneity on community of inquiry affective outcomes: A multigroup analysis 学生异质性对探究社区情感结果的调节作用：多组分析

IF 5.7

Computers and Education Open Pub Date : 2025-08-05 DOI: 10.1016/j.caeo.2025.100276

Teng Seng Choo , Hazri Jamil , Lei Mee Thien

{"title":"Moderating effects of student heterogeneity on community of inquiry affective outcomes: A multigroup analysis","authors":"Teng Seng Choo , Hazri Jamil , Lei Mee Thien","doi":"10.1016/j.caeo.2025.100276","DOIUrl":"10.1016/j.caeo.2025.100276","url":null,"abstract":"<div><div>This study examines the influence of student background attributes on the relationships between Community of Inquiry (CoI) presences and affective learning outcomes in online courses. Using partial least squares structural equation modeling (PLS-SEM) and multigroup analysis, the study investigated how gender, prior online course experience, and degree level moderate the effects of teaching, cognitive, social, and metacognitive presence on perceived learning and satisfaction. Data were collected from 479 students at a Malaysian public university. Results show that gender and prior experience moderate some relationships between CoI presences and perceived learning, but not perceived satisfaction. Specifically, male students perceive greater learning benefits from metacognitive presence compared with females, while females perceive higher learning from cognitive presence. Students with prior online course experience report significantly higher perceived learning from metacognitive presence compared with inexperienced students. Degree level (undergraduate vs. postgraduate) does not significantly moderate most relationships, though measurement invariance issues were found for teaching presence across degree levels. The findings highlight the importance of considering student subgroup heterogeneity in online education research and practice. The result suggests tailored instructional strategies that consider gender differences and prior online learning experience. This study contributes to a more nuanced understanding of how diverse learners experience and benefit from different aspects of the online learning environment, with implications for course design and delivery.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100276"},"PeriodicalIF":5.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144887225","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