Computers and Education Open最新文献_第3页

Location-based augmented reality in education: A systematic literature review 基于位置的增强现实在教育中的应用：系统的文献综述

IF 5.7

Computers and Education Open Pub Date : 2025-08-05 DOI: 10.1016/j.caeo.2025.100277

Xavier Fonseca , Pia Spangenberger , Manuel Baer , Rene Schmidt , Heinrich Söbke

{"title":"Location-based augmented reality in education: A systematic literature review","authors":"Xavier Fonseca , Pia Spangenberger , Manuel Baer , Rene Schmidt , Heinrich Söbke","doi":"10.1016/j.caeo.2025.100277","DOIUrl":"10.1016/j.caeo.2025.100277","url":null,"abstract":"<div><div>The domain of Location-based Augmented Reality (LBAR) in education is growing rapidly with the increasing ubiquity of mobile devices and their advanced capabilities. LBAR enables the superimposition of digital content onto physical environments and has been recognized for its transformative potential in educational contexts. Despite its advantages, the adoption of LBAR in education remains limited, hindered by several challenges. This paper presents a systematic review of peer-reviewed literature from 2000 to 2023 to assess the current state of LBAR in education. It explores 1) the state of the art in LBAR research, 2) its use cases and reported impacts across educational levels, and 3) the challenges and limitations identified in existing studies. Among the 50 studies included in the review, 38 % of investigated studies indicate a positive acceptance of LBAR and evident enthusiasm regarding LBAR’s application for learning purposes. However, multidimensional complexities are revealed at the methodological, technological, pedagogical, and at content and organisational levels. While LBAR tools present strong potential to enhance learning experiences, that potential is not yet fully realized. Their long-term value depends on how well they are integrated into established pedagogical practices, learning content, and educational contexts.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100277"},"PeriodicalIF":5.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144867414","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 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

Integrating artificial intelligence in higher education: perceptions, challenges, and strategies for academic innovation 高等教育中人工智能的整合：学术创新的认知、挑战和策略

IF 5.7

Computers and Education Open Pub Date : 2025-07-30 DOI: 10.1016/j.caeo.2025.100274

Dusana Alshatti Schmidt, Bedour Alboloushi, Anisha Thomas, Rodrigo Magalhaes

{"title":"Integrating artificial intelligence in higher education: perceptions, challenges, and strategies for academic innovation","authors":"Dusana Alshatti Schmidt, Bedour Alboloushi, Anisha Thomas, Rodrigo Magalhaes","doi":"10.1016/j.caeo.2025.100274","DOIUrl":"10.1016/j.caeo.2025.100274","url":null,"abstract":"<div><div>In recent years artificial intelligence (AI) has emerged as a transformative force across various industries impacting the workforce dynamics. To ensure that graduates possess the necessary skills, higher education institutions are exploring new ways to align their approaches with labor market demands. This study examines how AI is being integrated in higher education institutions, aimed at gaining an understanding of how students and faculty perceive AI, how it is applied, its impact on performance, the challenges encountered, and the strategies used for its adoption. The study also aims to provide practical, evidence-based recommendations for effective integration of AI into curriculum. The research employs a qualitative approach, incorporating focus group interviews and open-ended questionnaires. Findings indicate that while both faculty and students recognize AI's transformative potential and benefits, they are also concerned about its impact on critical thinking and academic integrity. Faculty use AI tools for teaching and assessment, but face challenges with tool accuracy and integration. Students utilize AI for academic tasks but struggle with reliability and ethical issues. The study highlights the need for increased awareness, continuous professional development, and ethical guidelines to overcome these challenges. The findings of this study contribute to the successful adoption of AI in higher education in general, ensuring that both teaching and learning processes are enriched by the potential of AI.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100274"},"PeriodicalIF":5.7,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779322","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

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

How, when and for what purpose 16 primary school teachers use ICT: A field study 16名小学教师如何、何时以及出于何种目的使用ICT：一项实地研究

IF 5.7

Computers and Education Open Pub Date : 2025-07-25 DOI: 10.1016/j.caeo.2025.100270

Elena Ramírez Orellana , Inmaculada Martín Sánchez , Jorge Martín-Domínguez , Inés Rodríguez Martín

{"title":"How, when and for what purpose 16 primary school teachers use ICT: A field study","authors":"Elena Ramírez Orellana , Inmaculada Martín Sánchez , Jorge Martín-Domínguez , Inés Rodríguez Martín","doi":"10.1016/j.caeo.2025.100270","DOIUrl":"10.1016/j.caeo.2025.100270","url":null,"abstract":"<div><div>This article explores the way in which 16 primary school teachers use ICT resources in their classrooms. More specifically, the analysis seeks to discover whether there is a link between the ICT resources the teachers use and the types of activities involved in their classes. The premise underpinning this approach is that teachers adapt and adjust the use of ICT resources to suit the teaching methods they apply in the classroom. A multiple case study was conducted with 16 primary school teachers, who were recorded for three whole schooldays over three school years, furnishing a total of 159.5 h. The research design was based on a mixed methods approach. The results indicate that the teachers link ICT resources in the classroom to the now traditional use of analogue ones and to teaching approaches involving a wide range of different tasks and exercises. Digital resources are barely used in templates of activity related to pupil assessment or planning the school day. The results provide guidelines on teacher training that simultaneously address ICTs and didactic competencies that respond to the challenges of classroom practice. A further finding involves the need to adjust the design of educational ICT resources to the patterns of real classroom activity.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100270"},"PeriodicalIF":5.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809870","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

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

Exploring the association between digital storytelling and self-regulated learning: a review of claims 探索数字叙事与自我调节学习之间的关系：对相关主张的回顾

IF 5.7

Computers and Education Open Pub Date : 2025-06-18 DOI: 10.1016/j.caeo.2025.100267

Dinaol Urgessa Gita , Bekalu Ferede , Jo Tondeur

{"title":"Exploring the association between digital storytelling and self-regulated learning: a review of claims","authors":"Dinaol Urgessa Gita , Bekalu Ferede , Jo Tondeur","doi":"10.1016/j.caeo.2025.100267","DOIUrl":"10.1016/j.caeo.2025.100267","url":null,"abstract":"<div><div>Following the advancement of digital technology, digital storytelling has increasingly evolved in fostering various aspects of students' learning, including self-regulated learning. However, there is a deficiency in studies regarding how digital storytelling is related to self-regulated learning and its specific domains. This review of claims explored the association between digital storytelling and self-regulated learning. Systematic searches in Scopus, Web of Science, and Google Scholar databases were employed. After utilizing inclusion-exclusion criteria, 28 studies were selected for review. A qualitative conceptual review design was employed. Claims were carefully collected from each study. Thematic analysis was employed to analyze data. Our analysis reveals that digital storytelling enhances (meta-) cognitive, motivational, emotional, and behavioral regulations of students, though some domains received little attention. Moreover, to create digital storytelling successfully, students’ use of the (meta-) cognitive strategies such as planning, goal setting, researching, imagination, and reflection contribute vital role. In conclusion, while it's clear that digital storytelling and self-regulated learning are associated, this association is rudimentary; more research is needed to explore how digital storytelling improves all domains of self-regulated learning and how self-regulated learning also influences digital storytelling.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100267"},"PeriodicalIF":5.7,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144831428","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