Computers and Education Open最新文献_第6页

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 : 2025-12-01 Epub 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":"2025-12-01","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

Adaptive instructional designs in blended learning to enhance student engagement and self-regulation 混合式学习中的适应性教学设计，提高学生的参与度和自我调节能力

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-10-25 DOI: 10.1016/j.caeo.2025.100299

Jinsong Zou , Songyu Jiang

{"title":"Adaptive instructional designs in blended learning to enhance student engagement and self-regulation","authors":"Jinsong Zou , Songyu Jiang","doi":"10.1016/j.caeo.2025.100299","DOIUrl":"10.1016/j.caeo.2025.100299","url":null,"abstract":"<div><div>Blended-learning courses in Chinese higher education often suffer from student classroom-avoidance behaviours and weak self-regulation. To address this problem, the present study integrates the Technology Acceptance Model (TAM), the Community of Inquiry (CoI) framework, and Self-Regulated Learning (SRL) theory into a single structural model that explains how technology acceptance and teaching practice shape learning engagement. Beyond theory testing, the study also aims to curb avoidance behaviours by creating a closed-loop mechanism that links formative-assessment reform, the cultivation of integrated regulation competences, and subsequent behavioural transformation.</div><div>Survey data from 714 undergraduates across 25 Chongqing institutions were analysed with structural equation modelling. Perceived ease of use (PEU) showed a strong, significant relation with teaching presence (TP) (<em>β</em> = 0.466), whereas perceived usefulness (PU) did not. TP, operationalised via assessment for/as/of learning practices, directly enhanced learning presence (LP) (<em>β</em> = 0.333) and boosted blended-learning motivation (BLM) (<em>β</em> = 0.466). BLM exerted the largest direct effect on LP (<em>β</em> = 0.414) and fully mediated the PEU → LP and TP → LP pathways. These findings confirm motivation as the pivotal conduit through which user-friendly technology and formative teaching presence foster deeper learning engagement and reduce avoidance behaviours.</div><div>By validating a unified TAM–CoI–SRL model on a large, socio-economically diverse sample, the study advances blended-learning theory and offers practitioners evidence that enhancing usability and assessment-driven teaching presence is essential for improving learning presence and mitigating disengagement in digitally mediated classrooms.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100299"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415733","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 : 2025-12-01 Epub 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":"2025-12-01","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

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 : 2025-12-01 Epub 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":"2025-12-01","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

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 : 2025-12-01 Epub 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":"2025-12-01","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

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 : 2025-12-01 Epub 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

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 : 2025-12-01 Epub 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":"2025-12-01","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

AI literacy, educational level, and parenting self-efficacy of children’s education among parents of primary school students 小学生家长人工智能素养、受教育程度与子女教育的父母自我效能感

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-11-29 DOI: 10.1016/j.caeo.2025.100318

Jiaqi Guo , Tammy Sheung-Ting Law , Shen Qiao , Susanna Siu-sze Yeung

{"title":"AI literacy, educational level, and parenting self-efficacy of children’s education among parents of primary school students","authors":"Jiaqi Guo , Tammy Sheung-Ting Law , Shen Qiao , Susanna Siu-sze Yeung","doi":"10.1016/j.caeo.2025.100318","DOIUrl":"10.1016/j.caeo.2025.100318","url":null,"abstract":"<div><div>Parenting self-efficacy, representing parents’ confidence in their capability to effectively handle parenting responsibilities and obstacles, is an important determinant of parenting quality. Parents’ educational level is known to be an important predictor of parenting self-efficacy. Nowadays, children are exposed to Artificial Intelligence (AI) from an early age, especially in their learning process. Parents’ AI literacy emerges as an important factor that could contribute to parenting self-efficacy of children’s education. However, no previous studies have investigated how parents’ AI literacy is related to parenting self-efficacy. The quantitative study examined the associations among parents’ AI literacy, educational level, and parenting self-efficacy of children’s education. Data were collected from 160 parents of primary school students in Hong Kong through online surveys. Results showed significant relationships among parents’ AI literacy, educational level, and parenting self-efficacy of children’s education. The association between parents’ educational level and parenting self-efficacy was partially mediated by the subfactors of AI literacy. The study extended the literature by investigating AI literacy from the parents’ side and highlighted the importance of parents’ AI literacy in parenting regarding children’s education. It had implications for practitioners and policymakers to develop intervention programs to help parents improve AI literacy.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100318"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145683703","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

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 : 2025-12-01 Epub 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":"2025-12-01","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

Relationship between pre-service teachers’ perceived competencies, affective dispositions, and readiness to use artificial intelligence: A study informed by the intelligent-TPACK 职前教师感知能力、情感倾向和使用人工智能的准备程度之间的关系：一项由智能tpack提供信息的研究

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-11-08 DOI: 10.1016/j.caeo.2025.100305

Ayesha Sadaf , Daniel Maxwell , Can Küplüce , Heiko Holz

{"title":"Relationship between pre-service teachers’ perceived competencies, affective dispositions, and readiness to use artificial intelligence: A study informed by the intelligent-TPACK","authors":"Ayesha Sadaf , Daniel Maxwell , Can Küplüce , Heiko Holz","doi":"10.1016/j.caeo.2025.100305","DOIUrl":"10.1016/j.caeo.2025.100305","url":null,"abstract":"<div><div>As artificial intelligence (AI) continues to reshape educational contexts, understanding pre-service teachers’ (PSTs) readiness to integrate AI into their teaching is increasingly critical. This study explored the relationship among PSTs’ perceived AI competencies, affective dispositions, and intentions to use AI in teaching. Eighty PSTs from a southeastern U.S. university completed an online survey assessing their technological, pedagogical, content, and ethical knowledge related to AI, as well as affective dispositions such as interest, self-efficacy, attitudes, and behavioral intentions. Findings revealed that PSTs reported low-to-moderate AI competencies, with the highest confidence in TPACK and the lowest in technological knowledge and AI ethics.</div><div>Affective responses were mixed, with moderate interest and perceived relevance of AI, but low self-efficacy and intention to use. Correlational analyses showed strong relationships between AI competencies and positive affective dispositions, particularly self-efficacy and interest, which significantly predicted intention to use AI. Regression analyses further showed that ethical awareness and integrated pedagogical-technological knowledge predicted perceptions of teacher preparation, while ethics also reinforced technological content knowledge. This study highlights the interconnected roles of competency, affect, and ethics in shaping PSTs’ readiness for AI integration in teaching.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100305"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519157","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