Computers and Education Open最新文献_第7页

Enhancing enthusiasm for STEM education with AI: Domain-specific chatbot as personalized learning assistant 用人工智能提高STEM教育的热情：特定领域的聊天机器人作为个性化学习助手

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-11-24 DOI: 10.1016/j.caeo.2025.100315

Cilia Ricarda Rücker, Sebastian Becker-Genschow

{"title":"Enhancing enthusiasm for STEM education with AI: Domain-specific chatbot as personalized learning assistant","authors":"Cilia Ricarda Rücker, Sebastian Becker-Genschow","doi":"10.1016/j.caeo.2025.100315","DOIUrl":"10.1016/j.caeo.2025.100315","url":null,"abstract":"<div><div>Generative AI has been increasingly integrated into educational settings for its potential to facilitate personalized learning. However, evidence-based implementation concepts remain essential to realize its pedagogical value. Therefore, this study investigates the educational efficacy of ADA, a domain-specific AI chatbot customized for secondary mathematics education, in enhancing learning outcomes and student engagement. A cluster-randomized controlled study was conducted with 195 ninth-grade students from German secondary schools in authentic classroom settings. The objective of the study was to compare ADA's personalized support against conventional differentiation materials. The intervention targeted the Heron method for estimating square roots in a single-lesson intervention with a pre-post assessment. As one of the few cluster-randomized controlled studies on custom AI chatbots in secondary mathematics education, this investigation assessed both affective and cognitive aspects of learning simultaneously to provide a comprehensive research picture. The findings indicated a high degree of student acceptance across the dimensions of the Technology Acceptance Model. Additionally, situational interest significantly improved in the chatbot condition. The study found that trends in performance and emotional responses were favorable, while cognitive load increased slightly. The findings emphasize the evident potential of customized AI chatbots to supplement differentiated instruction in the domain of mathematics education. They provide a critical foundation for future research investigating the potential of AI chatbots to enhance student learning through careful integration and customization.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100315"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145617241","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 perceived importance of active learning techniques in online STEM courses 主动学习技术在在线STEM课程中的重要性

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-11-19 DOI: 10.1016/j.caeo.2025.100309

Montgomery Van Wart , Mirand McIntyre , Jing Zhang , Pamela Medina , Anna Ni , Lewis Njualem

{"title":"The perceived importance of active learning techniques in online STEM courses","authors":"Montgomery Van Wart , Mirand McIntyre , Jing Zhang , Pamela Medina , Anna Ni , Lewis Njualem","doi":"10.1016/j.caeo.2025.100309","DOIUrl":"10.1016/j.caeo.2025.100309","url":null,"abstract":"<div><div>It is widely acknowledged that active learning strategies increase engagement and long-term retention, while reducing attrition and frustration of students with less academic preparation and self-efficacy. Promoting active learning methods in STEM has been a long-term project in higher education. This study examines the perceptions of active learning techniques in online STEM education, leveraging a large, diverse sample (<em>N</em> = 727) across four STEM fields. The post-pandemic context of the study offers unique insights into how students and faculty perceive the effectiveness of various active learning methods in a rapidly changing educational environment. For eight of the nine methods studied, more than half of students and faculty found each active learning strategy to be helpful for online learning achievement. On average, both students and faculty found active learning methods to be modestly more important in online courses than face-to-face courses. A novel finding that was striking was that by a wide margin, both students and faculty perceived requiring activities more helpful than offering them on an optional basis. This implies that active learning methods become a meaningful portion of the course grade. However, faculty and students disagree on how heavily such activities should contribute to course grades. On average, students believe about half of their grade (52%) should comprise active learning activities, whereas faculty report that 32% of grades in their courses come from formative active learning assessments. The implications of activity-based STEM learning in online courses are discussed.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100309"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571315","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

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

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

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-09-18 DOI: 10.1016/j.caeo.2025.100291

Liat Eyal

{"title":"Rethinking artificial-intelligence literacy through the lens of teacher educators: The adaptive AI model","authors":"Liat Eyal","doi":"10.1016/j.caeo.2025.100291","DOIUrl":"10.1016/j.caeo.2025.100291","url":null,"abstract":"<div><div>As artificial intelligence becomes increasingly integrated into educational settings, models for measuring related literacy among both teachers and students are rapidly emerging. Yet despite their strengths and benefits, many impose fixed competency levels or overlook contextual factors. Using design-based research, and with the participation of 22 higher-education teacher educators, this study critiques existing models and introduces the novel Adaptive Artificial-Intelligence-Literacy Model (AALM), grounded in case-study analysis. This evaluation framework highlights the dynamic, multi-dimensional nature of artificial-intelligence literacy, organized around three inter-related core axes: contextual fitness, professional needs, and dynamic development. A reflective self-assessment tool is also presented, enabling teachers to evaluate their own artificial-intelligence literacy. This framework offers practical guidance for educational policy and teacher development, advocating for assessment approaches that consider social and cultural contexts, professional needs, and the evolving nature of skills amid rapid technological change. Finally, the case studies illustrate the model's relevance across diverse educational settings.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100291"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

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

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

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-10-01 DOI: 10.1016/j.caeo.2025.100296

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

{"title":"Direct vs. video observation of skill performance: effects on peer feedback dynamics in motor learning","authors":"Omar Trabelsi , Mohamed Yaakoubi , Ahmed Ghorbel , Amir Romdhani , Mustapha Bouchiba , Mohamed Abdelkader Souissi , Okba Selmi , Katja Weiss , Thomas Rosemann , Adnene Gharbi , Beat Knechtle","doi":"10.1016/j.caeo.2025.100296","DOIUrl":"10.1016/j.caeo.2025.100296","url":null,"abstract":"<div><div>Video technology facilitates feedback delivery in motor learning, benefiting teacher/coach and peer feedback. Most studies focus on attributing motor learning improvements to video-based feedback but never examine how peer feedback dynamics change to mediate the effect of video observation (VO) on learning outcomes. Therefore, this study compares the frequency, type, and accuracy of peer feedback based on direct observation (DO) and VO in a long jump learning context. Forty-one sports science students (M<sup>age</sup>: 20.13±0.71) participated in a four-session long jump learning unit. Students were then randomly paired for experimental procedures: one performed a jump while the other observed. Observers first provided 30 seconds of verbal feedback based on DO and then after viewing a video recording of the jump (VO). Roles were then switched. Audio recordings were transcribed and analyzed for overall feedback frequency. Feedback instances were then classified as implicit or explicit, with the latter assessed for accuracy. The main results showed that VO significantly increased the median frequency of overall feedback and explicit feedback compared to DO, with no significant difference in implicit feedback. The median accuracy of explicit feedback was also significantly higher based on VO compared to DO. These findings help explain the previously documented beneficial effects of video-based peer feedback in motor learning. They demonstrate that VO enables peers to provide more feedback, particularly explicit, more than implicit, with higher accuracy.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100296"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Room for collaboration: Analyzing group learning in spatial digital learning environments 协作空间：分析空间数字学习环境中的小组学习

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-11-17 DOI: 10.1016/j.caeo.2025.100308

Michael Montag , Heinrich Söbke , Mario Wolf , Florian Wehking , Eckhard Kraft

{"title":"Room for collaboration: Analyzing group learning in spatial digital learning environments","authors":"Michael Montag , Heinrich Söbke , Mario Wolf , Florian Wehking , Eckhard Kraft","doi":"10.1016/j.caeo.2025.100308","DOIUrl":"10.1016/j.caeo.2025.100308","url":null,"abstract":"<div><div>Collaboration within learning activities, i.e., solving tasks together, is one of the effective elements for designing learning activities. Collaboration is also seen as conducive to learning in spatial digital learning environments (SDLE), such as virtual reality environments. However, less is known about the detailed design of collaboration, such as learning requirements and specific interaction between learners. Thus, this evaluation study examines the groupwise exploration of SDLEs using the example of a 360°-based digital representation of a waterworks. The study combines ecological authenticity with a multidimensional assessment approach, examining motivation, emotions, cognitive load, and social presence in authentic group learning contexts. We used standardized instruments to collect data regarding motivation and emotion as learning requirements, social presence and cognitive load. A pre- and post-test supplemented the data, as did semi-structured interviews. T-tests show that learning in groups can be more stressful for learners but leads to a more positive affect overall (Collaborative Load–Motivation Trade-off Principle). Further, we found that pairs achieve better learning outcomes than triads. A side finding revealed that learning in face-to-face settings appears to be more effective than online learning. The study contributes to an informed instructional design of learning in SDLEs and thus might advance this valuable learning technology.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100308"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571316","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 Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms 未来的数学教师为什么以及如何在课堂上使用数字数学工具

IF 4.1

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-06-16 DOI: 10.1016/j.caeo.2025.100269

Robert Weinhandl , Branko Anđić , Viktoria Riegler , Valentina Bleckenwegner , Selina Baldinger , Jonas Mayrhofer , Christoph Helm

{"title":"The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms","authors":"Robert Weinhandl , Branko Anđić , Viktoria Riegler , Valentina Bleckenwegner , Selina Baldinger , Jonas Mayrhofer , Christoph Helm","doi":"10.1016/j.caeo.2025.100269","DOIUrl":"10.1016/j.caeo.2025.100269","url":null,"abstract":"<div><div>Digital mathematics tools range from simple pocket calculators to computer algebra systems and dynamic geometry software up to AI applications for confirming mathematical proofs. Our study aims to identify what motivates prospective mathematics teachers to employ digital mathematics tools in their prospective teaching and how their behavioral intentions affect different forms of technology use. To achieve our research aim, we conducted a digital questionnaire study in which 489 prospective mathematics teachers participated. In terms of completeness, the data of 409 participants could be used for further analysis. The structural equation model analyses conducted in our study indicate that especially Performance Expectancy (β = 0.359) and Facilitating Conditions (β = 0.424) significantly influence the behavioral intentions of prospective mathematics teachers to use digital mathematics tools. In turn, behavioral intentions significantly influence how prospective mathematics teachers want to use digital mathematics tools in the classroom. Our findings highlight that Behavioral Intentions act as a key link between technology acceptance and Cognitive Engagement in prospective mathematics teachers. Additionally, demographic factors such as age, gender, and study progress moderate these relationships. These insights can inform teacher training programs by tailoring support to different groups to ensure more effective integration of digital tools in mathematics classrooms.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100269"},"PeriodicalIF":4.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312998","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 : 2025-12-01 Epub 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":"2025-12-01","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