Computers and Education Open最新文献_第8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 : 2025-12-01 Epub 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":"2025-12-01","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

Special Issue: Datafied by default: Examining the intersect between children's digital rights and education 特刊：默认数据化：审视儿童数字权利与教育之间的交集

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2024-12-13 DOI: 10.1016/j.caeo.2024.100237

Tiffani Apps , Karley Beckman , Rebecca Ng

引用次数: 0

Privacy, identity, and fairness: Unpacking ethical influences on metaverse adoption in university learning 隐私、身份与公平：揭示大学学习中伦理对虚拟世界采用的影响

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-09-24 DOI: 10.1016/j.caeo.2025.100292

Mousa Al-kfairy , Meera Alalawi , Saed Alrabaee , Omar Alfandi

{"title":"Privacy, identity, and fairness: Unpacking ethical influences on metaverse adoption in university learning","authors":"Mousa Al-kfairy , Meera Alalawi , Saed Alrabaee , Omar Alfandi","doi":"10.1016/j.caeo.2025.100292","DOIUrl":"10.1016/j.caeo.2025.100292","url":null,"abstract":"<div><div>As immersive technologies like the Metaverse continue to reshape higher education, it becomes increasingly vital to examine the ethical dimensions shaping student engagement with these platforms. This study investigates how university students perceive privacy, digital identity, informed consent, and algorithmic fairness in Metaverse-based classrooms, and how these perceptions influence their trust and behavioral intention to adopt the technology. A quantitative survey was conducted with 310 university students, all of whom had prior exposure to virtual learning platforms. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0, the study found that Metaverse Ethical Dimensions (MED) significantly influence both Trusting Intention (TRI) (<span><math><mi>β</mi></math></span> = 0.740, p < 0.001) and Intention to Use (IU) (<span><math><mi>β</mi></math></span> = 0.573, p < 0.001). Additionally, TRI partially mediates the relationship between MED and IU (<span><math><mi>β</mi></math></span> = 0.206, p = 0.001). These results highlight the central role of ethical design and user trust in promoting the adoption of Metaverse-based classrooms.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100292"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219414","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

Does ChatGPT-enhanced collaborative learning foster critical thinking in education? A Bloom’s Taxonomy perspective chatgpt增强的协作学习在教育中培养批判性思维吗？Bloom的分类法透视图

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-11-29 DOI: 10.1016/j.caeo.2025.100316

Abdhy Aulia Adnans , Yithro Serang , Ixora Javanisa Eunike , Andri Dayarana K. Silalahi

{"title":"Does ChatGPT-enhanced collaborative learning foster critical thinking in education? A Bloom’s Taxonomy perspective","authors":"Abdhy Aulia Adnans , Yithro Serang , Ixora Javanisa Eunike , Andri Dayarana K. Silalahi","doi":"10.1016/j.caeo.2025.100316","DOIUrl":"10.1016/j.caeo.2025.100316","url":null,"abstract":"<div><div>This study examines how ChatGPT-supported collaborative learning influences critical thinking in health education using Bloom’s Taxonomy. Purposive sampling was used to collect data from 665 Indonesian health students through an online survey. Partial Least Square – Structural Equation Modelling (PLS-SEM) assessed the direct effects of cognitive processes on critical thinking. Necessary Condition Analysis (NCA) identified essential cognitive conditions, while fuzzy sets qualitative comparative analysis (fsQCA) explored different cognitive pathways leading to high or low critical thinking. Collaborative learning significantly enhances understanding, applying, and remembering. Understanding has the strongest effect on critical thinking, while applying and remembering have moderate effects. These findings suggest that deep comprehension drives analytical reasoning, whereas applying and remembering serve complementary roles. NCA confirms that understanding and applying are necessary for fostering critical thinking, while remembering plays a supporting role. fsQCA results indicate that students who combine deep understanding with memory retention exhibit strong critical thinking. In contrast, students who rely solely on remembering without comprehension or application struggle to develop higher-order reasoning. This study reveals that ChatGPT does not inherently enhance critical thinking but must be integrated into structured collaborative learning. Effective AI-assisted education requires active discussion, application, and critical evaluation of AI-generated insights. These findings offer a framework for optimizing AI-driven health education to support both knowledge acquisition and analytical reasoning in clinical decision-making.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100316"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145683702","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 : 2025-12-01 Epub 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 : 2025-12-01 Epub 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":"2025-12-01","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

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

Generative AI chatbots in higher education: Student experiences and perceived ethical challenges 高等教育中的生成式AI聊天机器人：学生体验和感知到的伦理挑战

IF 5.7

Computers and Education Open Pub Date : 2025-12-01 Epub Date: 2025-11-17 DOI: 10.1016/j.caeo.2025.100311

Neda Hadinejad , Katarina Sperling , Cormac McGrath

{"title":"Generative AI chatbots in higher education: Student experiences and perceived ethical challenges","authors":"Neda Hadinejad , Katarina Sperling , Cormac McGrath","doi":"10.1016/j.caeo.2025.100311","DOIUrl":"10.1016/j.caeo.2025.100311","url":null,"abstract":"<div><div>The integration of generative artificial intelligence (GAI) chatbots in higher education has introduced both opportunities and challenges for students’ academic practices. To date, most qualitative research has examined the implications of this phenomenon for teaching practices and the experiences of teachers. This explorative study investigates how students use GAI chatbots in their studies and how they evaluate AI generated text, particularly in relation to academic integrity, reliability, and ethical norms. Using a qualitative research approach, we conducted semi-structured interviews with higher education students to a) examine students’ experiences of using GAI chatbots in their academic studies, and b) to explore how students perceive the ethical impact of using chatbots on their studies. The findings reveal that while students use GAI chatbots to support writing, idea generation, and language improvement, they also face challenges related to plagiarism concerns, the reliability of AI-generated content, and the lack of clear institutional guidelines on responsible AI use. Additionally, the study highlights how students develop individual strategies to navigate these challenges, including seeking validation from educators and critically assessing AI-generated outputs. The findings emphasize the need for clearer academic policies and ethical frameworks to support students in making informed and responsible decisions about the use of GAI chatbots in higher education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100311"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145617243","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 : 2025-12-01 Epub Date: 2025-07-25 DOI: 10.1016/j.caeo.2025.100272

Maria Flori , Elena-Cristina Raulea , Ciprian Raulea

引用次数: 0