Computers and Education Open最新文献

{"title":"Grammar and engagement in focus: Evaluating Gemini AI’s impact on an educational environment","authors":"Miew Luan Ng ,&nbsp;Behnam Behforouz ,&nbsp;Ali Al Ghaithi","doi":"10.1016/j.caeo.2025.100302","DOIUrl":"10.1016/j.caeo.2025.100302","url":null,"abstract":"<div><div>The present paper aims to investigate the role of Gemini AI in improving learners' grammatical knowledge and measuring their level of engagement within the learning process using this AI tool. So, 75 Omani pre-intermediate EFL learners were equally divided into three groups, with 25 students in each group, including a control group (traditional in-class training), an experimental A group (traditional in-class and Gemini AI within the classroom), and an experimental B group (traditional in-class training and Gemini AI outside of the classroom). To collect the data, researcher-made grammar tests were designed, piloted, validated, and their reliability was established. Additionally, to measure the engagement level of students, a questionnaire was adapted from [<span><span>1</span></span>]. The study's findings on grammar tests showed the progress of all groups from pretest to posttest. Initially, experimental group A performed significantly better than the other two groups, and experimental group B outperformed the control group. The analysis of the delayed posttest showed consistent results in which the experimental group A significantly performed better than the other two groups. Although the other groups did not show significant enhancements, experimental group B outperformed the control group. The thorough analysis of the engagement questionnaire also revealed similar results in which the experimental group A's engagement level was significantly higher than that of the other groups, followed by better performance of experimental group B, and then the control group. The study's findings are helpful for teachers, students, and institutions.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100302"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361067","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}

{"title":"Teacher, peer, or AI? Comparing effects of feedback sources in higher education","authors":"Joshua Weidlich ,&nbsp;Flurin Gotsch ,&nbsp;Kai Schudel ,&nbsp;Claudia Marusic-Würscher ,&nbsp;Jennifer Mazzarella ,&nbsp;Hannah Bolten ,&nbsp;Dario Bütler ,&nbsp;Simon Luger ,&nbsp;Bettina Wohlfender ,&nbsp;Katharina Maag Merki","doi":"10.1016/j.caeo.2025.100300","DOIUrl":"10.1016/j.caeo.2025.100300","url":null,"abstract":"<div><div>With the emergence of Large Language Models (LLMs), AI-generated feedback is gaining traction as a scalable feedback source for higher education. To qualify as viable alternatives for higher education classrooms, its relative effectiveness compared to teacher feedback and peer feedback needs to be better understood. To this end, a randomized field experiment (<em>N</em> = 90) compared the effects of three feedback sources—teacher, peer, and LLM—on students’ feedback perceptions and their achievement. To eliminate potential confounds, we (a) controlled for learning gains that may result from students giving feedback to their peers and (b) blinded feedback sources from feedback recipients. Results showed that students rated teacher feedback as less fair and harder to accept than peer and LLM feedback. Students receiving teacher feedback also indicated less willingness to revise their work based on the feedback. Conversely, teacher feedback produced the strongest improvements in scientific argumentation and formal quality of students’ work. Here, LLM feedback yielded the smallest improvement overall. Lastly, feedback literacy and intrinsic motivation partly moderated feedback effects on perceptions and achievement outcomes. For example, students with more productive attitudes toward feedback achieved higher argumentation quality after receiving teacher feedback than their peers. Findings indicate that the impact of feedback on both student perceptions and performance depends on the interplay between the feedback source and learner dispositions; deliberately aligning these factors could therefore amplify the benefits of feedback interventions. Future research should explore hybrid and adaptive feedback models that integrate human and AI input.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"9 ","pages":"Article 100300"},"PeriodicalIF":5.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415732","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}

{"title":"Low-performing students benefit mostly from Open-Book Examinations","authors":"Markus Wolfgang Hermann Spitzer,&nbsp;Leif Erik Langsdorf,&nbsp;Eileen Richter,&nbsp;Torsten Schubert","doi":"10.1016/j.caeo.2024.100239","DOIUrl":"10.1016/j.caeo.2024.100239","url":null,"abstract":"<div><div>Online open-book examinations have become a true alternative to online closed-book examinations. However, mixed evidence exists on whether students’ examination outcomes differ between the two examination formats and little is known about whether the two examination formats affect all students equally, or whether lower-performing students are affected differently than higher-performing students. Here, we compared examination outcomes of two groups of students (open-book students =112; closed-book students =83) of a cognitive psychology lecture, while controlling for examination item difficulty. We observed significantly higher outcomes for the open-book group than for the closed-book group. The open-book group also spent more time on their examination. In addition, our findings indicated that especially lower-performing students in the open-book group had higher examination outcomes relative to the lower-performing students in the closed-book group. This result was further substantiated by relatively more students who passed the open-book examination than the closed-book exam. We conclude that open-book examinations lead to increased examination scores and that particularly lower-performing students benefit mostly from this examination format.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100239"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instructor Maladaptive and Adaptive Relational Styles (I-MARS) as drivers of online-student retention and satisfaction","authors":"Stamatis Elntib","doi":"10.1016/j.caeo.2024.100238","DOIUrl":"10.1016/j.caeo.2024.100238","url":null,"abstract":"<div><div>This study retrospectively assessed forum and module-based email communications between instructors and students. The data set analysed consisted of 40.000 forum posts and 10.000 Blackboard emails matched with 522 end of module student surveys extracted from 57 asynchronous and 100 % online postgraduate modules. Using structural equation modelling, it was demonstrated that adaptive and maladaptive instructor interpersonal behaviors were inversely related. Student retention during the first two weeks was positively associated with instructor adaptive and maladaptive (mainly passive) forum behaviors and negatively associated with instructor disengagement from the forum discussions. Student retention from week 3 onwards was positively associated with adaptive forum and email instructor communication and with instructor active attempts to embrace student autonomy but was negatively associated with instructor empathy. Maladaptive email instructor behavior negatively predicted student-satisfaction. Diagnosing and mapping the archetypal relational styles instructors use to engage with students may allow a better understanding of the interpersonal dynamics of online student retention and satisfaction.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100238"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PlayMINT—an effective digital learning game for leadership competencies of female STEM students","authors":"Ilse Hagerer","doi":"10.1016/j.caeo.2025.100256","DOIUrl":"10.1016/j.caeo.2025.100256","url":null,"abstract":"<div><div>Leadership competencies become increasingly important for realizing disruptive technologies but are rarely taught at universities in science, technology, engineering, and mathematics (STEM) fields. Due to the threatening skills shortage and the prevailing gender gap in STEM, especially in leadership positions, it is vital to engage women and to improve leadership competencies for STEM professionals in the long term during their jobs or studies with a low entrance barrier. To address this issue, we developed PlayMINT—the first serious learning game for leadership competencies relevant to 21st-century challenges. We comprehensively evaluated PlayMINT in a rigorous randomized long-term user experiment including a control group using traditional learning methods over nine months with a substantial sample size of 181 female STEM students from German universities. Moreover, we used a multi-method approach combining self-assessments and learning analytics. Despite the low entrance barrier, the leadership competencies gained through PlayMINT were equivalent to those obtained through traditional learning methods. PlayMINT enabled significant improvements in innovative work behavior, creative self-efficacy, effective communication, empowerment, envisioning, and business knowledge of participants over time.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100256"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828923","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}

{"title":"Using Self-Determination Theory to Explain How Mind Mapping and Real-time Commenting Enhance Student Engagement and Learning Outcomes in Video Creation","authors":"Xueqing FANG ,&nbsp;Thomas K.F. CHIU","doi":"10.1016/j.caeo.2025.100254","DOIUrl":"10.1016/j.caeo.2025.100254","url":null,"abstract":"<div><div>Video creation provides students with opportunities to engage in authentic learning experiences while developing knowledge and 21st-century skills across various subjects. The student-created video activity could be an effective pedagogical approach for contemporary higher education teaching in the artificial intelligence (AI) Era. However, its full potential has yet to be realized, and more research is needed to explore learning methodologies that can enhance its effectiveness. Mind mapping (MM) and real-time commenting (RTC) are two strategies that have been shown to enhance student engagement. This study investigated the effects of MM (with vs. without) and RTC (with vs. without) on students’ need satisfaction, engagement, creativity, and collaboration, using Self-Determination Theory (SDT) to explain how the two strategies influence engagement and learning outcomes in video creation activities. We conducted an eight-week intervention study with 138 Chinese university students, using a 2 × 2 between-subjects factorial design, with four experimental groups: video creation (VC), video creation with MM (VC-MM), video creation with RTC (VC-RTC), and video creation with both MM and RTC (VC-MMRTC). Our analysis revealed that: (i) MM significantly satisfied students’ needs for autonomy, competence, and relatedness, while RTC significantly fulfilled their need for relatedness; (ii) MM significantly improved students’ behavioral, cognitive, and agentic engagement, while RTC significantly enhanced their emotional engagement; (iii) MM significantly improved students’ collaboration; and (iv) neither the MM nor RTC significantly improved students’ creativity. The results highlight the effectiveness of integrating MM and RTC strategies in satisfying students’ three psychological needs, enhancing four types of student engagement, and improving collaboration in video-based learning activities. With the help of generative AI tools, instructors and students can easily adopt these strategies for effective learning.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100254"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Representing groups of students as personas: A systematic review of persona creation, application, and trends in the educational domain","authors":"Ali Farooq ,&nbsp;Amani Alabed ,&nbsp;Pilira Stella Msefula ,&nbsp;Reham AL Tamime ,&nbsp;Joni Salminen ,&nbsp;Soon-gyo Jung ,&nbsp;Bernard J. Jansen","doi":"10.1016/j.caeo.2025.100242","DOIUrl":"10.1016/j.caeo.2025.100242","url":null,"abstract":"<div><div>This study presents a comprehensive systematic review of the use of student personas in education, drawing insights from 83 publications identified through the ACM Digital Library, Web of Science, and Scopus. The analysis reveals that qualitative methodologies dominate persona development, with limited adoption of data-driven algorithmic approaches. Most studies constructed small persona sets—typically four or fewer—focusing on dimensions such as behaviors, beliefs, goals, needs, experiences, perceptions, and demographics, contrasting with larger sets found in industry. Predominantly featured in educational conferences, student personas were employed to (1) understand user needs, goals, and behaviors, (2) support the design and development of learning systems, (3) enhance teaching and learning practices, (4) facilitate persona-based roleplaying, and (5) promote diversity, inclusivity, and accessibility. However, the assessment of personas’ impact in these areas remains minimal. The findings suggest significant opportunities for the educational sector to leverage algorithmic methods to advance persona creation and broaden their application scope.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100242"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adopting strategies of mobile technology for assisted learning performance in higher education in China","authors":"Ruichen Yuan,&nbsp;Habibah Ab Jalil,&nbsp;Muhd Khaizer Omar","doi":"10.1016/j.caeo.2025.100263","DOIUrl":"10.1016/j.caeo.2025.100263","url":null,"abstract":"<div><div>Mobile technology, particularly mobile-assisted learning, has long been a rapidly growing and dynamic field. A prominent focus within this domain is the development and implementation of mobile learning applications and systems. The widespread adoption of mobile learning has led to the emergence of numerous applications, granting higher education students increased autonomy in leveraging mobile devices to support their academic performance. However, the abundance of available options has made the strategic selection and effective use of appropriate applications a pressing issue. This study employed a mixed-methods approach to investigate strategies for adopting mobile learning applications in Chinese higher education institutions—a context in which limited research has been conducted despite the ongoing technological transformation in mainland China. The findings revealed that academic major significantly influenced students’ learning performance supported by mobile applications, primarily due to differing academic demands [F(11, 289) = 1.788, <em>p</em> = .056, η² = 0.064]. Learners’ positive perceptions of mobile learning applications were found to be crucial to their assisted learning outcomes. Moreover, most students acknowledged the necessity of receiving guidance when selecting learning applications. Among the various forms of support examined, teacher recommendations were particularly valued. However, both in-class and out-of-class support remained insufficient. While online searches and social media offer some assistance, there is a strong preference among students for direct guidance from instructors. Furthermore, existing mobile learning applications do not fully meet the diverse needs of all learners. To address these challenges, this study proposes an eight-stage adoption strategy aimed at enhancing university students’ learning performance through more effective use of mobile applications.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100263"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911788","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}

{"title":"Peer assessment using one-to-one tablets to improve the English oral presentation of fourth-grade students in Taiwan","authors":"Yi-Shan Kuo,&nbsp;Sandy I Ching Wang,&nbsp;Eric Zhi Feng Liu","doi":"10.1016/j.caeo.2025.100262","DOIUrl":"10.1016/j.caeo.2025.100262","url":null,"abstract":"<div><div>The study investigates how peer assessment through individual tablets affects the English language skills of fourth-grade students in Taiwan. It explores the influence of this method on students’ motivation, self-esteem, and academic performance, with the backing of a government push for digital education. By combining quantitative analysis and qualitative interviews, the research delves into the effects of peer assessment through correlation and content analysis. This mixed-method approach aims to provide a thorough understanding of how incorporating digital tools with peer assessment can improve learning outcomes within a structured schooling.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100262"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143927768","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}

{"title":"From knowledge to intention: The role of TPACK and self-efficacy in technology integration","authors":"Thomas Schubatzky ,&nbsp;Jan-Philipp Burde ,&nbsp;Rike Große-Heilmann ,&nbsp;Andreas Lachner ,&nbsp;Josef Riese ,&nbsp;David Weiler","doi":"10.1016/j.caeo.2025.100246","DOIUrl":"10.1016/j.caeo.2025.100246","url":null,"abstract":"<div><div>Educational technology (ET) is playing an increasingly important role in classrooms and has the potential to support student learning. However, teachers need to implement ET in a purposeful way. A necessary –but insufficient –condition for meaningful implementation of ET is the intention to use it in the first place. This study aims to investigate the predictors of pre-service teachers’ intention to use ET, specifically focusing on how technological pedagogical content knowledge (TPCK) interacts with the constructs of the Technology Acceptance Model (TAM). While previous research has frequently employed self-reported TPCK to explore these relationships, our study uses a test-based measure to provide a more objective assessment. We also aim to understand how these relationships evolve over time, particularly during a technology integration seminar in teacher education. Using path analysis including N = 146 preservice teachers, we examined the relationships between test-based TPCK, self-efficacy, and the TAM variables (perceived usefulness, perceived ease of use, and intention to use ET). Our findings indicate that self-efficacy is a strong predictor of perceived usefulness, perceived ease of integration, and intention to use ET, whereas TPCK primarily influences perceived usefulness and indirectly affects intention. Furthermore, we observed that the roles of TPCK and self-efficacy shift over time. This study contributes to a deeper understanding of how objective measures of professional knowledge can reshape interpretations of TAM studies and guide the design of teacher preparation programs.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100246"},"PeriodicalIF":4.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}